Training Development Strategies

Chapter 7
Training and Development
Copyright ©2016 Cengage Learning. All Rights Reserved. May
not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
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Learning Outcome
Discuss the scope of training and development and its strategic
aspects
Describe how a training needs assessment should be done
Describe the factors that must be taken into account when
designing a training program
Identify the types of training-delivery methods organizations
use
Explain how the effectiveness of training programs are
evaluated, and describe some of the additional training
programs conducted by firms

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The Scope of Training
Training
Effort initiated by an organization to foster learning among its
members
Narrowly focused and oriented toward short-term performance
concerns
Development
Effort that is oriented more toward broadening an individual’s
skills for the future responsibilities
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A Strategic Approach to Training
Chief learning officer: High ranking manager responsible for
fostering employee learning and development within the firm

Four phases
Needs assessment based on the firm’s competitive objectives
Program design
Implementation
Evaluation
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Figure 7.1 - Strategic Model of Training
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Phase 1: Conducting the Needs Assessment

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Organization analysis
Examination of the environment, strategies, and resources the
firm faces so as to determine what training it should emphasize
Task analysis
Process of determini ng what the content of a training program
should be on the basis of a study of the tasks and duties
involved in the job
Competency assessment: Analysis of the sets of skills and
knowledge needed for decision oriented and for knowledge-
oriented jobs
Person analysis
Determination of the specific individuals who
need training

Phase 2: Designing the Training Program
Issues to be focused on
Training’s instructional objectives
Readiness of trainees and their motivation
Principles of learning
Characteristics of instructors
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Developing Instructional Objectives
Information collected through needs assessment, can help state
the desired outcomes of training through written instructional
objectives
Instructional objectives: Desired outcomes of a training
program
Describe skills or knowledge to be acquired and attitudes to be
changed
Are performance centered
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Assessing the Readiness and Motivation of Trainees
Preconditions for learning that affect success
Trainee readiness
Whether or not the experience and knowledge of trainees have
made them ready to absorb the training
Trainee motivation
Organization needs to help employees understand the link
between the effort they put into training and the payoff
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Incorporating the Principles of Learning
Goal setting
Description of the training program, its objectives, and learning
points
Meaningfulness of presentation
Use of simple and understandable terminology during training
Modeling
Increases salience of behavioral training
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Individual learning differences

Hands on activities and breaking large groups to smaller groups
can help trainers accommodate different learning styles
Active practice and repetition
Trainees should be given opportunities to practice their job
tasks that they will need to perform
Whole-versus-part learning
Self-paced learning - Tasks can be broken down into parts that
lend themselves into further analysis
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Massed-versus-distributed learning
Distributed learning – Spacing out training will result in faster
learning and longer retention
Learning curve can be used to track an individual’s progress
Plateau - Learning situation when progress does not occur
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Figure 7.4 - A Typical Learning Curve
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Feedback and reinforcement
Help individuals assess their strengths and weaknesses
Behavior modification: Operates on the principle that behavior
that is rewarded will be exhibited more frequently
Spot rewards: Programs that award employees on the spot when
they do something particularly well during training or on the
job
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Characteristics of Successful Instruc tors
Knowledge of the subject
Enthusiasm
Sincerity
Interest in trainees
Sense of humor
Ability to communicate clearly
Willingness to provide individual assistance
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Figure 7.5 - Learning Outcomes Differ by Training Method
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Figure 7.6 - Training Delivery Methods
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Training Methods
On-the-job training (OJT)
Method by which employees are given hands-on experience with
instructions from their supervisor or other trainer
Apprenticeship training
System in which a worker entering the skilled trades is given
thorough instruction and experience in the practical and
theoretical aspects of the work
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Figure 7.7 - The PROPER Way to Do On-the-Job Training
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Training Methods
Special assignments
Involve assigning trainees who are often but not always on
managerial tracks, to different jobs in different areas of a firm
Cooperative training, internships & governmental training
Programs combine practical on-the-job experience with formal
classes
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Training Methods
Simulation
Emphasizes realism in equipment and its operation at minimum
cost and maximum safety
Used when it is either impractical to train employees on the
actual equipment used on the job
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Training Methods
E-learning
Learning that takes place via web and computer-based training
(CBT)
Learning management systems (LMS): Online system that
provides a variety of assessment, communication, teaching, and
learning opportunities
Just in time training: Delivered to trainees when and where they
need it to do their jobs, via computer or the Internet
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Training Methods
Behavior modeling
Approach that demonstrates desired behavior and gives trainees
the chance to practice and role-play those behaviors and receive
feedback
Components
Learning points
Model
Practice and role play
Feedback and reinforcement
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Training Methods
Role playing
Involves playing the roles of others, often a supervisor and a
subordinate who are facing a particular problem
Coaching
Involves a continuing flow of instructions, comments, and

suggestions from the manager to a subordinate
Seminars and conferences
Useful for bringing groups of people together for training and
development
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Training Methods
Blended learning
Use of multiple training methods to achieve optimal learning on
the part of trainees
Classroom instruction
Aids in motivating employees and decrease absenteeism
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Figure 7.8 - Case Studies
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Figure 7.9 - Criteria for Evaluating Training
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Basic Criterion for Evaluating
Reactions
Simplest approaches to evaluating a training program is to
assess participants’ reactions to it
Learning
Testing the knowledge and skills of trainees before and after a
training program will help determine their improvement
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Behavior
Transfer of training: Effective application of principles learned
to what is required on the job
Maximize transfer of training
Feature identical elements
Focus on general principles
Establish a climate for transfer
Give employees transfer strategies
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Results or Return on investment (ROI)
Benefits the company derives from training relative to what it
costs
Benchmarking: Process of measuring one’s own services and
practices against the recognized leaders in order to identify
areas for improvement
ROI = Benefits of training ÷ Training costs
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Additional Training and Development Programs
Orientation : Formal process of familiarizing new employees
with
Organization
Jobs
Work units
Onboarding: Process of systematically socializing new
employees to help them get on board with an organization
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Basic skills training
Remedial training for adults is a full-blown educational industry
Team training and cross training
Cross training: Process of training employees to do multiple
jobs within an organization
Advantages
Gives firms flexible capacity
Keeps workers interested and motivated

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Figure 7.10 - Team Training
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Ethics training came up due to violations such as:
Harassment
Health and safety
Wage-and-hour violations
Chief ethics officer: High-ranking manager directly responsible
for fostering the ethical climate within the firm
Diversity training was designed in response to:
Increase in globalization
Awareness of the varied demographics of the workforce

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Challenges of affirmative action
Dynamics of stereotyping
Changing values of the workforce
Potential competitive payoffs from bringing different people
together for a common purpose
Types
Awareness building
Training to prevent discrimination
Skill building
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not be scanned, copied or duplicated, or posted to a publi cly

Learning OutcomesExplain what performance management is
and how the establishment of goals, ongoing performance
feedback, and the evaluation process are part of itDescribe the
different sources of performance-management information
*
Learning OutcomesExplain the various methods used to
evaluate the performance of employeesOutline the
characteristics of an effective performance evaluation meetings
and feedback sessions and ways in which the performance of
employees can be improved
*

Performance Management SystemsPerformance management:
Process of creating a work environment in which people can
perform to the best of the abilitiesPerformance evaluations:
Result of an annual or biannual process in which a manager
evaluates an employee’s performanceUses the information to
show the person where improvements are needed and why
*
*
*
*
*
*

*
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Developing an Effective Performance Management
SystemPrimary responsibility - Overseeing and coordinating its
performance management systemEmployees are to accept and be
satisfied with a performance management system when they
have the chance to participate in its developmentExperienced
employees are asked to help identify important job
behaviorsHelps ensure that the system takes into account the
tasks that need to be done in an organization
*
Performance StandardsBased on job-related requirements
derived from a job analysis and reflected in an employee’s job
description and job specifications Realistic and specific

performance standards that are measurable and written down
communicate precise information to employees
*
*
*
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Legal Guidelines for EvaluationsPerformance ratings must be
job-relatedEmployees must be given a written copy of their job
standards in advance of evaluationsManagers who conduct the
evaluation must be able to observe the behavior they are
ratingDo not allow performance problems to continue
uncheckedSupervisors must be trained to use the evaluation
form correctly
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*
Legal Guidelines for EvaluationsFirm’s HR department should
review the evaluations to see if minority groups are being
adversely impactedEvaluations should be discussed openly with
employees and counseling offered to help poor
performersAppeals procedure should be established to enable
employees to express disagreement with the evaluation
*
*
Types of Performance EvaluationManager and/or supervisor
evaluation: Conducted by an employee’s manager and reviewed
by a manager one level higherSelf-evaluations: Conducted by
the employee being evaluated, on an evaluation form completed
by the employee prior to the evaluation meetingSubordinate
evaluations: Conducted by an employee of a superior, which is
appropriate for developmental than for administrative purposes
*

*
Types of Performance EvaluationPeer evaluations: Conducted
by one’s fellow employees, on forms compiled into a single
profile for use in the evaluation meetingTeam evaluations:
Recognizes team accomplishment rather than individual
performanceCustomer evaluations: Conducted by a firm’s
external and internal customers
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*
360-Degree EvaluationsConducted by different people who
interact with the employee on forms compiled into a single
profile for use in the evaluation meetingCompanies should
consider the following safeguardsAssure anonymityMake
respondents accountablePrevent gaming of the systemUse
statistical procedures Identify and quantify biases
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Training AppraisersImproves the performance evaluation
processEstablishing an evaluation planProvide an explanation of
the performance evaluation system’s objectives
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Training AppraisersExplain the mechanics of the rating
systemHow managers should keep performance records and
review themHow frequently the evaluations are to be
conductedWho will conduct themWhat are the standards of
performanceHow to go about preparing for evaluationsAlert
raters to the weaknesses and problems of appraisal systems so
that they can be avoided
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Distributional ErrorsError of central tendency: Performance
rating error in which all employees are rated about
averageLeniency or strictness error: Appraiser gives employees
either unusually high or unusually low ratingsForced
distribution: Raters are required to place a percentage of
employees into various performance categories
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*
Temporal ErrorsPerformance review is biased favorably or
unfavorablyDepending on the way performance information is
selected, evaluated, and organized by the rater over
timeRecency error: Evaluation is based on the employee’s most
recent behavior rather than on behavior throughout the
evaluation period
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Other Rater ErrorsContrast error: Evaluation is biased upward
or downward because of comparison with another employee just
previously evaluatedSimilar-to-me error: Appraiser inflates the
evaluation of an employee because of a mutual personal
connection
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Feedback TrainingFor raters which provides them some pointers
they can use while providing performance feedback to the
employeesBasic areas Communicating effectivelyDiagnosing
the root causes of performance problemsSetting goals and
objectives
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*

Performance Evaluation Methods Trait approaches - Based on
people’s characteristics continue to be used despite their
subjectivityBehavioral approaches - Provide more action-
oriented information to employees Results methods - Focuses on
the measurable contributions that employees make to the
organization
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Trait MethodsGraphic rating-scale method: Each employee is
rated according to a scale of characteristicsMixed-standard
scale method: Similar to other scale methods but based on
comparison with a standardForced-choice method: Requires the
rater to choose from statements designed to distinguish between
successful and unsuccessful performanceEssay method:
Requires the rater to compose a statement describing employee
behavior
*
*

Behavioral MethodsCritical incident: Unusual event that
denotes superior or inferior employee performance in some part
of the jobManager keeps a log or diary for each employee
throughout the appraisal period and notes specific critical
incidents related to how well they performBehavioral checklist
method - Rater checks statements on a list that the rater believes
are characteristic of the employee’s behavior
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*
Behavioral MethodsBehaviorally anchored rating scale (BARS):
Consists of a series of vertical scales, one for each important
dimension of job performanceBehavior observation scale
(BOS): Measures the frequency of observed behaviorPreferred
over BARS for:Maintaining objectivityDis tinguishing good
performers from poor performersProviding feedbackIdentifying
training needs
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*

Results MethodsProductivity measures - Directly links what
employees accomplish to results that benefit the
organizationManagement by objectives (MBO): Philosophy of
management that rates employees based on the achievement of
goals set mutually by them and their manager
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*
*
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Creating an Effective MBO ProgramObjectives should be
quantifiable and measurable and accompanied by a description
of how they will be accomplishedResults that are expected must
be under the employee’s controlFirm’s goals and objectives
must be consistent, or aligned, with the goals of employees at
all levelsTimeframes for when the goals are to be reviewed and
evaluated need to be established
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*
Balanced Scorecard(BSC)Evaluation takes into
accountFinancial measuresCustomer measuresProcess
measuresLearning measuresAllows each individual to see how
his or her performance ties into the overall performance of the
firm
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Balanced Scorecard(BSC)Recommendations for the method’s
successTranslate the firm’s strategy into a scorecard of clear
objectivesAttach measures to each objectiveProvide
performance feedback based on measuresEmpower employees to
make performance improvementsReassess the strategy
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Types of Performance Evaluation Meetings and Feedback
SessionsTell and sell - Ability to persuade an employee to
change his or her behavior in a wayTell and listen -
Appraiser/supervisor communicates the strong and weak points
of an employee’s job performance during the first part of the
sessionProblem solving - Seeks to obtain the employees’ buy-in
for a mutually-agreed upon way to overcome obstacles and
improve the person’s actual performance
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*
Conducting the Performance Evaluation Meeting or Feedback
SessionAsk for a self-evaluationInvite participationExpress
appreciationBe supportive and demonstrate that you

careMinimize criticismEstablish goalsFollow up day to day
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Tips for Using Criticism ConstructivelyConsider whether it is
necessaryConsider the person’s ability to handle itBe specific
and do not exaggerateWatch your timingMake improvement on
your goal
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*
*
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Managing Ineffective PerformanceCourses of actionProvide
training to increase skills and abilitiesTransfer employee to
another job or departmentAttention of actions to motivate
employeeCorrective measures needed to improve employee’s
performanceCautionsActions taken must be objective and fairDo
not treat underperformer differently, setting the employee up to
fail
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*
Focus on Changing the Behavior, Not the PersonSupervisor has
to separate the employee from the behaviorWay to communicate
this to employees is to suggest more acceptable ways of
performingWhen required action is taken, it should be
done:LegallyFairlyWith an understanding of the feelings of the
individual involved
*
Due: Sunday, End of Module by 11:55 p.m. EST
LEARNING OBJECTIVE:

This project is designed to build on learning modules within the
topical areas in this course. Students
should be able to apply concepts learned as may be applicable
in solving problems posed by their
chosen topic.
Topic Selection
1. The first step is to think of an organization and identify any
problem at
that organization that is associated with organizational
behavior.
2. Your group will take the position of a consultancy firm
and provide thorough analysis and
recommendation of how the organization should resolve the
problem
Research Sources
1. All presentation must have a minimum of eight (8) scholarly
sources
cited within the text of the paper and identified in the
references section.
2. You can access Harvard Business Review; ECOHOST;
Library
database
Grading Rubric:
All slides must have at least 5 bullet points and must be
accompanied by speaker's notes or
voice over recordings.

Word Document is not required for the Midterm
Elements Description Points
Cover Page Name, course project title, course number and
name, and
professor’s name.
5 points
Introduction of the company This will include name, location,
size, market segment
(business line), and a brief history.
Cite the vision and mission statement of the company.
10 points
Problem Statement
Identify and clearly state the problem, which must be an
organizational behavior issue for your research, e.g.
“How can staff retention be improved?”
5 points
Analysis

Explore the problem in depth and with scholarly rigor.
Provide an identification and description of the root
causes of the problem/issue.
40 points
Solution
Identify three (3) potential workable solutions to your
problem
40 points
- identify the pros and cons of each alternative solution
- recommend your preferred solution and describe exactly

what should be done and how it should be done,
including by whom, with whom, and in what sequence.
Reflection Provide a reflective statement about how this
assignment
influenced your personal, academic, and professional
leadership and managerial development.
10 points
References
You must use no fewer than eight (8) sources.
All references must be cited in APA format in two places:
within the body of your presentation and on a separate
reference list.

10 points
Completed presentation Total slides excluding the cover slide,
table of contents,
and the reference slide:
25 slides (for a 5-member group);
20 slides (for a 4-member group);
15 slides (for a 3-member group); and
10 slides (for a 2-member group).
120 points
No Word document required for the
Midterm.

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