2. chapter 13
Training and Development

3. Introduction
Orientation – orients, directs, and guides employees to understand work, firm, colleagues, and mission (socialization)
Training – helps employees do their current work
Development – prepares individuals for the future
Focuses on learning and personal development

4. Goals of Orientation To reduce anxiety turnover To develop realistic
expectations
To save time 4

5. How Orientation Works (1 of 2)
Orientation should begin with the most relevant and immediate kinds of information
The most significant part of orientation is the human side
New employees should be “sponsored” or directed in the immediate environment by an experienced worker or supervisor

6. How Orientation Works (2 of 2)
New employees should be gradually introduced to the people with whom they will work
New employees should be allowed sufficient time to get their feet on the ground before job demands on them are increased

7. Training
The systematic process of altering the behavior of employees in a direction that will achieve organization goals
Training is related to present job skills and abilities
Training has a current orientation
Helps employees master specific skills and abilities needed to be successful

8. Goals of Training (1 of 2) Training validity Transfer validity
Did the trainees learn skills or acquire knowledge or abilities during the training?
Transfer validity
Did the knowledge, skills, and abilities learned in training lead to improved performance on the job?

9. Goals of Training (2 of 2) Intraorganizational validity
Is the job performance of a new group of trainees in the same organization that developed the program comparable to the job performance of the original training groups?
Interorganizational validity
Can a training program that has been validated in one organization be used successfully in another firm?

10. Learning Theory and Training (1 of 2)
The trainee must be motivated to learn
The trainee must be able to learn
The learning must be reinforced
The training must provide for practice of the material

11. Learning Theory and Training (2 of 2)
The material presented must be meaningful
The material must be communicated effectively
The material taught must transfer to the job

12. Learning Organizations
Organizations that are proficient in:
A systematic approach to problem solving
Experimentation with new approaches
Learning from their own experience and history
Learning from the experiences and best practices of others
Transferring knowledge quickly and efficiently throughout the organization

13. Managing the Training Program
Determining needs and objectives
Choosing trainers and trainees
Selecting training content and methods to be used
Developing evaluation criteria
Evaluating the training

14. Organizational Analysis
Needs Assessment
Organizational Analysis
Person Analysis
Task Analysis

15. Four Ways to Determine Employees’ Needs for Training:
Observe employees
Listen to employees
Ask supervisors about employees’ needs
Examine the problems employees have

16. Steps to a Performance Analysis
Behavioral discrepancy
Cost-value analysis
Is it a “cant do” or “won’t do” situation?
Set standards
Remove obstacles
Practice
Training
Change the job
Transfer or terminate
Create a motivational climate

17. Training and Development Instructional Methods
On-the-Job Training
Case Method
Training and Development Instructional Methods
Role Playing
In-Basket Technique
Outdoor-Oriented Programs
Management Games
Behavior Modeling

18. Approaches to Training and Development
Humanist
Cognitivist
Behaviorist

19. On-the-Job Training for Managers
Coaching and counseling
Transitory anticipatory experiences
Transfers and rotation

20. Off-the-Job Training Lecture-discussion approach
Computer-assisted instruction (CAI)
Internet
Intranets
Multimedia-based training (MBT)
Virtual reality (VR)
Distance learning

21. Diagnostic Steps in Development Programs
Organizational Analysis
Determine short- and long-term goals of the organization
Work Analysis
Examine work requirements, specifications, and changes in work
Determine behaviors needed to perform work and performance standards
Human Resource Analysis
Develop behavior objectives to be accomplished through development programs
Objectives to be used in evaluation of success of program

22. Development: Individual Techniques
Behavior Modification
Goal Setting

23. Goal Setting: Key Steps (1 of 2)
Diagnosis
Preparing the employees for goal setting by increased interpersonal interaction, communication, training, and action plans
Emphasizing the attributes of goals that should be understood by a manager and subordinates

24. Goal Setting: Key Steps (2 of 2)
Conducting immediate reviews to make necessary adjustments in established goals
Performing a final review to check the goals set, modified, and accomplished

25. Criticisms of Goal Setting
Goal setting is complex and difficult to sustain
Goal setting works well for simple jobs but not for complete jobs
Goal setting encourages game playing
Goal setting is used as another check on employees
Accomplishment of goals can become an obsession

26. Applied Behavior Modification: A Manager’s Step-by-Step Procedure (1 of 2)
Managers must identify and define the specific behavior
Can it be seen?
Can it be measured?
Managers must measure or count the occurrences of the pinpointed behavior
Managers conduct the ABC analysis
Antecedent
Behavior
Consequence

27. Applied Behavior Modification: A Manager’s Step-by-Step Procedure (2 of 2)
The action plan and strategies
Positive reinforcement
Negative reinforcement
Extinction
Punishment
Evaluation of critical behavior
Comparing baseline versus after action behaviors
Providing feedback to make changes

28. Behavior Modification: Questions for Performance (ABC) Analysis (1 of 2)
Antecedent
Does the employee know what is expected?
Are the standards clear?
Have they been communicated?
Are they realistic?
Behavior
Can the behavior be performed?
Could the employee do it if his or her life depended on it?
Does something prevent its occurrence?

29. Behavior Modification: Questions for Performance (ABC) Analysis (2 of 2)
Consequence
Are the consequences weighted in favor of performance?
Are improvements being reinforced?
Do we note improvement even though the improvement may still leave the employee below company standards?
Is reinforcement specific?

30. Development: A Group Technique – Team Building
A development process that helps or prepares organization members to work more efficiently or effectively in groups
Designed to enhance individual team members’
problem-solving skills
communication
sensitivity to others
participation

31. Everyone in the firm developing and fine-tuning processes that are:
Development: An Organization-Wide Technique – Total Quality Management (TQM) (1 of 2)
TQM – a philosophy, a process, and a set of principles that provide an organization with what is needed to continuously improve its effectiveness
Everyone in the firm developing and fine-tuning processes that are:
customer-oriented
flexible
responsive

32. To achieve change and to convert to TQM, there must be changes in:
Development: An Organization-Wide Technique – Total Quality Management (TQM) (2 of 2)
To achieve change and to convert to TQM, there must be changes in:
attitudes
communication
employee involvement
commitment

33. Evaluation of Training and Development: Criteria for Evaluation (1 of 2)
Participants’ reaction
Whether participants like or dislike the training or development program
Learning
Extent to which participants have assimilated the knowledge offered and skills practiced in the training or development program
Does the participant score higher on tests after the training or development than before?

34. Evaluation of Training and Development: Criteria for Evaluation (2 of 2)
Behavior
External measure of changes or lack of changes in job behavior
Results
Effect of the program on organizational dimensions such as:
employee turnover
productivity
volume of sales
quality

35. An Evaluation Matrix: Issues to Consider (1 of 2)
Relevant Issues to Evaluate
What to Measure
What to Examine for Answers
How to Collect Data
Are the participants learning, changing attitudes, or improving skills?
Participants’ attitudes or skills before and after (even during) training or development sessions
Comments
Method of participation
Co-workers
Superiors
Interviews
Questionnaires
Records
Observations
Are the training or development materials used on the job?
Participants’ on-the-job performance, behavior, and style
Subordinates’ performance, attitudes, and style
Critical incidents

36. An Evaluation Matrix: Issues to Consider (2 of 2)
Relevant Issues to Evaluate
What to Measure
What to Examine for Answers
How to Collect Data
What are the costs of training and develop-ment programs and techniques?
Fixed and variable costs of conducting training or development
Costs of trainers
Participants’ time
Travel expenses
Consultants’ fees
Training aids
Rent and utilities
Budget records
How long does the training or develop-ment have an effect on participants?
Participants’ on-the-job performance, behavior, and style over an extended period of time
Subordinates’ performance, attitudes, and style
Records
Interviews
Questionnaires
Critical incidents
Observations

37. Summary
Formal training and development have been shown to be more effective than informal or no training and development
For most training and development programs the results tend to be assumed rather than evaluated