TRAINING AND DEVELOPMENT (6)

Question 1

Orienting New Employees

Question 2

—a.k.a onboarding

—provides new employees with basic background information they need to do their jobs

—help them start becoming emotionally attached to and engaged in the firm

Answer 2

Employee orientation

Question 3

Four things to be accomplished:

—make the new employee feel welcome and at home and part of the team

—make sure that they have the basic information to function effectively (e-mail
access, personnel policies and benefits, work expectations)

—help them understand the organization in a broad sense (history, culture, and vision of the future)

—start socializing the person into the firm’s work culture and ways of doing things

Answer 3

Employee Orientation

Question 4

The Process:

—onboarding ideally begins before the person’s first day

—on the first day, colleagues should know the new employee is starting

—on subsequent days, the new employee should meet colleagues in different
departments

—after about two weeks, speak with the employee to identify any concerns

—HR specialists perform the first part of the orientation by explaining basic matters
(e.g. working hours and benefits)

—supervisors explain the department’s organization, introduction to colleagues, and familiarization with the workplace

Answer 4

Employee Orientation

Question 5

at a minimum, the orientation process should provide the ff. information:

—employee benefits
—personnel policies
—safety measures and regulations
—facilities tour

Answer 5

Employee Orientation

Question 6

—new employees should receive employee handbooks
•should include a disclaimer stating that nothing in the handbook should be
treated as a binding contract and that all employment is on an at will basis

—new employees should be encouraged to engage in activities that will enable them
to “learn the ropes”

—integration and socialization are highly influenced by coworkers’ and supervisors’
behavior

Question 7

TRAINING PROCESS

Question 8

—happens directly after orientation

—giving new or current employees the skills that they need to perform their jobs

—training fosters engagement

—negligent training is when an employer trains inadequately, and the employee
subsequently harms a third party
(Negligent training happens when an employer doesn’t properly train an employee, and because of that, the employee causes harm to someone else.)

Answer 8

TRAINING

Question 9

composed of:
•Problem Diagnosis
–Performance Analysis, Need Analysis, or Skills Gapping
•Program Design
•Program Delivery
•Program Evaluation

Answer 9

Instructional System

Question 10

gives important impetus to the establishment of objectives and evaluation criteria

Answer 10

Systems Approach

Question 11

a training model that means Analysis, Design, Develop, Implement, and Evaluate

Answer 11

ADDIE Five-Step Training Process

Question 12

Overview:

—Analyze the training need

—Design the overall training program

—Develop the course (creating training materials)

—Implement training

—Evaluate the course’s effectiveness

Answer 12

ADDIE

Question 13

Analyzing Training Needs

Question 14

—having strategic goals (expansion of business) often mean the firm will have to fill new jobs

—identifies the training that employees will need to fill future jobs

Answer 14

Strategic Training Needs Analysis

Question 15

—particularly with lower-level workers or new workers

—the aim is to give new employees the skills and knowledge they need to do the job

—task analysis is a detailed study of the job to determine what specific skills the job
requires
•job descriptions and job specifications list specific duties and skills, which are
the basic reference points in determining the training required
•these are supplemented with a task analysis record form
–consolidates information regarding required tasks and skills
–includes tasks, when and how often these are performed, quantity or quality of performance, work conditions under which task is performed (if any), skills or knowledge required, and where the task is learned best

Answer 15

Task Analysis

Question 16

—for underperforming current employees

—the process of verifying that there is a performance deficiency and determining
whether these should be corrected through training or other means (such as transfer
to a new department)

—begins with comparing the person’s actual performance to what it should be
•helps to confirm that there is a deficiency and identify its cause

—uncovering why performance is down is the heart of performance analysis

—distinguish between can’t do tasks and won’t do tasks

•Can’t Do
–identify its causes
–it may be due to unawareness of job expectations, lack of tools, no job aids, or inadequate training
–can be solved through training

•Won’t Do
–employees could do a good job if they wanted to
–better solution might be to change incentives rather than training

Answer 16

Performance Analysis

Question 17

—trainees learn through a mix of real-world exercises, teamwork, classes, and online resources under a LEARNING COACH

—the aim is to show mastery of competencies

—starts with a list of competences to be learned, criteria for assessing mastery, and
examples of competencies

—projects are then completed by assessees and assessors evaluate their competencies

—competency model consolidates a precise overview of competencies someone
would need to do the job well

Answer 17

Competencies-oriented Training

Question 18

—means planning the overall training program

—includes training objectives, delivery methods, and program evaluation

—should include summaries of how the training environment is planned to set, possible training program content, training program budget, and technology to be used

Answer 18

Designing the Training Program

Question 19

substeps include:

—setting performance objectives

—creating a detailed training outline

—choosing a program delivery method

—verifying the overall program design with management

Answer 19

Designing the Training Program

Question 20

—clearly define the program’s desired learning outcomes

—a trainer’s job is to unearth broad reasons behind client’s training requests and turn them into tangible program outcomes

Answer 20

Setting Learning Objectives

Question 21

example:

•Client ⇒ “We need sales training”

•Tangible program outcome ⇒ “Improved product knowledge”

Answer 21

Setting Learning Objectives

Question 22

—learning objectives should specify in measurable terms what the trainee should be able to do after successfully completing the training program

—learning objectives should adress any performance deficiencies and be practical, given the ff. constraints:

•Financial
–include development costs, direct and indirect costs of trainers’ time,
participant compensation, and cost of evaluation
–prepare to defend the program on a benefits vs. costs basis
•ensuring that the cost is worth it given the benefits of the program

•Time
–may require reducing desirable learning objectives

Answer 22

Setting Learning Objectives

Question 23

—Learning requires both ability and motivation

—the training should address several trainee-ability issues such as accommodation of differences in trainee abilities and the need for remedial training

—in terms of motivation, the trainees peers and supervisor must support the training effort and top management should visibly support the program

Answer 23

Creating a Motivational Learning Environment

Question 24

Creating a Motivational Learning Environment

Motivation Theories:

Question 25

training should provide opportunities for positive reinforcement

Answer 25

Behavior Modification

(Motivation Theories)

Question 26

—trainees need to know they have the ability to succeed

—the value of them completing the program is high

Answer 26

Expectancy Theory

(Motivation Theories)

Question 27

trainees must believe they have the capacity to succeed

Answer 27

Self-Efficacy

(Motivation Theories)

Question 28

Creating a Motivational Learning Environment

Motivational Points:

Question 29

•Provide an overview of the material and why it is important

•Use familiar examples

•Organize information and present them logically

•Use visual aids

•Create a perceived training need in trainees’ minds
–talk with the trainee about why they enrolled, what they expect to learn, and how they can use it for the job
–create a desire to learn

•Set goals at the start of the program

Answer 29

Making the Learning Meaningful

(Motivational Points)

Question 30

—Maximize similarity between the training situation and work situation

—Provide adequate practice

—Identify each feature of the machine and/or step in the process

—Direct trainees’ attention to important aspects of the job

—Provide “heads-up” situation
•letting trainees know possible negative occurrences in the job

—Let trainees pace themselves as this makes them learn best

—Intermingle opportunities for trainees to use skills or knowledge throughout the
training
•Exercises or simulations

Answer 30

Make Skills Transfer Obvious and Easy

(Motivational Points)

Question 31

—Make sure the learner gets plenty of feedback

—Immediately reinforce correct responses

—Partial-day training is generally superior to full-day training

—Provide follow-up assessments

—Incentivize

Answer 31

Reinforce the Learning

(Motivational Points)

Question 32

Prior to training,
•get trainee and supervisor input in designing the program
•institute a training attendance policy
•encourage employees to participate

During training,
•provide trainees with training experiences and conditions that resemble
actual work environment

After training
•reinforce what trainees learned (reward them for using new skills)

Answer 32

Ensure Transfer of Learning to the Job

(Motivational Points)

Question 33

—means actually assembling the program’s training content and materials
•choosing the specific content to be presented
•designing/choosing the specific instructional methods
•training equipment and materials (gadgets and other tech)

—Design is more focused on training program flow (no materials are created or assembled here), while Development is more focused on training program materials

—a small pilot study may be conducted to validate the program before it is fully implemented

Answer 33

Developing the Program

Question 34

—actually providing the training

—Practical steps:
•Before - send announcements in advance and make sure participants have pre-training materials

  •During - provide a contact for questions and guidance

  •After - ascertain that there is transfer of lernings to the job

Answer 34

Implementing the Training Program

Question 35

TRAINING METHODS

Question 36

having a person learn a job by actually doing it

Answer 36

On-the-Job Training

Question 37

TYPES OF ON-THE-JOB TRAINING

1. Coaching or Understudy Method
2. Job Rotation
3. Special Assignment
4. Peer Training
5. Mentoring

Question 38

—an experienced worker or trainee’s supervisor trains the employee

—may involve simply observing the trainer or having the trainer show the new
employee the ropes step-by-step

Answer 38

Coaching or Understudy Method

Question 39

an employee moves from job to job at planned intervals

Answer 39

Job rotation

Question 40

give lower-level executives firsthand experience in working on actual
problems

Answer 40

Special assignment

Question 41

—a.k.a. Action Learning

—several employees will spend several days per week over several months learning what the technology or change will entail

—these employees spread the new skills and values to their colleagues back on
the job

Answer 41

Peer training

Question 42

—a figure who is often 8-15 years older and 2 or 3 levels above provides career advice

—trainee often picks up mentor’s friends and enemies (guilt by association)

Answer 42

Mentoring

Question 43

people become skilled workers through a combination of formal learning and long-term on-the-job training under a master craftsperson’s tutelage

Answer 43

Apprenticeship Training

Question 44

—a.k.a. Buddy System

—70/20/10 Notation
•70% of job learning occurs informally on or off the job
•20% on social interactions (between employees)
•10% on actual formal training

—examples include participating in meeting, coaching others, attending conferences, searching the net, working with customers, job rotation, reading books and journals, etc.

—the main point is that learning occurs passively through experience and through
interactions with little impact from formal training

Answer 44

Informal Learning

Question 45

—listing each job’s basic tasks along with key points

—provides step-by-step training for employees

—trainee tries to replicate the methods and receives feedback from the trainer

Answer 45

Job Instruction Training

Question 46

quick and simple way to present knowledge to large groups of trainees

Answer 46

Lectures

Question 47

—step-by-step, self-learning method

—Consists of three parts:
•Presenting questions, facts, or problems to the learner
•Allowing the learner to respond
•Providing built-in feedback on the accuracy of answers, with instructions on what to do next

—presents facts and follow-up questions frame by frame

—the next question often depends on how the learner answers the previous question

Answer 47

Programmed Learning

Question 48

•reduces training time

•letting trainees learn at their own pace

•getting immediate feedback

•reduces risks for error

Answer 48

Advantages of Programmed Learning

Question 49

learn what questions and approaches worked for the learner and adjusts
instructional sequence to the learner’s unique needs

Answer 49

Intelligent tutoring systems

(Programmed Learning)

Question 50

involves showing trainees the “model” way of doing something, letting trainees practice that way, and giving feedback

Answer 50

Behavior Modeling

Question 51

Basic Procedure:

•Modeling
•Role-playing
•Social Reinforcement
•Transfer of Training

Answer 51

(Behavior Modeling)

Question 52

trainees watch live or video examples of models behaving in a problem situation

Answer 52

Modeling

Question 53

trainees get roles to play in a simulated situation; they are to practice effective behaviors as demonstrated by the models

Answer 53

Role-playing

Question 54

trainer provides positive reinforcement through praise and constructive feedback

Answer 54

Social reinforcement

Question 55

trainees are encouraged to apply their new skills when they are back on their jobs

Answer 55

Transfer of Training

Question 56

using DVDs, films, PowerPoint, and audiotapes

Answer 56

Audiovisual-Based Training

Question 57

—trainees learn on the actual or simulated equipment, but are trained off the job (in a
separate room or vestibule)

—necessary when it is too costly or dangerous to train employees on the job
•costly in terms of slowed productivity by new workers
•dangeous in terms of job context (e.g. pilots)

Answer 57

Vestibule Training

Question 58

—computerized tools and displayes that automate training, documentation, and phone support

—considered as modern job aids
•sets of instructions, diagrams, or similar methods available at the job to guide the worker
•work particularly well on complex jobs that require multiple steps or where it is
dangerous to miss a step

Answer 58

Electronic Performance Support Systems (EPSS)

Question 59

delivering programs over broadband lines, the Internet, or satellite

Answer 59

Videoconferencing

Question 60

—uses interactive computer-based systems to increase knowledge or skills

—system lets trainees replay the lessons and answer questions

—especially effective when paired with actual practice under a trainer

—it is increasingly realistic because the objective is to inject realism into the training
•Virtual reality puts the trainee in an artificial 3D environment that stimulates events and situations experienced on the job

Answer 60

Computer-Based Training

Question 61

helps by allowing employees to get their training on demand without interfereing with their daily duties

Answer 61

Online/Internet Based Training

Question 62

—special software tools that support online training by helping employers identify
training needs and to schedule, deliver, assess, and manage the online training itself

Answer 62

Learning Management Systems

(Online/Internet Based Training)

Question 63

Online Learning Elements

(Online/Internet Based Training)

Question 64

offers employees online access to training courses

Answer 64

Learning Portals

Question 65

uses collaboration software to enable multiple remote learners to participate
remotely in live audio and visual presentations, communicate via written text, and learn via content such as PPT slides

Answer 65

Virtual Classroom

Question 66

delivering learning content on the learner’s demand via mobile devices wherever and whenever the learner has the time to access it

Answer 66

Mobile and Micro Learning

Question 67

Lifelong, Literacy, and Diversity Training Techniques

Question 68

—continuing learning experiences over employees’ time with the firm

—aim is to ensure opportunity to learn the skills they need for their jobs and to
expand their horizons

Answer 68

Lifelong learning

Question 69

supervisors teach basic skills by giving employees writing and speaking exercises

Answer 69

Literacy Training

Question 70

aims to improve cross-cultural sensitivity to foster more harmonious working
relationships

Answer 70

Diversity Training

Question 71

—focuses on technical, interpersonal, and team management issues

—Cross training
•training employees to do different tasks or jobs than their own
•facilitates job rotation

Answer 71

Team Training

Question 72

Implementing Management Development Programs

Question 73

—improves maganerial performance

—includes in-house programs like courses, coaching, and rotational assignments;
professional programs; online programs; and university programs (MBA)

Importance:
—all promoted managers require development to prepare them for their new jobs

—facilitates organizational continuity by preparing employees and current managers to smoothly assume higher-level positions

Answer 73

Management Development

Question 74

—candidate assessment tool that simplifies the task of choosing development candidates

—shows Potential from low to medium to high on the vertical axis (x-axis)

—shows Performance from low to medium to high across the bottom

—total of 9 boxes

—low potentials/low performers would not move on, while high potential/high
performance most assuredly would move on

Note: individual assessment should always precede development

Answer 74

9-Box Grid

Question 75

Development Activities

On-the-Job Training and Job Rotations

Question 76

—moving managers from department to department to broaden their understanding of the business and to test their abilities

—trainee may be a recent college graduate or senior manager being groomed for
promotion

—helps avoid stagnation through constant introductions of new points of view in each
department

—helps identify each trainee’s strong and weak points

—improves interdepartmental cooperation

—widens one’s acquaintances among management

Answer 76

Job Rotation

Question 77

—trainee works directly with a senior manager or with the person they are going to replace

—the latter is responsible for the coaching

—the understudy relieves the executive of ccertain responsibilities, giving them a
chance to learn the job

Answer 77

Coaching/Understudy Approach

Question 78

—gives managers time to analyze and solve problems in departments other than their
own

Basics:

•selecting teams of 5 to 25 members

•assigning real-world business problems that extend beyond their usual areas of
expertise

•structured learning through coaching and feedback

Answer 78

Action Learning

Question 79

—placing employees in jobs and assignments different from and more demanding than those to which they are accustomed

—helps understand the employee’s capabilities

—assignments should be challenging, but not overwhelming

Answer 79

Stretch Assignments

Question 80

Off-the-Job Management Training and Development Techniques

Question 81

manager is presented with a written description of an organizational problem to
diagnose and solve

Answer 81

Case Study Method

Question 82

—teams of managers compete by making computerized decisions regarding realistic
but simulated situations

—Gamification of training improves learning
•done by using point system, badges, and leaderboards

Answer 82

Management Games

Question 83

seminars conducted outside the company facilitated by external organizations or
firms

Answer 83

Outside Seminars

Question 84

—executive educations offered by universities in leadership, supervision, etc.

—usually graduate schools or business schools

Answer 84

University-Related Programs

Question 85

—aim is to create a realistic situation and have trainees assume roles of specific
persons in that situation

—aim is to develop trainees’ skills in leadership and delegating

Answer 85

Role-Playing

Question 86

—a.k.a. in-house development centers

—company-based method for exposing prospective managers to realistic exercises to develop improved management skills

—even though this is done in the company, it is still “off-the-job” because it does not
require trainees to conduct their actual jobs

Answer 86

Coporate Universities/
in-house development centers

Question 87

—outside consultants who question the executive’s boss, peers, subordinates, and
family in order to identify the executive’s strengths and weaknesses

—counsel the executive so they can capitalize on strengths and overcome weaknesses

Answer 87

Executive Coaches

Question 88

Managing Organizational Change Programs

Question 89

—Kurt Lewin

—all behavior in an organization is a product of two forces:
•striving to maintain the status quo
•pushing for change

—implementing change means reducing the forces for the status quo or building up the forces for change

Answer 89

Lewin’s Change Process

Question 90

Process:

•Unfreezing

•Moving

•Refreezing

Question 91

—reducing the forces striving to maintain the status quo

—presenting a provocative problem or event to make employees recognize the
need for change

Answer 91

Unfreezing

Question 92

—developing new behaviors, values, and attitudes

—can be accomplished through organizational structure changes, conventional training and development activities, and through other organizational
development techniques (like team building)

Answer 92

Moving

Question 93

building the reinforcement to make sure the organization does not slide back
into its former way of doing things

Answer 93

Refreezing

Question 94

summary: reduce the force for status quo (unfreeze), introduce change (move), change becomes new status quo (refreeze)

Question 95

—Establish a sense of urgency

—Mobilize commitment
•through joing diagnoses of problems

—Create a guiding coalition
•composed of influential people who will serve as missionaries and implementers

—Develop and communicate a shared vision

—Help employees make the change

—Aim first for attainable short-term accomplishments

—Reinforce the new ways of doing things

—Monitor and assess progress

Answer 95

Process for implementing change:

Question 96

Using Organizational Development

Question 97

—change process in which employees themselves formulate and implement the
change required, often with the assistance of trained consultants

Characteristics:
—involves action research
•collecting data about a group, department or organization
• feeding the information back to employees for analysis and hypotheses
development about what the problems might be

Answer 97

Organizational Development

Question 98

—applies behavioral science knowledge

—changes the organization in a particular direction
•empowerment, improved problem solving, responsiveness, quality of
work, and effectiveness

Question 99

Methods:

Team-building meetings

—consultant interviews the members and leader before the meeting

—they are asked what their problems are, how they function, and what their
obstacles are

—consultant categorizes them into themes

—the group ranks these themes in terms of importance

—the highest ranking theme will be the agenda of the meeting

Answer 99

Organizational Development

Question 100

Methods:

Survey research

—requires employees to complete attitude surveys

—the data will be used as basis for problem analysis and action planning

—convenient way to unfreeze a company’s management and employees

—provide comparative, graphic illustration of the fact that the organization
does have a problem to solve

Answer 100

Organizational Development

Question 101

—Keep in mind that there may be a “sleeper effect” where results take time to show up on the job

—What could be measured for evaluation of training:
•participants’ reactions
•what the participants have learned

—to what extent their behavior or results changed as a result of the training

Answer 101

Evaluating the Training Conducted

Question 102

—basic concern is ensuring that the results are directly caused by the training

—Time Series Design
•taking a series of performance measures before and after the training program
•does not guarantee that the training is the cause of the change

—Controlled Experimentation
•there is an experimental group (ones who attended training) and control group (no training)
•performance is measured before and after training the experimental group

Answer 102

Designing the Study

Question 103

1. Lack of ongoing measurement and revision
2. Big ticket training involves a very real risk that you will become the talent supplier for
   your competitors
3. A key question is whether the trainer is supplying their own limited knowledge or what the organization really wants and needs
4. One should not send mixed or improper signals
5. Strike the right balance
6. Enhance the meaningfulness of programs

Answer 103

Common Concerns and Suggestions for Improvement

Question 104

—some training and development directors have no formal methods to evaluate the
activities

—to remedy, one must know what to measure in a training evaluation

Answer 104

1. Lack of ongoing measurement and revision

Question 105

—firms with very good training programs may well attract better candidates

—the problem is if the trainees are being retained to recoup training investment

—remedy is to monitor turnover rates, who are leaving the company, and explore “string options” to hold people long enough to make it worthwhile (you must stay on X years, or you cannot go to a direct competitor for Y years)

Answer 105

2. Big ticket training involves a very real risk that you will become the talent supplier for your competitors

Question 106

—beware of trainers who become “instant experts”

—ask for the area of expertise before mentioning a specific project in mind or ask former clients to check the trainer’s prior work

—this saves the company resources and ensures that trainees are getting the training they deserve

Answer 106

3. A key question is whether the trainer is supplying their own limited knowledge or what the organization really wants and needs

Question 107

—training should produce improved performance that will be reinforced via subsequent rewards

—trainees should not be punished for performing more work

—training is not so additional tasks are added, but rather to improve the skills and
knowledge of employees

Answer 107

4. One should not send mixed or improper signals

Question 108

—use a variety of training methods
•disadvantage is some employees may be confused or feel overwhelmed

—remember that people learn in different ways and at different speeds

Answer 108

5. Strike the right balance

Question 109

—make sure that trainings are realistic enough to be applied to jobs

—this concern is addressed by periodically rotating in experienced people from the field to conduct training programs

Answer 109

6. Enhance the meaningfulness of programs

Question 110

Human Resource Development Principles

Question 111

conducting the program over a long enough period of time for the trainees to be able to digest and apply the material

Answer 111

Distributed Learning

Question 112

trainees should be able to see what is in it for them

Answer 112

Rewards

Question 113

trainees need to know what progress they are making and what mistakes need corection

Answer 113

Feedback

Question 114

—trainees must want to learn

—pick people who are already motivated

Answer 114

Motivation

Question 115

training should apply to job actvities

Answer 115

Transfer

Question 116

trainees should be able to try the techniques they are being taught in order to make these methods part of their repertoire

Answer 116

Opportunity to Practice

Question 117

—heightens the probability that you will get the material through by:

 •hitting the mode the person computes on
 •providing a broad base for the points being made which provides helpful reinforcement

Answer 117

Learning from Many Sources

Question 118

trainee’s intelligence, motivation, aptitudes, and interests should be taken into account

Answer 118

Individual Differences