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Training and Developing Employees

中國經濟管理大學1年前 (2023-07-31)國際教育學院972

Lecture Outline:

Orienting and Onboarding New Employees

The Purpose of Employee Orientation/Onboarding

The Orientation Process

Overview of the Training Process

Aligning Strategy and Training

Training and Performance

The ADDIE Five-Step Training Process

Conducting the Training Needs Analysis

Designing the Training Program

Developing the Program

Implementing Training Programs

On-the-Job Training

Apprenticeship Training

Informal Learning

Job Instruction Training

Lectures

Programmed Learning

Behavior Modeling

Audiovisual-Based Training

Vestibule Training

Electronic Performance Support Systems

Videoconferencing

Computer-Based Training

Simulated Learning

Lifelong and Literacy Training Techniques

Team Training

Improving Performance through HRIS

The Virtual Classroom

Mobile Learning

Social Media and HR

Implementing Management Development Programs

Strategy and Development

Candidate Assessment and the 9-Box Grid

Managerial On-the-Job Training

Off-the-Job Management Training and Development Techniques

Leadership Development at GE

Talent Management and Differential Development Assignments

Managing Organizational Change Programs

What to Change

Lewin’s Change Process

Leading Organizational Change

Using Organizational Development

Evaluating the Training Effort

Designing the Study

Training Effects to Measure

In Brief:

This chapter is devoted to the issue of ongoing training and development of employees. Needs analysis, techniques, purposes, and evaluation are all covered. Additionally, the chapter points out the importance of new employee orientation and lists some of the important things to cover during that process.

Interesting Issues:

Employers are finding that a lack of ability to handle basic reading, writing, and arithmetic tasks means that there is a very real need for basic skills and literacy training within the organization. Language training is often required as well, and not just for English. Many customers and stakeholders speak a variety of languages, resulting in the need for a multilingual workforce.

Learning Objectives:

1. Summarize the purpose and process of employee orientation.

2. List and briefly explain each of the steps in the training process.

3. Explain how to use five training techniques.

4. List and briefly discuss four management development methods.

5. List and briefly discuss the importance of the steps in leading organizational change.

6. Explain why a controlled study may be superior for evaluating the training program’s effects.

Annotated Outline:

I. Orienting and Onboarding New Employees - Employee orientation programs provide new employees with the basic background information required to perform their jobs satisfactorily. Orientation programs today are moving away from routine discussion of company rules to emphasizing the company’s mission and the employee’s role in that mission, onboarding them early as a key member of the team.

A. The Purpose of Employee Orientation/Onboarding – Employees should receive print or Internet-based employee handbooks outlining benefits, policies, and safety measures.

B. The Orientation Process – The length of orientation varies, but it usually includes time with HR to review benefits, vacations, and other policies, and time with the supervisor to learn the organization of the department.

II. Overview of the Training Process - Training begins after orientation. Having high potential employees does not guarantee they will succeed. Organizations must train employees how to do the job.

A. Aligning Strategy and Training – Training refers to the methods used to give new or present employees the skills they need to perform their jobs. Training today plays a key role in the performance management process, which is necessary for employers to ensure employees are working toward organizational goals. Overall, training has a fairly impressive record of influencing organizational effectiveness, scoring higher than appraisal and feedback, and just below goal setting in its effect on productivity.

B. Training and Performance – Training has been linked in research to performance many times over. It scores higher than appraisals and feedback and just below goal setting in its effect on productivity.

C. The ADDIE Five-Step Training Process – ADDIE stands for analyze, design, develop, implement, and evaluate.

D. Conducting the Training Needs Analysis – This should address the employer’s strategic goals.

1. Strategic Training Needs Analysis – This focuses on identifying the training the employer will need to fill new future jobs and is tied to succession planning.

2. Current Training Needs Analysis – Most training is focused on improving current performance. Analyzing current employee needs is more complex than new employee needs. Two main ways to identify training needs are task analysis (an analysis of the job’s requirements) and performance analysis (an analysis to verify if there is a performance deficiency).

3. Task Analysis: Analyzing New Employees’ Training Needs – A task analysis can be used to determine the training needs of new employees. A task analysis record form can also be used. It contains the following information: task list; when and how often performed; quantity and quality performance standards; conditions under which performed; skills or knowledge required; and where best learned.

4. Talent Management: Using Competency Profiles and Models – Using the same set of competencies for training, recruiting, selection, and appraising employees is suggested for the best results.

5. Performance Analysis: Analyzing Current Employees’ Training Need - There are several methods that can be used to identify an employee’s training needs, including supervisor, peer, self, and 360-degree performance reviews; job-related performance data; observation by supervisors or other specialists; interviews with the employee or his/her supervisor; tests of things like job knowledge, skills, and attendance; attitude surveys; individual employee daily diaries; and assessment centers.

6. Can’t Do/Won’t Do - The biggest issue is to figure out what is causing the lower performance. If the problem is employee motivation then training is unlikely to fix this.

E. Designing the Training Program – Designing means planning the overall training program including objectives, delivery methods, and program evaluation.

1. Setting Learning Objectives - Should specify in measurable terms what the trainee will be able to accomplish when the training is completed.

2. Creating a Motivational Learning Environment - The learning environment should take into account both the trainees’ ability and motivation.

3. Making the Learning Meaningful - Material that is meaningful is usually easier for trainees to understand and remember.

4. Making Skills Transfer Obvious and Easy - Make skills and behaviors easy to transfer from the training site to the job site.

5. Reinforcing the Learning - Trainees need plenty of feedback.

6. Ensuring Transfer of Learning to the Job - Prior to training, get trainee and supervisor input in designing the program, institute a training attendance policy, and encourage employees to participate. During training, provide trainees with training experiences and conditions (surroundings, equipment) that resemble the actual work environment. After training, reinforce what trainees learned.

7. Other Training Design Issues - Managers must review alternate training methods and choose the one they feel will be most effective. They must also decide how to organize the training as well as how to evaluate it.

F. Developing the Program – Involves actually creating and preparing training materials and the content of the course.

III. Implement Training Programs

A. On-the-Job Training (OJT) – Having a person learn a job by actually doing the job. It involves preparing the learner, presenting the operation, doing a tryout, and conducting follow-up.

B. Apprenticeship Training – A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training.

C. Informal Learning – Learning through day-to-day unplanned interactions between the new worker and his/her colleagues.

D. Job Instruction Training – Teaching a new employee the logical sequence of steps in a job.

E. Lectures – Quick and simple ways to provide knowledge to large groups.

F. Programmed Learning – A step-by-step self-learning method that involves three parts: 1) presenting questions, facts, or problems to the learner; 2) allowing the person to respond; and 3) providing feedback on the accuracy of the answers.

G. Behavior Modeling – Involves showing trainees the right way to do something, letting them practice and then evaluating them.

H. Audiovisual-Based Training – Tools include films, PowerPoint presentations, video conferences, audiotapes, and videotapes.

I. Vestibule Training – A method in which trainees learn on the actual or simulated equipment they will use on the job while being trained off the job.

J. Electronic Performance Support Systems (EPSS) – Sets of computerized tools and displays that effectively automate and integrate training, documentation, and phone support, thus enabling individuals to provide support that’s faster, cheaper, and more effective than the traditional methods.

K. Videoconferencing – Allows geographically separated employees to train together or to work with a trainer offsite.

L. Computer-Based Training (CBT) – The trainee uses computer-based and/or DVD systems to increase his/her knowledge or skills. CBT programs have real advantages including reduced learning time, cost effectiveness (once designed and produced), instructional consistency, mastery of learning, increased retention, and increased trainee motivation.

M. Simulated Learning – A variety of different activities including but not limited to virtual reality-type games, step-by-step animated guides, role playing, and software training.

N. Lifelong and Literacy Training Techniques

O. Team Training – This does not always come naturally and companies devote many hours and allocate funds to training new employees to listen to each other and to be cooperative with each other.

P. Improving Performance through HRIS: Learning Management Systems – Special software designed to help employers identify training needs and manage online training.

Q. The Virtual Classroom – Special collaboration software enables multiple remote learners to use their PCs or laptops to participate in live discussions.

R. Mobile Learning – Learning content is delivered on demand via mobile devices whenever and wherever the learner desires.

S. Social Media and HR – Employers use social media, such as LinkedIn, Facebook, and Second Life to communicate company news and messages and to provide training.

IV. Implementing Management Development Programs

A. Strategy and Development – Management development is any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills. The general management development process consists of (1) assessing the company’s strategic needs, (2) appraising the managers’ current performance, and (3) developing the managers. Succession planning is part of this process and is the process through which a company plans for and fills senior-level openings.

B. Candidate Assessment and the 9-Box Grid – The 9-box grid is a tool to help in the selction process and in sussession planning.

C. Managerial On-the-Job Training methods include job rotation, coaching/ understudy approach, and action learning.

1. The coaching/understudy approach occurs when a trainee works directly with a senior manager or with the person he/she is to replace, and the latter is responsible for coaching the trainee.

2. Action learning programs give managers and others released time to work full time on projects to analyze and solve problems in departments other than their own.

D. Off-the-Job Management Training and Development Techniques

1. The case study method presents a trainee with a written description of an organizational problem.

2. Management games or computerized management games allow for the trainees to be involved.

3. Outside seminars are offered by many companies and universities.

4. University-related programs provide executive education and continuing education programs in leadership, supervision, and the like.

5. Role playing is aimed at creating a realistic situation and then having the trainees assumes the parts (roles) of specific persons in that situation.

6. Corporate universities are in-house development centers that have been established by many companies to expose prospective managers to realistic exercises that develop improved management skills.

7. Executive coaches are being used by firms to improve their top managers’ effectiveness. An executive coach is an outside consultant who questions the executive’s boss, peers, subordinates, and sometimes family, in order to identify strengths and weaknesses. The coach then counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses.

8. The SHRM Learning System encourages HR professionals to get certified by taking one of three exams: professional, senior professional and global HR.

E. Leadership Development at GE includes a leadership program, an intensive performance appraisal process, a training campus, annual meetings to network and share ideas, a focus on central themes and ideas, and monthly dinners.

F. Talent Management and Differential Development Assignments – In today’s competitive environment, it is crucial that an organization distribute its resources effectively. It is no longer appropriate to provide across-the-board raises, for example, but instead firms must allocate resources in a way that supports the strategic goals of the company.

V. Managing Organizational Change Programs

A. What to Change – When organizations are faced with the need to manage change, there are five different aspects that can be targeted, including strategy, culture, structure, technologies, and attitudes/skills.

B. Lewin’s Change Process – The most difficult part of implementing organizational change is overcoming employees’ resistance to it. Psychologist Kurt Lewin formulated a classic explanation of how to implement change in the face of resistance. His change process consists of three steps: 1) unfreezing; 2) moving; and 3) refreezing.

C. Leading Organizational Change – The ten steps are 1) establish a sense of urgency; 2) mobilize commitment through joint diagnosis of problem; 3) create a guiding coalition; 4) develop a shared vision; 5) communicate the vision; 6) help employees make the change; 7) generate short-term wins; 8) consolidate gains and produce more change; 9) anchor the new ways of doing things in the company culture; and 10) monitor progress and adjust the vision as required.

D. Using Organizational Development – Organizational development is a special approach to organizational change in which the employees themselves formulate the change required and implement it, often with the assistance of a trained consultant. OD has several distinguishing characteristics, including: action research; applied behavioral science knowledge to improve the organization’s effectiveness; the ability to change attitudes, values, and beliefs of employees so that they can implement the technical, procedural, or structural changes needed; and the ability to change the organization in a particular direction.

VI. Evaluating the Training Effort

A. Designing the Study – The evaluation process of choice is controlled experimentation, which uses both a training group and a control group (one that receives no training) to assess before and after performance to determine the extent to which performance in the training group resulted from the training itself rather than some organization-wide change. In practice, few firms use this method, preferring to simply measure trainees’ reactions, or to measure trainee job performance before and after the training.

B. Training Effects to Measure – Four basic categories of training outcomes can be measured: 1) reaction; 2) learning; 3) behavior; and 4) results.

Improving Performance Questions:

8-1: Show in outline form the strategy map steps that you think would explain how training produced improved sales at Macy’s.

8-2: List five competencies that you believe such a diversity program should cultivate.

Discussion Questions:

8-3: "A well-thought-out orientation program is essential for all new employees, whether they have experience or not." Explain why you agree or disagree with this statement.

New employees can suffer from a significant amount of anxiety during the first few days on the job as they find themselves in an environment and culture that they are not familiar with. Those with little job experience may find it especially difficult without an orientation since they have little other experience on which to base their expectations. A well-developed orientation program will socialize new employees into important organizational values, whereby their chances of easing smoothly into the organization are improved.

8-4: Explain how you would apply our “motivation points” in developing a lecture, say, on orientation and training.

Student answers should reflect the issues identified in the guidelines in the section on lectures. As an exercise, you might have students develop and deliver a lecture (perhaps on one section of this chapter). Then ask the students to critique each other based on the guidelines summarized in the section on lectures.

8-5: What are some typical on-the-job training techniques? What do you think are some of the main drawbacks of relying on informal on-the-job training for breaking new employees into their jobs?

The most common is the understudy or coaching technique. Others include apprenticeship training and job rotation. There are several possible drawbacks to OJT: (1) not every employee will get the same basic information; in fact, some may not get basic, fundamental information; (2) the quality of the training is highly dependent on the training skills of the employee who supervises the OJT, and that person's skills and training are usually not in the area of training; and (3) the new employee may get false information or detrimental enculturation depending on the employees that conduct their OJT.

8-6: Describe the pros and cons of five management development methods.

Job rotation: broadens experience and helps the candidate find what he or she prefers. Coaching/Understudy: works directly with the person he or she will replace and helps assure trained managers are ready to assume key positions. Action Learning: allows special projects to be handled. Case Study Method: classroom oriented, gives real-life situations, and allows analysis and reflection. Management Games: learn by getting involved, competition, emphasizes the need for planning, problem-solving skills, teamwork. Outside Seminars: CEUs, developed by experts, time away from pressures of work. University-Related Programs: certifications and degrees, theoretical knowledge, sharing with students from other industries. Role Playing: opportunity to work through probable situations, negative views of role-playing. Behavior Modeling: effective for learning and skill development, reinforces decisions immediately. In-House Development Centers: tailored to the needs of the company but expensive. Students should be able to come up with additional pros and cons for each method.

8-7: Do you think job rotation is a good method to use for developing management trainees? Why or why not?

Most students will probably support job rotation for management trainees. It gives the trainee the opportunity to experience several areas and to develop cross-departmental skills and cooperation. It also gives the trainee the chance to experience different areas to see what he or she likes.

8-8: What is organizational development and how does it differ from traditional approached to organizational change?

Organizational Development is an attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills. Organizational development is a change process through which employees formulate the change that’s required and implement it, often with the assistance of trained consultants. OD has several distinguishing characteristics:

1. It usually involves action research, which means collecting data about a group, department, or organization, and feeding the information back to the employees so they can analyze it and develop hypotheses about what the problems might be.

2. It applies behavioral science knowledge to improve the organization’s effectiveness.

3. It changes the organization in a particular direction—toward empowerment, improved problem solving, responsiveness, quality of work, and effectiveness.

8-9: List and briefly explain each of the steps in the training process.

The employer should use a rational training process. The gold standard here is still the basic analysis-design-develop-implement-evaluate (ADDIE) training process model that training experts have used for years. As an example, one training vendor describes its training process as follows:

1. Analyze the training need. - The training needs analysis may address the employer’s strategic/longer term training needs and/or its current training needs.

2. Design the overall training program. - Design means planning the overall training program including training objectives, delivery methods, and program evaluation. Sub-steps include setting performance objectives, creating a detailed training outline (all training program steps from start to finish), choosing a program delivery method (such as lectures or Web), and verifying the overall program design with management.

3. Develop the course (actually assembling/creating the training materials). - Program development means actually assembling the program’s training content and materials. It means choosing the actual content the program will present, as well as designing/choosing the specific instructional methods (lectures, cases, Web-based, etc.) you will use. Training equipment and materials include (for example) iPads, workbooks, lectures, PowerPoint slides, Web- and computer-based activities, course activities, trainer resources (manuals, for instance), and support materials.

4. Implement training, by actually training the targeted employee group using methods such as on-the-job or online training.

5. Evaluate the course’s effectiveness. - With today’s emphasis on measuring results, it is crucial that the manager evaluate the training program. There are two basic issues to address when evaluating training programs. One is the design of the evaluation study and, in particular, whether to use controlled experimentation. The second is, “What should we measure?”

Individual and Group Activities:

8-10: You’re the supervisor of a group of employees whose task is to assemble disk drives that go into computers. You find that quality is not what it should be and that many of your group’s devices have to be brought back and reworked; your boss says that “You’d better start doing a better job of training your workers.” A) What are some of the “staffing factors” that could be contributing to this problem? B) Explain how you would go about assessing whether it is in fact a training problem.

Have students brainstorm the potential factors other than training that could be the root cause of this problem. Make the point that often people will immediately point to training as the issue, when in fact there are other factors at play that are impacting performance.

8-11: Choose a task with which you are familiar – mowing the lawn, making a salad, or studying for a test – and develop a job instruction sheet for it.

There is an example of a job instruction training sheet for operating a large motorized paper cutter in the text. Students should be able to put the task they select into the format given.

8-12: Working individually or in groups, you are to develop a short-programmed learning program on the subject “Guidelines for Giving a More Effective Lecture.”

Students should use the guidelines listed in the programmed learning section of the chapter, but should not forget that this assignment is not just about listing guidelines. They are to develop a programmed learning that 1) presents questions, facts, or problems to the learner, 2) allows the person to respond, and 3) provides feedback to the learner on the accuracy of his or her answers.

8-13: Find three or four actual examples of employers using social media for training purposes. At what levels of managers are the offerings aimed? What seem to be the most popular types of programs? Why do you think that’s the case?

Student results will vary but should include a variety of media such as LinkedIn, Facebook, Second Life, and Web 2.0 learning.

8-14: Working individually or in groups, develop several specific examples to illustrate how a professor teaching human resource management could use at least four of the techniques described in this chapter in teaching his or her HR course.

Look for examples to be well thought out and to represent the guidelines given in the appropriate sections on traditional training techniques.

8-15: Working individually or in groups, develop an orientation program for high school graduates entering your university as freshmen.

The students should refer to the section in the chapter on why orientation is important. They should also create an orientation checklist.

8-16: Appendix A, PHR and SPHR Knowledge Base at the end of this book lists the knowledge someone studying for the HRCI certification exam needs to have in each area of human resource management (such as in Strategic Management, Workforce Planning, and Human Resource Development). In groups of 4-5 students, do four things: (1) review Appendix A; (2) identify the material in this chapter that relates to the required knowledge Appendix A lists; (3) write four multiple-choice exam questions on this material that you believe would be suitable for inclusion in the HRCI exam; and (4) if time permits, have someone from your team post your team's questions in front of the class, so that students in all teams can answer the exam questions created by the other teams.

Material covered in this chapter relevant to the HRCI exam would include succession planning, needs analysis, development, implementation and evaluation of training programs, development, training methods, programs and techniques, instructional methods and program delivery, implementation and evaluation of programs to assess employees’ potential for growth and development in the organization, change management programs and activites, organizational development theories and aplications, and employee involvement strategies.

8-17: Perhaps no training task in Afghanistan was more pressing than that involved in creating the country’s new army, which is an ongoing task. These were the people who were to help the coalition bring security to Afghanistan. However, many new soldiers and even officers had no experience. There were language barriers between trainers and trainees. And some trainees found themselves quickly under fire from insurgents when they went as trainees out into the field. Based on what you learned about training from this chapter, list the five most important things you would tell the officer in charge of training to keep in mind as he prepares the training program.

Lead a discussion with students to identify concepts learned in this chapter that apply to this example. Have them identify how each recommendation addresses the unique issues in this scenario. Suggest that students do Internet research to discover how, in fact, training was conducted, and have them critique the approach, techniques, and methods used based on the material in the text.

Experiential Exercise: Flying the Friendlier Skies

Purpose: The purpose of this exercise is to give you practice in developing a training program for the job of airline reservation clerk for a major airline.

Required Understanding: You should be fully acquainted with the material in this chapter and should read the following description of an airline reservation clerk’s duties:

Customers contact our airline reservation clerks to obtain flight schedules, prices, and itineraries. The reservation clerks look up the requested information on our airline’s online flight schedule systems, which are updated continuously. The reservation clerk must deal courteously and expeditiously with the customer, and be able to quickly find alternative flight arrangements in order to provide the customer with the itinerary that fits his or her needs. Alternative flights and prices must be found quickly, so that the customer is not kept waiting, and so that our reservations operations group maintains its efficiency standards. It is often necessary to look under various routings, since there may be a dozen or more alternative routes between the customer’s starting point and destination. You may assume that we just hired 30 new clerks, and that you must create a 3-day training program.

How to Set up the Exercise/Instructions: Divide the class into teams of five or six students. Airline reservation clerks obviously need numerous skills to perform their jobs. JetBlue Airlines has asked you to design quickly the outline of a training program for its new reservation clerks.

8-18: You may want to start by listing the job’s main duties and by reviewing any work you may have done for the exercise.

8-19: In any case, please produce the requested outline, making sure to be very specific about what you want to teach the new clerks, and what methods and aids you suggest using to train them.

Video Case Appendix:

Video Title: Training (Wilson Learning)

Synopsis:

Maxine Raices is a senior manager at Wilson Learning, a company that specializes in developing training programs. She describes the best practices that make training most effective. She explains how training sessions have to be planned carefully with an outcome in mind, and have to consist of more than just lecturing. Good training programs help employees do their jobs, and ideally produce measurable results. Managers can use technology to make training even more effective, giving opportunities for people spread over various locations to attend training sessions.

Discussion Questions:

8-20: How does Wilson Learning’s “know, show, do” approach fit with the training processes that this chapter described?

8-21: Explain what specific training tools and processes discussed in this chapter you would use to implement a “know, show, do” training approach.

8-22: What do you think of the experimental design Wilson used to assess the call-center training program? How would you suggest the company improve it?

8-23: Discuss four types of technology Wilson could use to deliver training, based on the information in this chapter.

8-24: What are two reasons that Maxine gives for thinking it is important for different learning styles to be recognized?

8-25: How does identifying the intended outcomes of a training shape the training itself?

Video Title: Training and Developing Employees (Witness.org)

Synopsis:

Witness.org trains human rights advocacy groups to capture on video the testimonies of survivors and witnesses to human rights abuses all over the world. The company’s goal is to empower the people who are directly involved in the situations, by giving them the tools necessary to use the power of video to communicate their stories. Witness.org trains advocacy partners on how to use the video equipment, how to tell a story in such a way that it effects change in those who hear it, and how to get the video in front of the people who are able to make a positive change. Witness.org is run by a core of 28 people with experience in a variety of areas, including speaking multiple languages, managing a nonprofit organization, producing videos, and working with human rights issues. These employees train advocacy groups on the technical aspects of creating a video, as well as safety and security issues related to producing videos containing sensitive materials. The main goal of Witness.org is to achieve changes in policies, laws, or behaviors that are currently causing human suffering.

Discussion Questions:

8-26: Explain how training and development play an important role in Witness.org.

8-27: Describe the challenges incurred in the training and development process at Witness.org.

8-28: Describe the group of experts who conduct the training for Witness.org.

Application Case: Reinventing the Wheel at Apex Door Company

8-29: What do you think of Apex’s training process? Could it help to explain why employees “do things their way” and if so, how?

There is a weak accountability system. The person assigned to perform training is likely to have very low motivation (a departing employee). With no formal descriptions, the trainer will teach “their way” of accomplishing tasks. There is no training documentation. One receives training in “how to train.” There are no outcome measures to determine if the training was successful.

8-30: What role do job descriptions play in training at Apex?

Job descriptions set the boundaries of jobs in terms of required knowledge and skills. By understanding the job description, a trainer can define the learning requirements for a new or transitioning employee.

8-31: Explain in detail what you would do to improve the training process at Apex. Make sure to provide specific suggestions, please.

Every position would have a formal (written) description. Training procedures would be documented for each position. Supervisors would be formally accountable for training.

Continuing Case: Carter Cleaning Company -The New Training Program

8-32: Specifically, what should the Carters cover in their new employee orientation program, and how should we convey this information?

The students should refer to the orientation checklist in Figure 8-1 and the section on orienting employees in the chapter.

8-33: In the HR management course Jennifer took, the book suggested using a job instruction sheet to identify tasks performed by an employee. Should the Carter Cleaning Centers use a form like this for the counter person’s job? If so, what should the form look for the counter person?

The students should refer to the section on the training needs of new employees. This section discusses a job instruction sheet. Students should use this to formaulate their answers.

8-34: Which specific training techniques should Jennifer use to train her pressers, her cleaner-spotters, her managers, and her counter people, and why?

The students should review the training techniques discussed in the chapter and conduct research on the Internet to review the various training resources offered for each of these positions.

Hotel Paris: Improving Performance at the Hotel Paris – The New Training Program

8-35: Based on what you read in this chapter, what do you suggest Lisa and her team do first with respect to training, particularly in terms of the company’s strategy? Why?

Lisa should review employee performance evaluation forms to determine whether and where there are deficits. Customer feedback may also indicate whether there is a need for certain types of training.

8-36: Have Lisa and the CFO sufficiently investigated whether training is really called for? Why? What would you suggest?

No. Although there are large differences in such measures as spending as a percentage of payroll, that in itself does not mean training is lacking. On-the-job training costs little and may be taking place on an informal, and therefore unmeasured, basis. Additionally, such things as employee tenure may be having an effect on training costs. If Hotel Paris employees have been there for many years, they may require less training than the employees of a hotel which has high turnover. Lisa needs to analyze the need for training more thoroughly.

8-37: Based on what you read in this chapter, and what you may access via the Web, develop a detailed training program for one of these hotel positions: security guard, housekeeper, or doorperson.

Answers will vary.

Key Terms:

Employee Orientation - A procedure for providing new employees with basic background information about the firm.

Training - The process of teaching new employees the basic skills they need to perform their jobs.

Negligent Training - A situation where an employer fails to train adequately, and the employee subsequently harms a third party.

Task Analysis - A detailed study of a job to identify the skills required.

Competency Model - A graphic model that consolidates, usually in one diagram, a precise overview of the competencies someone would need to do a job well.

Performance Analysis - Verifying that there is a performance deficiency and determining whether that deficiency should be corrected through training or through some other means (such as transferring the employee).

On-The-Job Training (OJT) - Training a person to learn a job while working at it.

Apprenticeship Training - A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training.

Job Instruction Training (JIT) - Listing each job's basic tasks, along with key points in order to provide step-by-step training for employees.

Programmed Learning - A systematic method for teaching job skills involving presenting questions or facts, allowing the person to respond, and giving the learner immediate feedback on the accuracy of his or her answers.

Behavior Modeling - A training technique in which trainees are first shown good management techniques in a film, are then asked to play roles in a simulated situation, and are then given feedback and praise by their supervisor.

Electronic Performance Support Systems (EPSS) - Sets of computerized tools and displays that automate training, documentation, and phone support, integrate this automation into applications, and provide support that’s faster, cheaper, and more effective than traditional methods.

Job Aid - A set of instructions, diagrams, or similar methods available at the job site to guide workers.

Lifelong Learning - Provides employees with continuing learning experiences over their tenure with the organization, with the aims of ensuring they have the opportunity to learn the skills they need to do their jobs.

Cross-Training - Training employees to do different tasks or jobs than their own; doing so facilitates flexibility and job rotation, as when you expect team members to occasionally share jobs.

Virtual Classroom - Enables multiple remote learners, using their PCs or laptops, to participate in live audio and visual discussions, communicate via written text, and learn via content such as PowerPoint slides.

Web 2.0 Learning - Training that uses online technologies such as social networks, virtual worlds (such as Second Life), and systems that blend synchronous and asynchronous delivery with blogs, chat rooms, bookmark sharing, and tools such as 3-D simulations.

Outsourced Learning - Utilizing a resource outside the company to provide employee training.

Management Development - Any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills.

Job Rotation - A management training technique that involves moving a trainee from department to department to broaden his or her experience and identify strong and weak points.

Action Learning - A training technique by which management trainees are allowed to work full time analyzing and solving problems in other departments.

Case Study Method - A development method in which the manager is presented with a written description of an organizational problem to diagnose and solve.

Management Game - A development technique in which teams of managers compete with one another by making computerized decisions regarding realistic but simulated companies.

Role Playing - A training technique in which trainees act out the parts of people in a realistic management situation.

Behavior Modeling - A training technique in which trainees are first shown good management techniques in a film, are asked to play roles in a simulated situation, and are then given feedback and praise by their supervisor.

In-House Development Center - A company-based method for exposing prospective managers to realistic exercises to develop improved management skills.

Executive Coach - An outside consultant who questions the executive’s boss, peers, subordinates, and (sometimes) family in order to identify the executive’s strengths and weaknesses, and to counsel the executive so he or she can capitalize on those strengths and overcome the weaknesses.

Organizational Development - A special approach to organizational change in which employees themselves formulate and implement the change that is required.

Controlled Experimentation - Formal methods for testing the effectiveness of a training program, preferably with before-and-after tests and a control group.