Chapter 7

Training

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 Learning Objectives 1 of 2
LO 7-1 Discuss how training, informal learning, and
knowledge management can contribute to
continuous learning and companies’ business
strategy.
LO 7-2 Explain the role of the manager in identifying
training needs and supporting training on the job.
LO 7-3 Conduct a needs assessment.
LO 7-4 Evaluate employees’ readiness for training.
LO 7-5 Discuss the strengths and weaknesses of
presentation, hands-on, and group training
methods.

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 Learning Objectives 2 of 2
LO 7-6 Explain the potential advantages of e-learning for
training.
LO 7-7 Design a training session to maximize learning.
LO 7-8 Choose appropriate evaluation design and training
outcomes based on the training objectives and
evaluation purpose.
LO 7-9 Design a cross-cultural preparation program.
LO 7-10 Develop a program for effectively managing
diversity.

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 Introduction
Companies are in business to make money.
Business functions must show how they contribute to
business success.
• Training activities should help the company achieve its
business strategy.
• Training can help employees develop skills needed to
perform their jobs, which directly affects the business.

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 Training: Its Role in Continuous Learning and
Competitive Advantage 1 of 2
Continuous learning
• Requires employees to understand the entire
work process, acquire and apply new skills and
share what they have learned

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 Training: Its Role in Continuous Learning and
Competitive Advantage 2 of 2
Training
• Formal training
• Informal learning
• Explicit knowledge
• Tacit knowledge
• Knowledge management

LO 7-1

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 Figure 7.1 Key Features of Continuous Learning

Jump to long description in appendix

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 Designing Effective Formal Training Activities 1 of 14

The Training Design Process

• Instructional System Design (ISD)
• ADDIE model
• Analysis
• Design
• Development
• Implementation
• Evaluation

LO 7-2

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 Figure 7.2
The
Training
Process

Jump to long description in appendix

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 Designing Effective Formal Training Activities 2 of 14

Needs Assessment
• First step in instructional design process
• Pressure points determine if training is necessary
• Performance problems
• New technology
• Internal or external customer requests for training
• Job redesign
• New legislation
• Changes in customer preferences

LO 7-3

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 Figure 7.3 The Needs Assessment Process

Jump to long description in appendix

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 Designing Effective Formal Training Activities 3 of 14

Organizational analysis
• Support of managers and peers
• Company strategy
• Training resources
Person analysis
Task analysis

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 Table 7.1 Examples of Strategic Initiatives and Their
Implications for Training Practices 1 of 2
Strategic Training and
Development Initiatives Implications
Improve customer service • Ensure that employees have product and
service knowledge
• Ensure that employees have skills needed to
interact with customers
• Ensure that employees understand their roles
and decision-making authority
Improve employee • Ensure that employees have opportunities to
engagement develop
• Ensure that employees understand career
opportunities and personal growth
opportunities
• Ensure that training and development
addresses employees’ needs in current job as
well as growth opportunities

©McGraw-Hill Education SOURCE: Based on S. Tannenbaum, “A Strategic View of Organizational Training and Learning,” in Creating, Implementing and Managing Effective Training and Development, ed. K. Kraiger (San Francisco: Jossey-Bass, 2002), pp. 10–52.
 Table 7.1 Examples of Strategic Initiatives and Their
Implications for Training Practices 2 of 2

Strategic Training and

Development Initiatives Implications
Enhance innovation and • Capture insight and information from
creativity knowledgeable employees
• Logically organize and store information
• Provide methods to make information
available (e.g., resource guides, websites)
• Dedicate physical space to encourage
teamwork, collaboration, creativity, and
knowledge sharing
Growth in global markets • Prepare high potential managers to take over
global leadership positions
• Prepare expatriates to function cross-culturally
• Train local workforce in company culture

©McGraw-Hill Education SOURCE: Based on S. Tannenbaum, “A Strategic View of Organizational Training and Learning,” in Creating, Implementing and Managing Effective Training and Development, ed. K. Kraiger (San Francisco: Jossey-Bass, 2002), pp. 10–52.
 Table 7.2 Questions to Ask Vendors and Consultants

February 2010, pp. 122–125.CES: Adapted from R. Zemke and J. Armstrong, “Evaluating Multimedia Developers,” Training, November 1996,
pp. 33–38; B. Chapman, “How to Create the Ideal RFP,” Training, January 2004, pp. 40–43; M. Weinstein, “What Vendors Wished You Knew
B. Chapman, “How to Create the Ideal RFP,” Training, January 2004, pp. 40–43; M. Weinstein, “What Vendors Wished You Knew,” Training,
SOURSOURCES: Adapted from R. Zemke and J. Armstrong, “Evaluating Multimedia Developers,” Training, November 1996, pp. 33–38;
How do your products and services fit our needs?
How much and what type of experience does your company have in designing
and delivering training?
What are the qualifications and experiences of your staff?
Can you provide demonstrations or examples of training programs you have
developed?
Can you provide references from clients for whom you worked?
What evidence do you have that your programs work?
How long will it take to develop the training program?
How much will your services cost?
What instructional design methods do you use?

,” Training, February 2010, pp. 122–125.

What about recurring costs, such as those related to administering, updating,
and maintaining the training program?
Do you provide technical support?

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 Designing Effective Formal Training Activities 4 of 14

Ensuring Employees’ Readiness for Training

• Readiness for Training includes the employee
characteristics that provide them with the desire,
focus, and energy to learn.
• Motivation to Learn is the desire to learn the
content of a training program.
• Self-efficacy reflects the employee belief that
they can learn content of training program.

LO 7-4

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 Table 7.3 Factors that Influence Motivation to Learn

Self-efficacy

Benefits/Consequences

Awareness of Needs

Work Environment

Basic Skills

Goal Orientation

Conscientiousness

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 Table 7.4 Conditions for Learning and Their Importance

Conditions for Learning

• Need to know why they should learn.
• Meaningful training content.
• Opportunities for practice.
• Feedback.
• Observe, experience, and interact with training
content, other learners, and instructor.
• Good program coordination and administration.
• Commit training content to memory.

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 Designing Effective Formal Training Activities 5 of 14

Ensuring Transfer of Training

• Manager support
• Action plan
• Peer support
• Support network

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 Figure 7.4 Work Environment Characteristics
Influencing Transfer of Training

Jump to long description in appendix

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 Designing Effective Formal Training Activities 6 of 14

Ensuring Transfer of Training continued

• Opportunity to use learned capabilities
• Opportunity to perform

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 Designing Effective Formal Training Activities 7 of 14

Ensuring Transfer of Training continued

• Technological Support: Performance Support and
Knowledge Management Systems
• Performance support systems
• Computer applications that can provide, as requested,
skills training, information access, and expert advice
• Knowledge management systems
• Communities of practice

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 Designing Effective Formal Training 8 of 14

Ensuring Transfer of Training continued

• Self-management skills
• Set goals for using skills or behaviors on the job
• Identify conditions under which they might fail to use them
• Identify the positive and negative consequences of using
them
• Monitor their use of them

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 Designing Effective Formal Training Activities 9 of 14

Selecting Training Methods

• Instructor-led classroom
• Online learning
• Mobile learning
• Social learning
• Blended learning

LO 7-5

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 Figure 7.5 Overview of Use of Training Methods

©McGraw-Hill Education Data from “2014 Industry Report” Training,

 Designing Effective Formal Training Activities 10 of 14

Selecting Training Methods continued

• Presentation Methods
• Instructor-led classroom
• Distance learning
• Teleconferencing
• Webcasting
• Audiovisual training

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 Designing Effective Formal Training Activities 11 of 14

Selecting Training Methods continued

• Hands-on Methods
• On-the-job training (OJT)
• Apprenticeship
• Internship
• Simulation
• Virtual reality
• Avatars
• Games and case studies

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 Designing Effective Formal Training Activities 12 of 14

Selecting Training Methods continued

• Hands-on Methods continued
• Behavior modeling
• E-learning
• Repurposing
• MOOCs
• Blended learning
• Learning management systems

LO 7-6

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 Designing Effective Formal Training Activities 13 of 14

Group- or Team-Building Methods

• Group- or team-building methods
• Experiential programs
• Adventure learning
• Team training
• Cross-training
• Coordination training
• Team leader training
• Action learning

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 Designing Effective Formal Training Activities 14 of 14

Advice for Selecting a Training Method

• Identify the type of learning outcome the training is
to influence
• Verbal information, intellectual skills, cognitive strategies,
attitudes, motor skills, or some combination
• Consider the training budget

LO 7-7

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 Evaluating Training Programs 1 of 3

Training outcomes can be categorized five ways

• Cognitive outcomes
• Skill-based outcomes
• Affective outcomes
• Results
• Return on investment

LO 7-8

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 Table 7.7 Outcomes Used in Evaluating Training
Programs
OUTCOME WHAT IS MEASURED HOW MEASURED EXAMPLE

Cognitive Acquisition of Pencil-and-paper tests Safety rules

outcomes knowledge Work sample Electrical principles
Steps in appraisal
interview
Skill-based Behavior Observation Jigsaw use
outcomes Skills Work sample Listening skills
Ratings Coaching skills
Airplane landings
Affective Motivation Interviews Satisfaction with
outcomes Reaction to program Focus groups training
Attitudes Attitude surveys Beliefs regarding
other cultures
Results Company payoff Observation Absenteeism
Data from information system Accidents
or performance records Patents
Return on Economic value of Identification and comparison Dollars
investment training of costs and benefits of the
program

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 Evaluating Training Programs 2 of 3
Evaluation Designs
• Posttest only
• Pretest/Posttest
• Posttest only with comparison group
• Pretest/Posttest with comparison group
• Time series

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 Evaluating Training Programs 3 of 3
Determining the Financial Benefits of Learning
• Return on Investment refers to the estimated
dollar return from each dollar invested in learning.
1. Identify outcomes
2. Place a value on outcomes
3. Determine change in performance
4. Obtain an annual amount of benefits
5. Determine training costs
6. Calculate total savings
7. Calculate ROI

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 Special Training Issues 1 of 5
Cross-Cultural Preparation
• Expatriate
• Competent in area of expertise
• Able to communicate in host country
• Culturally sensitive
• Motivated to succeed
• Supported by family

LO 7-9

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 Special Training Issues 2 of 5
Cross-Cultural Preparation continued
• Predeparture phase
• Receive language training and orientation
• Include the family
• Discuss career plans and positions expected upon
return

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 Special Training Issues 3 of 5
Cross-Cultural Preparation continued
• On-site phase
• Orientation to host country
• Develop social relationships
• Repatriation phase
• Self-managed
• Provide company newsletters and local
newspapers
• Adjust to lower standard of living

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 Special Training Issues 4 of 5
Managing Workforce Diversity and Inclusion
• Manage diversity
• Inclusion
• Diversity training
• May enhance performance and impact:
• Cognitive outcomes
• Affective outcomes
• Behavioral outcomes

LO 7-10

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 Table 7.9 Key Components of Effective Diversity
Management Programs 1 of 7
Top Management Support
• Make the business case for diversity.
• Include diversity as part of the business strategy
and corporate goals.
• Participate in diversity programs, and encourage
all managers to attend.
• Ensure that the composition of the executive
management team mirrors the diversity of the
workforce.

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 Table 7.9 Key Components of Effective Diversity
Management Programs 2 of 7
Recruitment and Hiring
• Ask search firms to identify wider arrays of
candidates.
• Enhance the interviewing, selection, and hiring
skills of managers.
• Expand college recruitment at historically minority
colleges.

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 Table 7.9 Key Components of Effective Diversity
Management Programs 3 of 7
Talent Identification and Development
• Form a partnership with internship programs that
target minority students for management careers.
• Establish a mentoring process.
• Refine the company’s global succession planning
system to improve identification of talent.
• Improve the selection and development of managers
and leaders to help ensure that they are capable of
maximizing team performance.
• Ensure that all employees, especially women and
minorities, have access to management development
and leadership programs.
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 Table 7.9 Key Components of Effective Diversity
Management Programs 4 of 7
Employee Support
• Form resource groups or employee network groups,
including employees with common interests, and use
them to help the company develop business goals and
understand the issues they are concerned with (e.g.,
Asian Pacific employees, women, gays, lesbians,
transgender employees, Native Americans, veterans,
Hispanics).
• Celebrate cultural traditions, festivities, and holidays.
• Make work/life balance initiatives (such as flextime,
telecommuting, and eldercare) available to all
employees.

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 Table 7.9 Key Components of Effective Diversity
Management Programs 5 of 7
Fair Treatment
• Conduct extensive diversity training.
• Implement an alternative dispute resolution
process.
• Include women and minorities on all human
resources committees throughout the company.

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 Table 7.9 Key Components of Effective Diversity
Management Programs 6 of 7
Manager Accountability
• Link managers’ compensation to their success in
meeting diversity goals and creating openness
and inclusion in the workplace.
• Use employee attitude or engagement surveys to
track employees’ attitudes on inclusion, fairness,
opportunities for development, work/life balance,
and perceptions of the company culture.
• Implement 360-degree feedback for all managers
and supervisors.

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 Table 7.9 Key Components of Effective Diversity
Management Programs 7 of 7
Relationships with External Stakeholders
• Increase marketing to diverse communities.
• Provide customer service in different languages.
• Broaden the company’s base of suppliers and
vendors to include businesses owned by
minorities and women.
• Provide scholarships and educational and
neighborhood grants to diverse communities and
their members.

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 Special Training Issues 5 of 5
Onboarding or Socialization
• Onboarding
• Establish relationships to increase satisfaction
• Clarify goals and expectations to improve
performance
• provide feedback, coaching, and follow-up activities
to reduce turnover

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 Figure 7.6 The Four Steps in Onboarding

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 Table 7.10 Characteristics of Effective Onboarding
Programs
• Employees are encouraged to ask questions.
• Program includes information on both technical and social aspects of
the job.
• The employee manager has some onboarding responsibility.
• Debasing or embarrassing new employees is avoided.
• Employees learn about the company culture, history, language,
products, services, and customers.
• Follow-up of employee progress occurs at different points up to one
year after joining the company.
• Program involves participation, active involvement, and formal and
informal interaction between new hires and current employees.
• Relocation assistance is provided (such as house hunting or
information sessions on the community for employees and their
significant others).
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 Appendix of Image Long
Descriptions

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 Appendix 1 Figure 7.1 Key Features of
Continuous Learning
A circle graph shows that formal training and development,
informal learning, and knowledge management are the key
features of a continuous learning philosophy that focuses
on performance and supports business strategy.

Return to original slide

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 Appendix 2 Figure 7.2 The Training
Process
Stage 1 Needs Assessment: organizational analysis, person analysis, and task analysis
Stage 2 Ensuring employees’ readiness for training: attitudes and motivation, and basic
skills
Stage 3 Creating a learning environment: I*dentification of learning objectives and
training outcomes, meaningful material, feedback, observations of others, administering
and coordinating program
Feedback
Stage 4 Ensuring transfer of training: self-management strategies, and peer and manager
support
Stage 5 Selecting training methods: presentational methods, hand-on methods, and
group or team-building methods
Stage 6 Evaluating training programs: identification of training outcomes and evaluation
design, and cost-benefit analysis

Return to original slide

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 Appendix 3 Figure 7.3 The Needs Assessment Process
Organization analysis (What is the context?), person analysis (Who needs training?), and task analysis (In what do they need training?)

Reasons or pressure points

legislation

lack of basic skills

poor performance

new technology

customer requests

new products

higher performance standards

new jobs

business growth or contraction

global business expansion

 Outcomes

what trainees need to learn

who receives training

type of training

frequency of training

buy-versus-build training decision

training versus other HR options such as selection or job redesign

how training should be evaluated

Return to original slide

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 Appendix 4 Figure 7.4 Work Environment
Characteristics Influencing Transfer of Training

Transfer of training is influenced by opportunity to use

learned capability, technological support, manager support,
peer support, and self-management skills.

Return to original slide

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