Chapter 7

TRAINING EMPLOYEES

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• Introduction

Training
– An organization’s planned efforts to help employees
acquire job-related knowledge, skills, abilities, and
behaviors, with the goal of applying these on the job
– Training can benefit the organization when it is linked
to organizational needs and motivates employees.

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• Training Linked to Organizational Needs 1 of 4

• Training is more important than ever.

• Rapid change requires that employees
continually learn new skills.
• Growing reliance on teamwork creates a
demand for the ability to solve problems in
teams, an ability that often requires formal
training.

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• Training Linked to Organizational Needs 2 of 4
Instructional Design
Instructional design: a
process of systematically
developing training to meet
specified needs.
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• An effective training
program is designed to
teach skills and behaviors
that will help the
organization achieve its
goals.
• HR professionals
approach training through
instructional design.
 • Figure 7.1
Stages of
Instructional
Design

Jump to Appendix 1 long image

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• Needs Assessment 1 of 5

Needs assessment
– Process of evaluating the organization, individual
employees, and employees’ tasks to determine what
kinds of training, if any, are necessary.
– Needs assessment answers three questions:
1. Organization – What is the context in which training will
occur?
2. Person – Who needs training?
3. Task – What subjects should training cover?

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• Needs Assessment 3 of 5

Organization analysis
– Process for determining appropriateness of training
by evaluating characteristics of the organization.
– It looks at training needs in light of:
• the organization’s strategy,
• resources available for training, and
• Management’s support for training activities.

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• Needs Assessment 4 of 5

Person analysis
– Process of determining individuals’ needs and
readiness for training by answering three questions:
1. Do performance deficiencies result from a lack of
knowledge, skill, or ability?
2. Who needs training?
3. Are these employees ready for training?

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• Needs Assessment 5 of 5

Task analysis
– Process of identifying and analyzing tasks to be
trained. To carry out task analysis, conditions to be
considered include:
• Job’s equipment and environment
• Time constraints
• Safety considerations
• Performance standards

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• Readiness for Training
Readiness for training
• A combination of employee characteristics and
positive work environment that permit training.
• Necessary employee characteristics:
• Ability to learn subject matter
• Favorable attitudes toward training
• Motivation to learn
• A positive work environment encourages learning
and avoids interfering with training, characterized by
situational constraints and social support.

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• Planning the Training Program 1 of 4

• Planning begins with establishing objectives for

the training program.
• Based on those objectives, planner decides:
1. Who will provide the training
2. What topics the training will cover
3. What training methods to use
4. How to evaluate the training

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• Planning the Training Program 2 of 4

Training objectives include a statement of:

1. Expectations
2. Quality or level of acceptable performance
3. Conditions under which the employee is to
apply what he or she learned.
4. Measurable performance standards.
5. Resources needed to carry out desired
performance or outcome.

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• Table 7.2 Categories of Training Methods
Method
Presentation methods:
trainees receive information
provided by others.
Hands-on-methods: trainees
are actively involved in trying
out skills.
Group-building methods:
trainees share ideas and
experiences, build group
identities, learn about
interpersonal relationships
and the group.
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Techniques
Lectures, workbooks, video
clips, podcasts, websites.
On-the-job training,
simulations, role-plays,
computer games.
Group discussions,
experiential programs, team
training.
Applications
Conveying facts or comparing
alternatives.
Teaching specific skills;
showing how skills are
related to job or how to
handle interpersonal issues.
Establishing teams or work
groups; managing
performance of teams or
work groups.
• Training Methods
Classroom &
Distance
Action Learning Audiovisual
Learning Training
Team Training
cross-training, Computer-
coordination and Based Training
team leader training e-learning; EPSS
Training
Experiential Methods OJT
adventure apprenticeships,
programs internships

Behavior Simulations
Modeling avatars, virtual
Business reality
Games & Case
Studies

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• Figure 7.2: Use of Instructional Methods

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• Training Methods 1 of 8

Classroom Learning
– Usually a trainer lecturing group
– Distance Learning
• Trainees at different locations
• Videoconferencing, email, instant messaging, document-
sharing software, web cameras
• Interaction between trainer and audience may be limited

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• Training Methods 2 of 8

Audiovisual Training
• Mobile technology is useful for employees who travel
and need to be in touch with the office.
• iPods and tablet computers also give employees the
ability to listen to and participate in training programs
at their own leisure.

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• Training Methods 3 of 8

Computer-based Training
– E-learning:
 involves receiving training via Internet or Intranet.
 uses electronic networks for delivering and sharing
information, offers tools, links and information for
helping trainees improve performance.
– Electronic Performance Support Systems (EPSS)
• provide access to skills training, information, and expert
advice when a problem occurs on the job.

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• Training Methods 4 of 8

On-the-Job Training
– Training methods in which a person with job
experience and skill guides trainees in practicing job
skills at the workplace
Apprenticeship
– A work-study training method that teaches job skills
through a combination of structured on-the-job
training and classroom training
Internship
– on-the-job learning sponsored by an educational
institution as a component of an academic program.

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• Training Methods 5 of 8

Simulations Business Games and Case

• Training method that Studies
represents a real-life
situation, with trainees
making decisions resulting
in outcomes that mirror
what would occur on the
job. Uses:
 Avatars
 Virtual reality
 Case studies- detailed
descriptions of a situation
that trainees study and
discuss
 Business games require
trainees to gather and
analyze information and
make decisions that
influence the outcome.

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• Training Methods 6 of 8
Behavior Modeling
• An effective way to teach
interpersonal skills
• Includes role-playing with
feedback
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Experiential programs
Participants learn concepts
and apply them by
simulating behaviors
involved and analyzing the
activity and connecting it
with real-life situations
• Adventure Learning
– A teamwork and leadership
training program based on
use of challenging,
structured outdoor
activities
• Training Methods 8 of 8

Team Training Action Learning

• Coordinates the • Teams or work groups get
performance of individuals an actual problem, work on
who work together to solving it and commit to an
achieve a common goal. action plan, and are
– Cross training accountable for carrying out
– Coordination training the plan.
– Team leader training

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• Implementing the Training Program 1 of 2

Principles of Learning
• Employees are most likely to learn when training is
linked to their current job experiences and tasks.
• Employees need a chance to demonstrate and practice
what they have learned.
• Trainees need to understand whether or not they are
succeeding.
• Well-designed training helps people remember content.
• Written materials should have an appropriate reading
level.

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• Table 7.4 Ways That Training Helps Employees Learn
1 of 2
Training Activity
Communicate the learning
objective.
Use distinctive, attention-
getting messages.
Limit the content of training.
Guide trainees as they learn
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Ways To Provide Training Activity
Demonstrate the performance to be expected.
Give examples of questions to be answered.
Emphasize key points.
Use pictures, not just words.
Group lengthy material into chunks.
Provide a visual image of the course material.
Provide opportunities to repeat and practice material.
Use words as reminders about sequence of activities.
Use words and pictures to relate concepts to one another
and to their context.
Prompt trainees to evaluate whether they understand and
are using effective tactics to learn the material.
• Table 7.4 Ways That Training Helps Employees Learn
2 of 2

Training Activity Ways To Provide Training Activity

Elaborate on the subject Present the material in different contexts and settings.
Relate new ideas to previously learned concepts.
Practice in a variety of contexts and settings.
Provide memory cues Suggest memory aids.
Use familiar sounds or rhymes as memory cues.
Transfer course content to the Design the learning environment so that it has elements in
workplace. in common with the workplace.
Require learners to develop action plans that apply
training content to their jobs.
Use words that link the course to the workplace.
Provide feedback about Tell trainees how accurately and quickly they are
performance. performing their new skill.
Show how trainees have met the objectives of the training.

Sources: Adapted from R.M. Gagne, “Learning Processes and Instruction,” Training Research Journal 1 (1995/96), pp. 17-28; and Traci Sitzmann, “Self-Regulating Online Course
Engagement,” T&D, March 2010, Business & Company Resource Center, http://galenet.galegroup.com

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• Implementing the Training Program 2 of 2
Transfer of training
– On-the-job use of knowledge, skills, and behaviors
learned in training. Can be measured by asking
employees three questions about specific training
tasks:
1. Do you perform the task?
2. How many times do you perform the task?
3. To what extent do you perform difficult and challenging
learned tasks?
– Communities of practice

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• Figure 7.3 Measures of Training Success

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• Measuring the Results of Training 1 of 2
Training Outcomes
• Information such as facts, techniques, and procedures
that trainees can recall after training.
• Skills that trainees can demonstrate in tests or on the
job.
• Trainee and supervisor satisfaction with training
program.
• Changes in attitude related to training content.
• Improvements in individual, group, or company
performance.

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• Measuring the Results of Training 2 of 2

Applying the Evaluation

– Helps with future decisions about the organization’s
training programs
– Organization may identify a need to modify the
training and gain information about the kinds of
changes needed.

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• Applications of Training 1 of 2
Orientation Objective is to
• Training designed to familiarize new
prepare employees employees with the
to: organization’s rules,
 perform their jobs policies, and
effectively, procedures.
 learn about their
organization, and
 establish work
relationships.

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• Applications of Training 2 of 2

Diversity Training
– Increases participants’ awareness of cultural and
ethnic differences and differences in personal
characteristics and physical characteristics
– Needs to respect and value all of the organization’s
employees
– Programs may focus on
• Behavior changes
• Constructive ways to handle communication barriers,
conflicts and misunderstandings
• Cultural immersion

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• Summary 1 of 5
• Organizations need to establish training programs that
are effective, teach skills and behaviors that will help the
organization achieve its goals and ensure readiness for
training.
• Organizations create such programs through
instructional design which begins with a needs
assessment.

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• Summary 2 of 5
• Next HR plans and implements a training program and
evaluates the results.
• Needs assessment consists of an organization, person
and task analysis.
• Readiness for training is a combination of employee
characteristics and positive work environment that
permit training.
• Planning begins with establishing objectives for the
program.

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• Summary 3 of 5

Based on the objectives, the planner decides:

1. Who will provide the training?
2. What topics the training will cover?
3. What training methods to use?
4. How to evaluate the training?
• Training methods selected should be related to the
objectives and content of the training program.
• Training methods may include presentation methods,
hands-on methods, or group-building methods.

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• Summary 4 of 5
• Implementation should apply principles of learning.
• Effective training communicates learning objectives,
presents information in distinctive and memorable ways,
and helps trainees link subject matter to jobs.
• Evaluation of training should look for transfer of training
by measuring whether employees are performing tasks
taught in training.
• Assessment of training also should evaluate training
outcomes.

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• Summary 5 of 5
• Organizations should provide orientation because,
people feel shock and surprise when they start a new
job, and they need to learn the details of how to perform
the job.
• Diversity training is designed to change employee
attitudes about diversity and/or develop skills needed to
work with a diverse workforce.

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