Chapter 7

CHAPTER 7
Training Employees
McGraw-Hill/Irwin Copyright © 2011 by The McGraw-Hill Companies, Inc. All Rights Reserved. 7-1
Learning Objectives
1. Discuss how to link training programs to

organizational needs.
2. Explain how to assess the need for training.
3. Explain how to assess employees’ readiness
for training.
4. Describe how to plan an effective training
program.
5. Compare widely used training methods.
7-2
Learning Objectives (continued)
6. Summarize how to implement a successful

training program.
7. Evaluate the success of a training program.
8. Describe training methods for employee
orientation and diversity management.
7-3
Introduction
• Training: an organization’s planned efforts to

help employees acquire job-related
knowledge, skills, abilities, and behaviors, with
the goal of applying these on the job.
• Training can benefit the organization when it
is linked to organizational needs and when it
motivates employees.
• Why do organizations provide training?
7-4
Training Linked to Organizational Needs
• Gaps between what employees have and

organizations’ expectation
• Rapid change
• Teamwork demand
7-5
Figure 7.1:
Stages of
Instructional
Design
Instructional
design
a process of
systematically
developing
training to meet
specified needs.
Instructional Design 7-6

1. Needs Assessment
• Needs assessment: the process of evaluating
the organization, individual employees, and
employees’ tasks to determine what kinds of
training are necessary.
• Needs assessment answers three questions:
1. Organization – What is the context in which training
will occur?
2. Person – Who needs training?
3. Task – What subjects should the training cover?
7-7
Needs Assessment: Organization Analysis
• Organization analysis: a process for

determining the appropriateness of training
by evaluating the characteristics of the
organization.
• The organization analysis looks at training
needs in the light of:
– the organization’s strategy,
– resources available for training, and
– management’s support for training activities.
7-8
Needs Assessment: Person Analysis
• Person analysis: a process of determining

individuals’ needs and readiness for training.
• It involves answering three questions:
1. Do performance deficiencies result from a lack
of knowledge, skill, or ability?
2. Who needs training?
3. Are these employees ready for training?
7-9
Needs Assessment: Task Analysis
• Task analysis: the process of identifying and

analyzing tasks to be trained for.
• To carry out the task analysis, the conditions
in which tasks are performed are looked at
– The equipment and environment of the job
– Time constraints
– Safety considerations
– Performance standards
7-10
Multiple Choices
• An examination of the causes of performance

deficiencies in a group or individual is called:
A. Organizational analysis
B. Task analysis
C. Person analysis
D. Needs analysis
7-11
Multiple Choices
• Training most effectively addresses:

A. Motivation problems
B. Skill and ability deficiencies
C. Lack of performance feedback
D. Lack of resources to do job
7-12
2. Readiness for Training
• Readiness for training: a combination of

employee characteristics and positive work
environment that permit training.
• The necessary employee characteristics:
– Ability to learn the subject matter
– Favorable attitudes toward the training
– Motivation to learn
• A positive work environment encourages
learning and avoids interfering with training.
7-13
Table 7.2: What Managers Should Do to
Support Training
7-14
Multiple Choices
• Which of the following comments from a

manager would support training?
A. “You can attend the course but you’ll have to make up
the work you missed on your own time.”
B. “I’m glad you were trained on ‘X’ but I need you to
keep working on ‘Y’ for the next few months.”
C. Good luck with your training next week, what is it about
again?
D. “Your performance has improved, especially with regard
to the aspects you have been trained on.”
7-15
3. Planning the Training Program
• Planning begins with establishing objectives for

the training program.
• Based on those objectives, the planner decides:
– Who will provide the training
– What topics the training will cover
– What training methods to use
– How to evaluate the training
7-16
Characteristics of Effective
Training Objectives
• They include a statement of:
– What the employee is expected to do
– The quality or level of acceptable performance
– The conditions under which the employee is to
apply what he or she learned
• They include measurable performance
standards.
• They identify the resources needed to carry
out the desired performance or outcome.
7-17
Training Methods
Classroom
Instruction
Action Audiovisual
Learning Training
Computer-
Team
Based
Training
Training
Training
Methods
Experiential On-the-Job
Programs Training
Behavior
Simulations
Modeling
Business
Games &
Case
Studies
7-18
Current applications of computer-based
training can extend its benefits:
• E-learning: involves receiving training via the
Internet or the organization’s intranet.
• E-learning uses electronic networks for
delivering and sharing information, and it
offers tools and information for helping
trainees improve performance.
• Training involves links to other online
information resources.
7-19
On-the-Job Training (OJT)
• The organization should issue a policy statement
describing the purpose of OJT and emphasizing the
organization’s support for it.
• The organization should specify who is accountable
for conducting OJT.
• The organization should review OJT practices at
companies in similar industries.
• Managers and peers should be trained in OJT
principles.
7-20
On-the-Job Training (OJT) (continued)
• Employees who conduct OJT should have access to
lesson plans, checklists, procedure manuals, training
manuals, learning contracts, and progress report
forms.
• Before conducting OJT with an employee, the
organization should assess the employee’s level of
basic skills.
7-21
Other Training Methods
• Simulations: A training • Business Games and

method that represents Case Studies:
a real-life situation, with – Case studies are detailed
trainees making descriptions of a
decisions resulting in situation that trainees
study and discuss
outcomes that mirror
what would happen on – Business games require
trainees to gather
the job. Uses: information, analyze it
– Avatars and make decisions that
– Virtual Reality influence the outcome
of the game
7-22
Other Training Methods (continued)
Adventure Learning: a
teamwork and leadership
training program based on
the use of challenging,
structured outdoor
activities
7-23
One of the most important features of
organizations today is teamwork. Experiential
programs include team-building exercises like wall
climbing and rafting to help build trust and
cooperation among employees.
7-24
4. Implementing the Training Program:
Principles of Learning
• Employees are most likely to learn when training is
linked to their current job experiences and tasks.
• Employees need a chance to demonstrate and
practice what they have learned.
• Trainees need to understand whether or not they are
succeeding.
• Well-designed training helps people remember the
content.
• Written materials should have an appropriate
reading level.
7-25
Table 7.5: Ways That Training Helps
Employees Learn
7-26
5. Evaluation Methods:
Training Outcomes
• Information such as facts, techniques, and
procedures that trainees can recall after the training.
• Skills that trainees can demonstrate in tests or on the
job.
• Trainee and supervisor satisfaction with the training
program.
• Changes in attitude related to the content of the
training.
• Improvements in individual, group, or company
performance.
7-27
Multiple Choices
• The most effective way to measure employee

satisfaction with training is _______ and
learning acquired is _______.
A. Survey; pre-post test with control group
B. Post-test; survey
C. Cost-benefit analysis; pre-post test
D. Interview managers; cost-benefit analysis
7-28
Applications of Training
Orientation of New Employees
Diversity Training
7-29
Orientation of New Employees
• Orientation: training • The objectives of

designed to prepare orientation programs
employees include making new
– to perform their jobs employees familiar with
effectively, the organization’s
– learn about their rules, policies, and
organization, and procedures.
– establish work
relationships.
7-30
Table 7.6:
Content of a
Typical
Orientation
Program
7-31
Diversity Training
• Training designed to change employee
attitudes about diversity and/or develop
skills needed to work with a diverse
workforce
7-32

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1. Discuss how to link training programs to

6. Summarize how to implement a successful

• Training: an organization’s planned efforts to

• Gaps between what employees have and

Instructional Design 7-6

• Organization analysis: a process for

• Person analysis: a process of determining

• Task analysis: the process of identifying and

• An examination of the causes of performance

• Training most effectively addresses:

• Readiness for training: a combination of

• Which of the following comments from a

• Planning begins with establishing objectives for

• Simulations: A training • Business Games and

• The most effective way to measure employee

Orientation of New Employees

• Orientation: training • The objectives of

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