2. Chapter 8: Training and Developing Employees Lecturer:
Human Resource Management, Arab World Edition Gary Dessler, Akram Al Ariss
Chapter 8: Training and Developing Employees
Lecturer:

3. After studying this chapter, you should be able to:
Describe the basic training process.
Describe and illustrate how you would go about identifying training requirements.
Explain how to distinguish between problems you can fix with training and those you can’t.
Explain how to use five training techniques.

4. Purpose of Orientation
Feel Welcome and at Ease
Begin the Socialization Process
Understand the Organization
Know What Is Expected in Work and Behavior
Orientation Helps New Employees

5. The Orientation Process
Company Organization and Operations
Safety Measures and Regulations
Facilities Tour
Employee Orientation
Employee Benefit Information
Personnel Policies
Daily Routine

6. FIGURE 8-1 New Employee Orientation Checklist
Source: Adapted from “General Orientation by HR Department,” from accessed June 2011.

7. The Training Process Training
This is the process of teaching new employees the basic skills they need to perform their jobs, and is a hallmark of good management.
Strategic Context of Training
The firm’s training programs must make sense in terms of the company’s strategic goals, and can be geared to give recruits more confidence and proficiency before they start real work.
Performance Management
Taking an integrated, goal-oriented approach to assigning, training, assessing, and rewarding employees’ performance.

8. The Training Process (cont)
The Five-Step Training and Development Process 1 3 2
Needs analysis 4
Instructional design 5
Validation
Implementation
Evaluation

9. Training, Learning, and Motivation
Make the Learning Meaningful
At the start of training, provide an overview of the material to be presented, to facilitate learning.
Use a variety of familiar examples.
Organize the information so you can present it logically, and in meaningful units.
Use terms and concepts that are already familiar to trainees.
Use as many visual aids as possible.

10. Training, Learning, and Motivation (cont)
Make Skills Transfer Easy
Maximize the similarity between the training situation and the work situation.
Provide adequate practice.
Label or identify each feature of the machine and/or step in the process.
Direct the trainees’ attention to important aspects of the job.
Provide ‘heads-up’, preparatory information that lets trainees know what might happen on the job.

11. Motivation Principles for Trainers
People learn best by doing – provide as much realistic practice as possible.
Trainees learn best when the trainers immediately reinforce correct responses.
Trainees learn best at their own pace.
Create a perceived training need in the trainees’ minds.
The schedule is important – the learning curve goes down late in the day; less than full day training is most effective.

12. Analyzing Training Needs
Task Analysis: Assessing New Employees’ Training Needs
Performance Analysis: Assessing Current Employees’ Training Needs
Training Needs Analysis

13. TABLE 8-1 Task Analysis Record Form
Task List
When and How Often Performed
Quantity and Quality of Performance
Conditions Under Which Performed
Skills or Knowledge Required
Where Best Learned 1.
Operate paper cutter
4 times per day
Noisy pressroom: distractions
1.1
Start motor
1.2
Set cutting distance
Tolerance of ± in.
Read gauge
On the job
1.3
Place paper on cutting table
Must be completely even to prevent uneven cut
Lift paper correctly
1.4
Push paper up to cutter
Must be even
1.5
Grasp safety release with left hand
100 percent of the time, for safety
Essential for safety
On the job but first practice without distractions
1.6
Grasp cutter release with right hand
Must keep both hands on releases
1.7
Simultaneously pull safety release with left hand and cutter release with right hand
1.8
Wait for cutter to retract
1.9
Retract paper
Wait until cutter retracts
1.10
Shut off 2.
Operate printing press
2.1
Note: Task analysis record form showing some of the tasks and subtasks performed by a printing press operator.

14. Assessing Current Employees’ Training Needs
Performance Appraisals
Job-Related Performance Data
Observations by Superiors
Interviews
Assessment Center Results
Individual Diaries
Attitude Surveys
Tests
Methods for Identifying Training Needs

15. Training Methods On-the-Job Training (OJT) Apprenticeship Training
Informal Learning
Job Instruction Training (JIT)
Lectures
Programmed Learning
Audiovisual-Based Training
Simulated Training (also Vestibule Training)
Computer-Based Training (CBT)
Electronic Performance Support Systems (EPSS)
Distance and Internet-Based Training

16. Training Methods (cont)
On-the-Job Training (OJT)
Having a person learn a job by actually doing it
Types of On-the-Job Training
Coaching or understudy
Job rotation
Special assignments
Advantages of On-the-Job Training
Inexpensive
Learn by doing facilitates learning
Immediate feedback

17. Steps to Help Ensure OJT Success
On-the-Job Training
Steps to Help Ensure OJT Success 1 2
Prepare the Learner 3
Present the Operation 4
Do a Tryout
Follow Up

18. TABLE 8-2 Job Instruction Training (JIT): Steps and Key Points1.
Start motor
None 2.
Set cutting distance
Carefully read scale—to prevent wrong-sized cut 3.
Place paper on cutting table
Make sure paper is even—to prevent uneven cut 4.
Push paper up to cutter
Make sure paper is tight—to prevent uneven cut 5.
Grasp safety release with left hand
Do not release left hand—to prevent hand from being caught in cutter 6.
Grasp cutter release with right hand
Do not release right hand—to prevent hand from being caught in cutter 7.
Simultaneously pull cutter and safety releases
Keep both hands on corresponding releases—avoid hands being on cutting table 8.
Wait for cutter to retract
Keep both hands on releases—to avoid having hands on cutting table 9.
Retract paper
Make sure cutter is retracted; keep both hands away from releases
10.
Shut off motor

19. Training Methods (cont)
Effective Lectures
Don’t start out lamely, or on the wrong foot.
Give your listeners signals to introduce new ideas.
Be alert to your audience and their body language.
Maintain continual eye contact with the audience.
Make sure everyone in the room can hear.
Control your hands – be natural.
Talk from notes rather than from a script.
Break a long talk into a series of five-minute talks.
Practice and rehearse your presentation.

20. A Practical Example of Training: Aramex
Aramex (a courier company) has established a corporate university (CU) to manage its training and development of employees. The CU’s activities cover four major areas:
Induction programs – to instill Aramex’s values/culture
Technical competencies – internally focused on trainers
Self-competencies – to instill specific soft skills
Leadership and executive training – to foster leadership

21. Programmed Learning Advantages Reduced training time
Presenting questions, facts, or problems to the learner
Allowing the person to respond
Providing feedback on the accuracy of answers
Advantages
Reduced training time
Self-paced learning
Immediate feedback
Reduced risk of error for learner
Disadvantage
Same effect as traditional textbook course

22. Computer-Based Training (CBT)
Types of CBT
Interactive multimedia training
Virtual reality training
Advantages of CBT
Reduces learning time on average by 50%
Cost-effective, once designed and produced
Instructional consistency of the computer
Mastery of learning in compulsory sequence
Increased retention through repetition
Increased motivation from instant feedback

23. TABLE 8-3 Names and Descriptions of Various Computer-Based Training TechniquesPI
Computer-based programmed instruction (PI) programs consist of text, graphics, and perhaps multimedia enhancements that are stored in memory and connected to one another electronically. Material to be learned is grouped into chunks of closely related information. Typically, the computer-based PI program presents the trainees with the information in the chunk, and then tests them on their retention of the information. If they have not retained the material, they are cycled back to the original information, or to remedial information. If they have retained the information they move on to the next information to be learned.
CBT
Training provided in part or in whole through the use of a computer. Computer-based training (CBT) is the term most often used in private industry or the government for training employees using computer-assisted instruction.
CMI
Computer-managed instruction (CMI) uses a computer to manage the administrative functions of training, such as registration, record keeping, scoring, and grading.
ICAI
When the computer-based training system is able to provide some of the primary characteristics of a human tutor, it is often referred to as an intelligent computer-assisted instruction (ICAI) system. This is a more advanced form of PI. Expert systems are used to run the tutoring aspect of the training, monitor trainee knowledge within a programmed knowledge model, and provide adaptive tutoring based on trainee responses.
ITS
Intelligent tutoring systems (ITS) make use of artificial intelligence to provide tutoring that is more advanced than ICAI type tutoring. ITS ‘learns’ through trainee responses the best methods of facilitating the trainee’s learning.
Simulations
Computer simulations provide a representation of a situation and the tasks to be performed in the situation. The representation can range from identical (e.g. word processing training) to fairly abstract (e.g. conflict resolution). Trainees perform the tasks presented to them by the computer program and the computer program monitors their performance.
Virtual Reality
Virtual reality is an advanced form of computer simulation, placing the trainee in a simulated environment that is ‘virtually’ the same as the physical environment. This simulation is accomplished by the trainee wearing special equipment such as head gear and gloves, and so on, which control what the trainee is able to see, feel, and otherwise sense. The trainee learns by interacting with objects in the electronic environment to achieve some goal.
Source: P. Nick Blanchard and James Thacker, Effective Training: Systems, Strategies, and Practices, Upper Saddle River, NJ: Pearson, 2003, p. 144.

24. Distance and Internet-Based Training
Teletraining
Videoconferencing
Internet-Based Training
E-Learning and Learning Portals
Distance Learning Methods

25. BOX 8-1 Managing HR in Challenging Times
Innovative Training Alternatives at KAMCO
Whenever the economy sours, training and development are often the first HR management activities to face the axe. For instance, in 2009, KAMCO’s HR department was asked to implement the company’s new high-performance training and development program at a fraction of its original budget. The global financial crisis of 2008 had caused havoc in the investment sector around the world, and many firms were forced to adjust their operating costs to deal with contracting markets. What made this request especially challenging was that KAMCO, a premier asset management and investment firm in Kuwait, had just adopted a new high-performance management system to support the company’s strategic objectives. The company had experienced tremendous growth before the financial crisis, and top management wanted the company to become more competitive on a regional level. Facing the realities of new work standards and a high-performance appraisal system, the HR team had to find a way to implement the new training and development program.
Source: Prepared by Dr. Dmytro Roman Kulchitsky, Ph.D., the American University of Kuwait

26. BOX 8-1 Managing HR in Challenging Times (cont)
Innovative Training Alternatives at KAMCO (cont)
Challenging times lead to creative thinking. To save money, the HR department adopted a four-fold strategy. For Kuwaiti citizens working at KAMCO, HR turned to the Manpower and Government Restructuring Program, which was established in 1997 to support Kuwaitis seeking employment in the private sector. Through this program, KAMCO was able to subsidize 75 percent of all training costs for employees with one year of experience, 50 percent of training for employees with two to three years of experience, and 25 percent of training for those with four or more years of experience. For Kuwaiti and non-Kuwaiti employees in need of highly specialized training, the HR team turned to the Kuwait Foundation for the Advancement of Sciences (KFAS), a non-profit organization that subsidizes up to six employees a year working for a company in Kuwait. KAMCO used this alternative only for the most expensive courses. For any course required by 10 or more KAMCO employees, the HR department contacted the Institute of Banking Studies (IBS) in Kuwait, another non-profit organization created in 1970 to support the banking and investment sector. This alternative allowed KAMCO to offer in-house training to employees through IBS.
Since 2009, this approach has enabled the HR department to cover over 40 percent of KAMCO’s training and development needs each year. In 2011, KAMCO also added e-learning to its training and development strategy for all professional employees.
Source: Prepared by Dr. Dmytro Roman Kulchitsky, Ph.D., the American University of Kuwait

27. Literacy Training Techniques
Additional preparatory training
Using different training media
Employer Responses to Functional Illiteracy

28. Management Development
Assessing the company’s strategic needs
Developing current and future managers
Long-Term Focus of Management Development
Appraising managers’ current performance

29. Steps in the Succession Planning Process
This is the process of planning and filling senior-level openings.
Steps in the Succession Planning Process 1 2
Anticipate management needs 3
Review firm’s management skills inventory 4
Create replacement charts
Begin management development

30. Management Development (cont)
Job Rotation
Action Learning
Managerial On-the-Job Training
Coaching/ Understudy Approach

31. Management Development (cont)
Off-the-Job Management Training and Development Techniques
The Case Study Method
Role Playing
Management Games
Behavior Modeling
Outside Seminars
Corporate Universities
University-Related Programs
Executive Coaches

32. BOX 8-2 Typical Role In a Role-Playing Exercise
Mohamad Al Ali—Repair Crew Supervisor
You are the head of a crew of telephone maintenance workers, each of whom drives a small service truck to and from the various jobs. Every so often you get a new truck to exchange for an old one, and you have the problem of deciding which of your crew members you should give the new truck. Often there are hard feelings, since each seems to feel entitled to the new truck, so you have a tough time being fair. As a matter of fact, it usually turns out that whatever you decide is considered wrong by most of the crew. You now have to face the issue again because a new truck, a Chevrolet, has just been allocated to you for assignment.
In order to handle this problem you have decided to put the decision up to the crew. You will tell them about the new truck and will put the problem in terms of what would be the fairest way to assign the truck. Do not take a position yourself, because you want to do what they think is most fair.
Source: Adapted from Norman R.F. Maier and Gertrude Casselman Verser, Psychology in Industrial Organizations, 5th edn., p © 1982 by Houghton Mifflin Company.

33. Managing Organizational Change and Development
Strategy
Technologies
Culture
What to Change
Structure
Employees

34. Managing Organizational Change and Development (cont)
Overcoming resistance to change
Effectively using organizational development techniques
The Human Resource Manager’s Role
Organizing and leading organizational change

35. Managing Organizational Change and Development (cont)
Overcoming Resistance to Change: Lewin’s Change Process 1 2
Unfreezing 3
Moving
Refreezing

36. How to Lead the Change Unfreezing Phase
Establish a sense of urgency regarding the need for change.
Mobilize commitment to jointly diagnose the problems.
Moving Phase
Create a guiding coalition of influential people.
Develop and communicate a shared vision.
Help employees to make the change.
Consolidate gains and produce more change.
Refreezing Phase
Reinforce new ways of doing things with systemic changes.
Monitor and assess progress using measurable milestones.

37. Using Organizational Development
Organizational Development (OD) 1 2
Usually involves action research 3
Applies behavioral science knowledge
Changes the organization in a particular direction

38. BOX 8-3 Examples of OD Interventions
Human Process Human Resource Management
• T-groups • Goal setting
• Process consultation • Performance appraisal
• Third-party intervention • Reward systems
• Team building • Career planning and development
• Organizational confrontation meeting • Managing workforce diversity
• Survey research
Technostructural Strategic
• Formal structural change • Integrated strategic management
• Differentiation and integration • Culture change
• Cooperative union–management projects • Strategic change
• Quality circles • Self-designing organizations
• Total quality management
• Work design

39. Evaluating the Training Effort
Designing the Study
Time series design
Controlled experimentation
Training Effects to Measure
Reaction of trainees to the program
Learning that actually took place
Behavior that changed on the job
Results achieved as a consequence of the training

40. FIGURE 8-2 Using a Time Series Graph to Assess a Training Program’s Effects

41. FIGURE 8-3 Sample Training Evaluation Form
Source: Adapted from accessed June 2011.

42. FIGURE 8-4 ‘Training Needs,’ from the KAMCO Performance Management Form
Source: Courtesy of KAMCO.

43. FIGURE 8-5 HR Scorecard for KAMCO: Training and Developing Employees
Source: Prepared by Dr. Dmytro Roman Kulchitsky, Ph.D., the American University of Kuwait.

44. Key Terms action learning apprenticeship training behavior modeling
case study method
controlled experimentation
electronic performance support systems (EPSS)
employee orientation
executive coach
in-house development center
job aid
job instruction training (JIT)
job rotation
management development
management games
on-the-job training (OJT)
organizational development
outsourced learning
performance analysis
performance management

45. Key Terms (cont) programmed learning role playing simulated training
succession planning
task analysis
training
virtual classroom