Chapter 7

Training Employees

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 What Do I Need to Know?
LO 7-1 Discuss how to link training programs to organizational needs.
LO 7-2 Explain how to assess the need for training.
LO 7-3 Explain how to assess employees’ readiness for training.
LO 7-4 Describe how to plan an effective training program.
LO 7-5 Compare widely used training methods.
LO 7-6 Summarize how to implement a successful training program.
LO 7-7 Evaluate the success of a training program.
LO 7-8 Describe training methods for employee orientation and onboarding and for diversity
management.

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 Introduction

Training
• Acquiring job-related knowledge, skills, abilities, and behaviors.
• Programs range from formal classes to one-on-one mentoring.
• Takes place on the job or at remote locations.
• Should be linked to organizational needs and motivation of employees.

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 Training Linked to Organizational Needs 1

Importance of Training
• More important than ever due to nature of the modern business environment.
• Change requires employees to learn new skills continuously.
• Growing reliance on teamwork creates a demand for the ability to solve problems in
teams and often requires training.

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 Training Linked to Organizational Needs 2

Instructional Design
Teaches skills and behaviors that help organizations achieve goals.
Used by HR professionals.
Includes:
1. Assessment of needs.
2. Preparation for training.
3. Planning the training program.
4. Implementing the program.
5. Evaluating the results of the program.

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 Figure 7.1 Stages of Instructional Design

Access the text alternative for slide images.

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 Training Linked to Organizational Needs 3

Learning Management System (LMS)

• Computer application that automates the administration, development, and delivery
of training programs.
• LMS makes design process more efficient and effective.
• Can link to performance management system to plan and manage training needs,
outcomes, and associated rewards.

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 Needs Assessment 1

The first element of instructional design is needs assessment.

Evaluating the organization, individual employees, and tasks to determine what
kinds of training, if any, are necessary.
Answers three questions:
• Organization: What is the context in which training will occur?
• Person: Who needs training?
• Task: What subjects should the training cover?

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 Needs Assessment 2

Organization Analysis
The beginning of needs assessment.
It looks at training needs in light of:
• The organization’s strategy.
• Resources available for training.
• Management’s support for training activities.

The organization should show trainees how to use newly learned skills,
knowledge, and behaviors on the job.
Managers need to know how training will help them achieve business goals.

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 Needs Assessment 3

Employee training must fit with the organization’s strategy and budget. Such training
can only be successful if managers are willing to help trainees use their newly learned
knowledge and skills on the job.

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 Needs Assessment 4

Person Analysis The primary variables are:

Process of determining individuals’ • The person’s ability and skills.
needs and readiness for training by • Attitudes and motivation.
answering three questions:
• The organization’s input.
1. Do performance deficiencies result
• Performance feedback.
from a lack of knowledge, skill, or
ability? • Positive consequences to motivate
good performance.
2. Who needs training?
3. Are the employees ready for training?

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 Needs Assessment 5

Task Analysis
Conditions to be considered:
• Job’s equipment and environment.
• Time constraints.
• Safety considerations.
• Performance standards.

Employees are interviewed and a questionnaire is created about the

importance, frequency, and difficulty of the tasks.
Determines which tasks will be the focus of training.

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 1
An examination of causes of performance deficiencies in a
group or individual is called _____ analysis.
POLLING QUESTION
A. organizational
B. task
C. person
D. needs

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 Readiness for Training

Readiness for Training

Combination of employee characteristics and positive work environment that
permits training.
Necessary employee characteristics: ability to learn, favorable attitudes toward
training, motivation.
Positive work environment encourages learning.
• Situational constraints.
• Social support.

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 Table 7.1 What Managers Should Do to Support Training
Understand the content of the training.
Know how training relates to what you need employees to do.
In performance appraisals, evaluate employees on how they apply training to their jobs.
Support employees’ use of training when they return to work.
Ensure that employees have the equipment and technology needed to use training.
Prior to training, discuss with employees how they plan to use training.
Recognize newly trained employees who use training content.
Give employees release time from their work to attend training.
Explain to employees why they have been asked to attend training.
Give employees feedback related to skills or behavior they are trying to develop.
If possible, be a trainer.

Sources: J. Kirsch and S. Wzientek, “The Manager’s Role in Reinforcing Learning,” Training Industry Magazine, March–April 2018, pp. 38–41; D. W. Ballard,
“Managers Aren’t Doing Enough to Train Employees for the Future,” Harvard Business Review, November 14, 2017,
https://hbr.org; S. Bailey, “The Answer to Transfer,” Chief Learning Officer, November 2014, pp. 33–41; R. Hewes, “Step by Step,” TD, February 2014, pp. 56–61.
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 Planning the Training Program 1

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 they learned.
4. Measurable performance standards.
5. Resources needed to carry out desired performance outcome.

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 Planning the Training Program 2

In-House or Contracted Out?

Organizations can provide an effective training program even if they lack
expertise in training.
Many organizations use outside experts.
• Request for proposal (RFP).

Training administration is done by an H R professional.

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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 Applications
Lectures, workbooks, video clips, Conveying facts or comparing
podcasts, websites. alternatives.
On-the-job training, simulations, Teaching specific skills; showing
role-plays, computer games. how skills are related to job or
how to handle interpersonal
issues.
Group discussions, experiential Establishing teams or work
programs, team training. groups; managing performance
of teams or work groups.
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 Figure 7.2 Use of Instructional Methods

Access the text alternative for slide images.

Source: “2019 Training Industry Report,” Training, https://trainingmag.com, accessed April 16, 2020.
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 Training Methods 1

Classroom Instruction
Usually a trainer lecturing group.
Distance learning.
• Trainees at different locations.
• May involve videoconferencing, e-mail, instant messaging, document-sharing
software, and web cameras.
• Interaction between trainer and audience may be limited.

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 Training Methods 2

Computer-Based Training
E-Learning:
• Web-based training modules, distance learning, and virtual classrooms.

Electronic performance support systems (EPSS):

• Provides access to skills training, information, and expert advice as needed.

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 Training Methods 3

On-the-Job Training (OJT)

Person with job experience and skill guides trainees.
• Apprenticeships.
• Internships.

OJT should include:

• Policy statement describing the purpose of OJT and emphasizing the organization’s support for it.
• Who is accountable for conducting OJT.
• Managers and peers should be trained in OJT principles.
• Access to lesson plans, checklists, procedure manuals, training manuals, learning contracts, and
progress report forms.
• The organization should assess the employee’s level of basic skills.
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 Table 7.3 Typical Jobs for Apprentices and Interns

Apprenticeship Internship
Bricklayer Accountant
Carpenter Doctor
Electrician Journalist
Plumber Lawyer
Nursing assistant Nurse
Welder

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 Training Methods 4

Simulations
• Enable trainees to see the impact of their decisions in an artificial, risk-free
environment.
• May use avatars.
• Virtual reality provides an interactive, three-dimensional experience.

Business Games
• Trainees gather and analyze information and make decisions that influence the
outcome.

Case Studies
• Detailed descriptions of a situation that trainees study and discuss.

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 Training Methods 5

Behavior Modeling
• An effective way to teach interpersonal skills with role-playing and feedback.

Experiential Programs
• Learning concepts and applying them by simulating behaviors involved and analyzing
activity.
• Connecting analysis with real-life situations.
• Adventure learning.

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 Teamwork
One of the most important features of
organizations today is teamwork.
Experiential programs include team-
building exercises like wall climbing and
rafting to help build trust and cooperation
among employees.

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 Training Methods 6

Team Training Action Learning

Individuals work together to achieve a
common goal.
• Cross training.
• Coordination training.
• Team leader training.
• Teams get an actual problem.
• They work on solving the problem.
• They commit to an action plan.
• They are responsible for carrying out
plan.

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 Implementing the Training Program 1

Principles of Learning
• Employees learn best when training links to current tasks.
• Employees need the 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 appropriate readability.

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 Table 7.4 Ways That Training Helps Employees Learn 1

Training Activity Ways to Provide Training Activity

Communicate the learning objective.
Use distinctive, attention-getting messages. • Emphasize key points.
Limit the content of training.
Guide trainees as they learn.
• Demonstrate the performance to be expected.
• Give examples of questions to be answered.
• 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.

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, https://www.td.org.
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 Table 7.4 Ways That Training Helps Employees Learn
Training Activity
Elaborate on the subject.
Provide memory cues.
Transfer course content to the workplace.
Provide feedback about performance.
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2
Ways to Provide Training Activity
• Present the material in different contexts and settings.
• Relate new ideas to previously learned concepts.
• Practice in a variety of contexts and settings.
• Suggest memory aids.
• Use familiar sounds or rhymes as memory cues.
• Design the learning environment so that it has
elements in 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.
• Tell trainees how accurately and quickly they are
performing their new skill.
• Show how trainees have met the objectives of the
training.
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 Implementing the Training Program 2

Transfer of Training
• On-the-job use of knowledge, skills, and behaviors learned in training.
• Implementation strengthened by social support, technical support, and self-
management.
• Communities of practice provide peer support.

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 Figure 7.3 Measures of Training Success

Access the text alternative for slide images.

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 Measuring the Results of Training 1

Evaluation Methods
Three questions indicate transfer of training:
1. Do you perform the task?
2. How many times do you perform the task?
3. To what extend do you perform difficult and challenging learned tasks?

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 Measuring the Results of Training 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.
• High return on investment.

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 Measuring the Results of Training 3

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

Orientation
Training designed to prepare new
employees to:
• Perform their jobs effectively.
• Learn about organization.
• Establish work relationships.
Onboarding
• Ongoing process that aims to prepare
new employees for full participation.
• Conscious attempt to get new hires to
identify and connect with employer.

Objective is to familiarize new

employees with rules, policies, and
procedures.

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 Figure 7.4 Goals for a Four-Stage Onboarding Process

Sources: Based on Tayla N. Bauer, Onboarding New Employees: Maximizing

Success, Effective Practice Guidelines (Alexandria, VA: SHRM Foundation,
2010); G. Chao, A. O’Leary-Kelly, S. Wolf, H. Klein, and P. Gardner,
“Organizational Socialization: Its Content and Consequences,”
Journal of Applied Psychology 79 (1994), pp. 730–43.
Access the text alternative for slide images.
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 Applications of Training 2

Diversity Training
Designed to change employee attitudes about diversity and inclusion.
Goal is to decrease stereotyping and become aware of differences.
Risk is that the programs may alienate white male employees.
Programs may focus on:
• Behavior changes.
• Constructive ways to handle communication barriers, conflicts, and
misunderstandings.
• Cultural immersion.

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 2
Have you ever participated in a diversity training course? If so,
did you find it valuable?
POLLING QUESTION
A. Yes, and it was very useful.
B. Yes, but it covered information I already knew,
C. No, but I think it would be enlightening.
D. No, and I don’t think it would be very useful.

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 End of Chapter 7

© 2022 McGraw Hill. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw Hill. 41