Chapter 07 – Training Please click here to access the new HRM Failures case associated with this chapter. HRM Failures features real-life situations in which an HR conflict ended up in court. Each case includes a discussion questions and possible answers for easy use in the classroom. HRM Failures are not included in the text so that you can provide your students with additional real-life content that helps engrain chapter concepts. Chapter Summary In this chapter, a systematic approach to training and designing effective training systems is discussed, including needs assessments, organizational analysis, company strategy, person analysis, task analysis, creating a learning environment, consideration of employee readiness for training, and transfer of training issues. Then, numerous training methods are described and reviewed. Next, the evalua¬tion of training programs is presented. The chapter concludes with special issues of training, including cross-cultural preparation, managing work force diversity, joint union-management programs, socialization and orientation, and training and pay systems. Learning Objectives After studying this chapter, the student should be able to: 1. Discuss how training, informal learning, and knowledge management can contribute to continuous learning and the companies’ business strategy. 2. Explain the role of the manager in identifying training needs and supporting training on the job. 3. Conduct a needs assessment. 4. Evaluate employees' readiness for training. 5. Discuss the strengths and weaknesses of presentation, hands on, and group training methods. 6. Explain the potential advantages of e-learning for training. 7. Design a training session to maximize learning. 8. Choose an appropriate evaluation design based on training objectives and analysis of constraints. 9. Design a cross-cultural preparation program. 10. Develop a program for effectively managing diversity. Extended Chapter Outline Note: Key terms appear in boldface and are listed in the "Chapter Vocabulary' section. Opening Vignette: Learning Opportunities for Employees Are No Accident at Farmers Insurance Group of Companies Farmers Insurance Group has developed a very successful training program to serve their 60,000 employees and independent agents. The program has been ranked in the Top 10 of Training magazine’s Top 125 for four years and will be inducted into the Hall of Fame. The program utilizes a blended approach using face-to-face instruction, print, online, video, audio, virtual simulations, and coaching. in order to meet the needs of their multigenerational audience that are geographically dispersed across the United States. Technology is used for delivering knowledge and instructor led training is used for skill development. In the past five years the amount of learning delivered through instructor-led classroom based training has dropped from 90 to 50%. The other 50% is online or informal learning. The company recognizes that technology offers a variety of options for training delivery and instruction and has started to use virtual classrooms, mobile learning, social networks, electronic tablets, and learning simulations. Discussion Question 1. What are your thoughts concerning the use of online training and instruction programs? Have your experiences with online classes been as effective as face-to-face meetings? What can be done to improve the quality and effectiveness of these types of programs? Answer: Student responses will likely vary depending on their own experiences with online classes. They should be able to provide a good discussion concerning what they feel would improve quality and effectiveness from the viewpoint of the consumer – which translates nicely into a discussion about Farmers Insurance’s programs. Online training and instruction programs offer flexibility and accessibility, making them a valuable tool for learning. However, they may lack the engagement and immediate feedback often found in face-to-face meetings. My experience has shown that online classes can be effective, but their quality can be enhanced through interactive elements, real-time communication, and personalized content. Improving the effectiveness of these programs requires focusing on engagement strategies, such as incorporating interactive modules, fostering active participation, and providing timely feedback. I. Introduction A. As the chapter opener shows, training contributes to Farmers Insurance’s focus on its employees and customers. Training helps Farmers’ employees develop skills they need to succeed in their current job and develop for future positions. From Farmers’ perspective, training is strategic because it leads to consistent customer service that attracts and retains customers, high quality employees, and positive revenues. B. Training can: - Increase employees’ knowledge of foreign competitors and cultures, - Help ensure that employees have the basic skills to work with new technology, - Help employees understand how to work effectively in teams to contribute to product and service quality. - Ensure that the company’s culture emphasizes innovation, creativity, and learning. - Ensure employment security by providing new ways for employees to contribute to the company when their jobs change, their interests change, or their skills become obsolete. - Prepare employees to accept and work more effectively with each other, particularly with minorities and women. II. Training: Its Role In Continuous Learning and Competitive Advantage A. Continuous learning is a learning system that requires employees to understand the entire work process and expects them to acquire new skills, apply them on the job, and share what they have learned with other employees. B. Training refers to a planned effort by a company to facilitate learning of job-related competencies, knowledge, skills and behaviors by employees. C. Formal training refers to training and development programs, courses and events that are developed and organized by the company. D. Informal learning refers to learning that is leaner initiated, involves action and doing, is motivated by intent to develop, and does not occur in a formal setting. E. Explicit knowledge refers to knowledge which is well documented, easily articulated, and easily transferred from person-to-person. F. Tacit knowledge refers to personal knowledge based on individual experiences that are difficult to codify. G. Knowledge management refers to the process of enhancing company performance by designing and implementing tools, processes, systems, structures and cultures to improve the creation, sharing and use of knowledge. III. Designing Effective Training Activities—the training design process refers to a systematic approach for developing training programs. Table 7-1 presents the six steps of the training design process. A. Needs assessment—Needs assessment refers to the process used to determine if training is necessary. There are often pressure points that may suggest that training is necessary (text Figure 7.3). A needs assessment usually involves organizational analysis, person analysis, and task analysis. B. 1. Organizational analysis involves determining the business appropriate¬ness of training a. Support of Managers and Peers—The key factors to success are a positive attitude among peers and managers about participation in training activities, willingness to tell trainees how they can more effectively use knowledge, skills, or behaviors learned in training on the job, and the availability of opportunities for the trainees to use training content in their jobs. b. Company Strategy—Business strategy is important for a company to gain a competitive advantage. - The business strategy of the firm has a major impact on the appropriate training practices for that firm (text Table 7.1). - Strategic training and development initiatives are learning related actions that a company should take to achieve its business strategy. c. Training Resources - It is necessary to identify whether the company has the budget, time, and expertise for training. - A company may use internal consultants or external consultants for training. Integrity In Action: Connecting Learning to Business Leaders Mike Hamilton was previously the Chief Learning Officer for Ernst & Young. His belief is that a big challenge for people working in learning, training or development is to figure out how to be relevant for the business and how their function can help the leaders of the business solve problems. He believes the first step is understanding what is important to the leader, not what programs and tools are available – they might not help solve the problem. Discussion Question 1. What does strategic training and development mean to you? Answer: This is an opinion question, but students should recognize that strategic training and development is more than simply a training program.. it emphasizes exactly what Hamilton refers to – that training and development programs need to be appropriate to solve the problems faced by the business’s leaders.. not the other way around. Strategic training and development refer to the alignment of an organization's training programs with its long-term goals and objectives. It means creating and implementing training initiatives that not only enhance employees' skills but also support the overall business strategy. For me, this involves identifying key areas where employee development can drive organizational success, fostering a culture of continuous learning, and ensuring that training efforts are directly linked to improving performance, innovation, and competitive advantage. 2. How did Mike Hamilton help insure that training was strategic at Ernst & Young? What did he do that was most important for making learning strategic? Explain. Answer: Hamilton followed his own advice – check with the leader to see what is critical on their list and then assessed tools and programs presently available to see if they were appropriate for the needs of the leader. This was likely the most important feature of Hamilton’s approach – it ensures strategic alignment of the training program. 2. Person analysis helps the manager identify whether training is appropriate and which employees need training. When a problem, such as a performance deficiency, is identified, it is often unclear whether training is the solution. a. Person characteristics refer to the employee’s knowledge, skill, ability, and attitudes. b. Input relates to the instructions that tell employees what, how, and when to perform; also the support they are given to help them to perform. c. Output refers to the job’s performance standards. d. Consequences are the incentives employees receive for performing well. e. Feedback is the information that employees receive while they are performing concerning how well they are meeting objectives. f. From the manager's perspective, training should be considered if any of the following is true: - The performance problem is important and has the potential to cost the company a significant amount of money from lost productivity or customers. - Employees do not know how to perform effectively. - Employees cannot demonstrate the correct knowledge or behavior. - Performance expectations are clear (input) and there are no obstacles to performance. - There are positive consequences for good performance, whereas poor performance is not rewarded. - Employees receive timely, relevant, accurate, constructive, and specific feedback. - Other solutions are too expensive or unrealistic. 3. Task analysis identifies the conditions in which tasks are performed. A job is a specific position requiring the completion of specific tasks. A task is a statement of an employee’s work activity in a specific job. A task analysis involves four steps: a. Identify the job(s) to be analyzed. b. Develop a list of tasks performed on the job. c. Validate or confirm the preliminary list of tasks (text Table 7.4). d. Identify the knowledge, skills, or abilities necessary to successfully perform each task. Example of a Task Analysis—Each of the four steps of a task analysis can be seen in the example in the text from a utility firm. B. Ensuring Employees' Motivation for Learning— Readiness for training refers to employee characteristics that provide employees with the desire, energy, and focus necessary to learn from training. The employee’s motivation for learning is the desire of the trainee to learn the content of the training program, directing that energy toward learning, and being able to exert effort to learn even when faced with difficulties. c. Factors that influence motivation to learn: (as shown in Table 7.3): - Self efficacy: employee belief that they can successfully learn content of the training program - Benefits or consequences of training: job related, personal, career benefits that can result from attending training - Awareness of Training Needs: knowledge of skill strengths and weaknesses - Work environment: proper tools and equipment, materials, supplies, and budget time - Basic skills: cognitive ability, reading and writing skills - Goal orientation: goals held by employees in a learning situation - Conscientiousness: tendency to be reliable, hardworking, self-disciplined and persistent 1. Creating a Learning Environment—For employees to acquire knowl¬edge and skills in the training program and to apply this information in their jobs, the training program must to include specific learning principles (see Table 7.6). 1. Employees need to know why they should learn. a. Training objectives based on the training needs analysis help employees understand why they need training. 2. Employees need meaningful training content. 3. Employees need to have opportunities for practice. 4. Employees need feedback. 5. Employees learn by observing, experiencing, and interacting with others. One way employees learn by observing others is with behavior modeling techniques, discussed later in this chapter. a. Communities of practice refer to groups of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished. 6. Employees need the training program to be properly coordi¬nated and arranged. 7. Employees need to commit training content to memory. Competing Through Sustainability: Capitalizing on Available but Unrecognized Talent Welfare to work programs help the unemployed and the underemployed to prepare for the job market and to succeed in the job market. Organizations such as Get Out and Stay Out (GOSO) help young prison inmates with individual job and educational counseling, and it maintains a job bank of openings from employers willing to hire former inmates. Another organization, the Greater Chicago Food Depository, offers chef training classes to about 1,000 students who also learn life skills such as punctuality, responsibility, teamwork and commitment. Project Vacant Streets is a Miami-based program founded by Frank Kelley, a Johnson & Johnson executive. It tries to get jobs for persons who are “crisis homeless,” that is, everyday people who end up homeless due to losing their jobs because of the recession. Discussion Question 1 1. Describe the benefits of welfare to work programs such as those described in this vignette. What does “crisis” homeless” mean, and explain what Project Vacant Streets tries to do address this problem. Answer: There are several benefits. Individuals who may otherwise be at risk for lives of poverty and crime, learn how to enter the workforce and how to handle responsibility. Companies benefit because they are able to find committed and motivated workers. Communities benefit from having taxpaying workers. “Crisis homeless” refers to everyday people who are homeless because of losing their jobs due to the recession. One estimate is that 80% of the homeless are crisis homeless. Project Vacant Streets helps the crisis homeless develop skills that can help them get back into the workforce. 2. Ensuring Transfer of Training—Transfer of training refers to the use of knowledge, skills, and behaviors learned in training on the job. 1. Transfer of training is influenced by the climate for transfer, manager support, peer support, opportunity to use learned capabilities, technology support, and self-management skills (see Table 7.4 for the conditions for learning and their importance, and Figure 7.4 for work environment characteristics influencing transfer of training). 2. Manager support refers to the degree to which trainees’ managers (1) emphasize the importance of attending training programs and (2) stress the application of training content to the job. Managers also facilitate transfer through reinforcement (use of action plans). An action plan is a document summarizing what the trainee and manager will do to ensure that training transfers to the job. The action plan identifies (1) a goal identifying what training content will be used and how it will be used (project, problem), (2) strategies for reaching the goal, including resources needed, (3) strategies for getting feedback (such as meeting with the manager), and (4) expected outcome (what will be different?). 3. Peer support—Transfer of training can also be enhanced by creating a support network among the trainees. A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job. 4. Opportunity to use learned capabilities –Opportunity to perform refers to the extent to which the trainee is provided with or actively seeks experience with newly learned knowledge, skills, or behaviors. Opportunity to perform is influenced by both work environment and trainee motivation. 5. Technological support—Electronic performance support systems (EPSSs) are computer applications that can provide (as requested) skills training, information access, and expert advice. Many companies are using knowledge management systems to improve the creating, sharing and storage of knowledge. Communities of practice refer to groups of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished. 6. Self-management skills—Training programs should prepare employees to self manage their use of new skills and behaviors on the job. 3. Selecting Training Methods—Survey results indicate that instructor-led classroom, workbooks and manuals, and videos are the most frequently used training methods (Figure 7.5). 1. Presentation Methods refer to methods in which trainees are passive recipients of information. a. Instructor-Led Classroom Instruction - Classroom instruction typically involves having the trainer lecture a group of trainees. The lecture is often supplemented with questions and answers. - It is one of the least expensive, least time consuming ways to present information on a specific topic to many trainees. - The more active the participation, job related examples, and exercises that the instructor can build into the class¬room instruction, the more likely trainees will learn and transfer the training to their jobs. b. Distance learning features two way communications between people. It includes audioconferencing, videocon¬ferencing, and docuconferencing (this allows employees to collaborate on a shared document via computers). - Teleconferencing refers to the synchronous exchange of audio, video, or text between individuals or groups at two or more locations. - An advantage of teleconferencing is that the company can save on travel costs. - The major disadvantage is the potential lack of interac¬tion between the trainer and the trainees. That's why a two way communication link is so important as well as on site instructors or facilitators. - Webcasting refers to the classroom instruction provided online via live broadcasts. c. Audiovisual Techniques - Audiovisual instruction includes overheads, slides, and video. Video is the most popular. - Video has the advantages of allowing the trainer to vary the speed of the presentation, show situations that cannot be easily demonstrated, provide trainees with consistent instruction, and allow trainees to observe themselves. - Mobile Technologies make video available anywhere on iPods, iPads, cell phones, and tablet computers Mobile technology allows training and learning to occur naturally throughout the workday or at home. Example: Flippin’ Pizza provides training via an iPad app. Trainees can use the app to link to a series of short videos each with a lesson in cooking or customer service. Competing Through Globalization: Nissan’s Virtual Classroom Nissan’s workforce of 150,000 workers is spread across 20 countries worldwide (for production) and 160 countries where they have product markets. 60 employees were identified as high potentials that needed to develop their skills and competencies in order for the company to meet its global expansion and growth plans. These 60 employees were dispersed across the globe but needed face-to-face interaction throughout this training because it would help them in future collaborative projects. Classroom instruction would also insure that they all received a consistent message and questions could get addressed by the instructor or facilitator. However, face-to-face instruction was not feasible because these employees could not be away from their work location for the long periods of time they would need. To address this issue, Nissan develops an e-learning program which included a virtual classroom. This allowed for the convenience of completing instruction on their schedules, but also allowed for interaction among the learners and opportunity for feedback. Discussion Question 1. Would on-line learning methods also be useful for developing high potential employees’ skills and competencies even if they were not located across the world? Explain. Answer: It seems that this type of program, which included both synchronous (in person) and asynchronous (not live) opportunities would be useful in that it would still allow learners to tailor their learning time to their work schedule. 2. Is online learning a useful training tool for supporting other types of strategic initiatives shown in Table 7.1? Why? Answer: It would appear that a dynamic program such as this would be useful for the other strategic initiatives listed in Table 7.1 The reason being that the in-person opportunities (virtual classroom) would allow for the personal interaction necessary to make the training relevant for these other initiatives. 2. Hands on methods include on the job training, simulations, business games and case studies, behavior modeling, inter¬active video, and Web-based training. These methods are ideal for developing specific skills understanding how skills and behaviors can be trans¬ferred to the job, experiencing all aspects of completing a task, and dealing with interpersonal issues that arise on the job. a. On the Job Training (OJT) involves peers or managers training new or inexperienced employees who learn the job by observation, understanding and imitation. l. OJT can be useful for training newly hired employees, upgrading the skills of experienced employees when new technology is introduced, cross training employees within a department or work unit, and orienting trans¬ferred or promoted employees to their new jobs. 2. OJT takes various forms, including apprenticeships and directed training programs. 3. Apprenticeship is a work study training method with both on the job training and classroom training. To qualify as a registered apprenticeship program under state or federal guidelines, at least 144 hours of classroom instruction and 2,000 hours, or one year, of on the job experience are required. a. Apprenticeships can be sponsored by individual compa¬nies or by groups of companies cooperating with a union. b. The majority of apprenticeship programs are in the skilled trades. c. One of the major advantages of an apprenticeship program is that learners have the opportunity to earn pay while they learn. d. One disadvantage of apprenticeship programs is limited for minorities and women. There is no guarantee jobs will be available after the program is completed. Also, apprenticeship programs prepare trainers who are well trained in one craft or occupation. b. A simulation is a training method that repre¬sents a real life situation allowing trainees to see the outcomes of their decisions in an artificial environment. 1. Simulations allow trainees to see the impact of their decisions in an artificial, risk free environment and are used to teach production and process skills as well as management and interpersonal skills. 2. Avatars are computer depictions of humans that can be used as imaginary coaches, co-workers, and customers in simulations. Example: Padeira, a technology company that provides English-as-a-second-language training, uses a virtual world to teach English. 3. A recent development in simulations is the use of virtual reality technology. Virtual reality is a computer based technology that provides trainees with a three dimen¬sional learning experience. Using specialized equipment or viewing the virtual model on the computer screen, trainees move through the simulated environment and interact with its components. Second Life is a computer based, simulated virtual world, including a three-dimensional representation of the real world and a place to host learning programs or experiences. Business Games and Case Studies—Situations that trainees study and discuss (case studies) and business games in which trainees must gather information, analyze it, and make decisions are primarily used for management skill development. f. Behavior Modeling 1. Research suggests that behavior modeling is one of the most effective techniques for teaching interpersonal skills. 2. Each training session, which typiccally lasts four hours, focuses on one interpersonal skill, such as coaching or communicating ideas. g. E-learning refers to training that is delivered on public (Internet) or private computer networks (Intranets) and displayed by a Web browser. Web-based training supports virtual reality, animation, interactions, communications between trainees, and real-time audio and video. Web-based training has advantages similar to other multimedia methods (Figure 7.6). 1. Repurposing refers to directly translating an instructor-led, face-to-face training program online. h. Social media refers to online and mobile technology used to create interactive communications. They include things like blogs, wikis, networks like Facebook and LinkedIn, micro sharing sites like Twitter, and shared media sites like YouTube. Many companies consider using tablets for training because they are so easy to use and have great access to content through the Internet. Apps refer to applications designed specifically for smartphones and tablet computers. Apps are primarily being used to supplement training, manage the path or sequence of training, and help employees maintain training record i. Blended learning refers to combining technology methods, such as e-learning or social media, with face-to-face instruction, for delivery of learning content and instruction. Many companies are moving to hybrid, or a blended learning approach because of: (1) the limitations of online learning related to technology, (2) trainee preference for face-to-face contact with instructors and other learners, and (3) employees’ inability to find unscheduled time during their workday to devote to learning from their desktops. Learning management systems (LMS) is a technology platform that automates the administration, development, and delivery of a company’s training program. Competing Through Technology Using Social Media and Apps for Learning Many organizations today are turning to various social media and apps for instruction, training support, and knowledge sharing. Companies like Advanced Sales & Marketing, Verizon, Watson Pharmaceuticals, and even the US military are recognizing that these platforms allow for fast and efficient dispersion of training and instructional content – as well as allowing participants to share knowledge, understanding, best practices, and provide peer support. Discussion Question How do you think that social media and apps can be most effectively used in training? For example, as a method for delivering training content? Helping insure transfer of training? Knowledge sharing? Explain why. Answer: Answers here will vary. Younger students will likely believe that social media could be the “do all/be all” in training whereas older and non-traditional students may identify the limitations associated with it. They should recognize that content delivery is certainly faster, cheaper and more efficient as well as user friendly. In terms of transfer of training, the opportunity to share best practices and experiences will almost certainly be value added for most learners. The same is true for knowledge sharing. Social media and apps can be highly effective in training by leveraging their interactive and accessible nature. For delivering training content, platforms like LinkedIn Learning or dedicated apps can provide on-demand, bite-sized lessons that cater to different learning styles. To ensure transfer of training, social media can create communities where employees share experiences, apply concepts in real-time, and receive feedback, reinforcing learning. Knowledge sharing is also enhanced as apps enable quick dissemination of information, peer collaboration, and the creation of knowledge repositories that are easily accessible. This integration fosters continuous learning and practical application. j. Group or team-building methods help trainees share ideas and experiences, build group identity, understand the dynamics of interpersonal relationships, and get to know their own strengths and weaknesses and those of their co workers. 1. Experiential programs involve gaining conceptual knowledge and theory; taking part in a behavioral simulation; analyzing the activity; and connecting the theory and activity with on-the-job or real-life situations. Adventure learning focuses on the development of team¬work and leadership skills using structured outdoor activities. 1. It is best suited for developing skills related to group effectiveness such as self awareness, problem solving, conflict management, and risk taking. 2. For adventure learning to be successful, the exercises should be related to the types of skills that participants are expected to develop. After the exercises a skilled facilitator should lead a discussion about what happened in the exercise, what was learned, and how to set goals and apply what was learned on the job. 3. The physically demanding nature of adventure learning and the requirements that trainees often have to touch each other in the exercises may increase the company's risk for negligence claims due to personal injury, inten¬tional infliction of emotional distress, and invasion of privacy. Also the ADA raises questions about requiring employees with disabilities to participate in physically demanding experiences. 2. Team training involves coordinating the performance of individuals who work together to achieve a common goal. Cross-training involves having team members understand and practice each other’s skills so that members are prepared to step in and take another member’s place should he temporarily or permanently leave the team. Coordination training involves training the team in how to share information and decisions. Team leader training refers to training that the team manager or facilitator. 3. Action learning involves giving teams working on an actual business problem, commit to an action plan, and are accountable for carrying out the plan. Six Sigma Training provides employees with measurement and statistical tools to help reduce defects and to cut costs. Kaizen refers to practices participated in by employees from all levels of the company that focus on continuous improvement of business processes 3. Advice for Choosing a Training Method A. Evaluating Training Programs: 1. Training outcomes can be classified into four broad categories: cognitive, skill based, affective, results, and return on investment (Table 7.7). a. Cognitive, or learning, outcomes measure acquisition of knowledge through paper and pencil tests or work samples. Example: Safety rules, Electrical principles, Steps in appraisal interview. b. Skill based, or behavior, outcomes measure skills and behaviors through observation, work samples, or ratings. Example: Jigsaw use, Listening skills, Coaching skills, Airplane landings, c. Affective outcomes measure attitudes, reaction to a program, and motivation through interviews, focus groups, and attitude surveys. Example: Satisfaction with training, Beliefs regarding other cultures. d. Results outcomes measure company payoff through observation, and data from information system or performance records. Example: Absenteeism, accidents, patents. e. Return on investment (ROI) measures economic value of training through identification and comparison of costs and benefits of the program. Example: Dollars 2. Evaluation Designs a. Factors to consider in choosing an evaluation design include the size of the training program, purpose, and the implications if a training program does not work. Other factors include the company norms regarding evaluation, costs of designing and conducting an evaluation, and the need for speed in obtaining program effectiveness information. (see Table 7.8). Return on investment (ROI) refers to the estimated dollar return from each dollar invested in learning. 3. Determining the financial benefits of learning—Cost benefit analysis is the process of determining the economic benefits of a training program using accounting methods. The ROI analysis is accomplished in 7 steps that are outlined in the chapter. IV. Special Training Issues -- Cross-cultural Preparation 1. Cross-cultural preparation involves educating employees (and their families) who are given an assignment in a foreign country. An expatriate is an employee sent by his or her company to manage operations in a different country. A. Steps in Cross-Cultural Preparation To be successful in overseas assignments, expatriates need to be: - Competent in their area of expertise - Able to communicate verbally and nonverbally in the host country. - Flexible, tolerant of ambiguity, and sensitive to cultural differences. - Motivated to succeed, able to enjoy the challenge of working in other countries, and willing to learn about the host country’s culture, language, and customs. - Supported by their families. B. Three phases of Cross-cultural preparation 1. In the predeparture phase, employees need to receive language training and an orientation to the new country’s culture and customs. It is critical that the family be included in the orientation programs. a. Cross-cultural training methods range from presentational techniques, such as lectures, to actual experiences in the home country in culturally diverse communities. 2. The on-site phase involves continued orientation to the host country and its customs and cultures through formal programs or through a mentoring relationship. 3. The repatriation phase prepares expatriates for return to the parent company and country from a foreign assignment. Expatriates and their families are likely to experience high levels of stress and anxiety when they return because of the changes that have occurred since their departure. 2. Managing Workforce Diversity and Inclusion Inclusion refers to creating an environment in which employees share a sense of belonging, mutual respect and commitment from others so they can perform their best work. Diversity Training refers to learning efforts that are designed to change employee attitudes about diversity and or/develop skills needed to work with a diverse workforce. Managing diversity and inclusion involves creating an environment that allows all employees to contribute to organizational goals and experience personal growth. B. To successfully manage a diverse work force, companies need to ensure that: Employees understand how their values and stereotypes influence their behavior toward others of different gender, ethnic, racial, or religious backgrounds. Employees gain an appreciation of cultural differences among themselves. Behaviors that isolate or intimidate minority group member improve. V. Onboarding and Socialization—Onboarding, also known as socialization, refers to the process of helping new hires adjust to social and performance aspects of their new jobs (Figure 7.6 outlines the 4 steps in onboarding). A Look Back The chapter opener highlights the different training methods that Farmers Insurance Group uses to support its business objectives. Questions 1. What are the advantages and disadvantages of the blended learning approach used at Farmers? Answer: There are countless advantages including efficiency, convenience, cost savings, and time savings. Disadvantages are potentially issues with integrity of the program, lack of opportunity to obtain answers and clarifications directly from an instructor, and lack of participation. 2. How would you determine if Farmers’ training is strategic? Answer: One would need to assess the outcomes of the programs and determine if those programs that are being offered as well as the outcomes associated with them actually specifically address the strategic needs of business leaders. There should be alignment between them – i.e. a round peg for a round hole, not a universally shaped peg that might partly fit in the round hole. Chapter Vocabulary These terms are defined in the "Extended Chapter Outline" section. Continuous learning Training Formal training Informal learning Explicit Knowledge Tacit Knowledge Knowledge management Training design process Needs assessment Organizational analysis Person analysis Task analysis Readiness for training Motivation to learn Transfer of training Manager support Action plan Support network Experiential programs Opportunity to perform Electronic performance support systems (EPSS) Communities of practice Presentation methods Teleconferencing Webcasting Hands-on methods On-the-job training (OJT) Apprenticeship Simulation Internship Avatar Virtual reality E-learning Social media Repurposing Blended learning Learning management system (LMS) Group- or team-building methods Adventure learning Cross-training Coordination training Team leader training Action learning Kaizen Training outcomes Return on investment Expatriate Cross-cultural preparation Repatriation Inclusion Diversity Training Managing diversity and inclusion Diversity training Onboarding Discussion Questions 1. Noetron, a retail electronic store, recently invested a large amount of money to train sales staff to improve customer service. The skills emphasized in the program include how to greet customers, determine their needs, and demonstrate product convenience. The company wants to know whether the program is effective. What outcomes should they collect? What type of evaluation design should they use? Answer: Student answers may vary. Noetron could collect affective (reaction) outcomes, cognitive (learning) outcomes, skill based (behavior) outcomes, results outcomes, or some combination of these. Both reaction and cognitive outcomes are usually collected before trainees leave the training site. Skilled based and results outcomes can be used to determine transfer of training. Since the training objectives are business¬-related outcomes, the results outcomes should probably be included. The type of evaluation design options include pretest/posttest with comparison group, pretest/posttest, posttest only, and time series. Factors to consider in selecting a design are listed in the chapter. The most extensive would be a pretest/posttest with comparison group done in the time series method. However, this would also be the most costly. To evaluate the effectiveness of Noetron's training program, the company should focus on several key outcomes and choose an appropriate evaluation design: Outcomes to Collect: 1. Customer Satisfaction: Measure customer feedback on their experience with the sales staff before and after the training. 2. Sales Performance: Track changes in sales figures, such as the number of items sold, average transaction value, and conversion rates. 3. Employee Knowledge and Skills: Assess employees' understanding and application of the skills taught during training, possibly through role-playing or observation. 4. Employee Confidence: Evaluate self-reported confidence levels of the sales staff in handling customer interactions. 5. Customer Retention: Monitor repeat business and loyalty metrics to see if customer service improvements lead to higher retention rates. Evaluation Design: • Pretest-Posttest Design: Collect data on the outcomes before the training and then compare them to data collected after the training to assess improvements. • Control Group: If feasible, compare the performance of employees who received the training to a control group that did not, to isolate the effects of the training. • Follow-Up: Conduct follow-up evaluations a few months after the training to ensure that the skills are being maintained and applied over time. This approach will help Noetron determine the effectiveness of the training program and make any necessary adjustments. 2. "Melinda," bellowed Toran, "I've got a problem and you've got to solve it. I can't get people in this plant to work together as a team. As if I don't have enough trouble with the competition and delinquent accounts, now I have to put up with running a zoo. It's your responsibility to see that the staff gets along with each other. I want a human relations training proposal on my desk by Monday." How would you determine the need for human relations training? How would you determine whether you actually had a training problem? What else could be responsible? Answer: Students will probably recommend a needs assessment, assuming Melinda has time for this, to determine if the problem can be successfully addressed by training. The needs assessment would ideally include organizational, person, and task analysis. Some other reasons why the employees are not working as a team could be poor management, an inappropriate reward system that does not reward teamwork, dissatisfaction with salaries, and so on. To determine the need for human relations training, I would first conduct a needs assessment, including surveys, interviews, and observations to identify specific interpersonal issues among staff. To confirm whether it's a training problem, I’d analyze whether conflicts stem from a lack of skills or from other factors like poor management practices, unclear communication, or underlying organizational culture issues. Other possible causes could include workload pressures, unclear job roles, or unresolved conflicts. 3. Assume you are general manager of a small seafood company. Most of the training that takes place is unstructured and occurs on the job. Currently, senior fish cleaners are responsible for teaching new employees how to perform the job. Your company has been profitable, but recently wholesale fish dealers who buy your product have been complaining about the poor quality of your fresh fish. For example, some fillets have not had all the scales removed, and abdomen parts remain attached to the fillets. You have decided to change the on the job training received by the fish cleaners. How will you modify the training to improve the quality of the product delivered to the wholesalers? Answer: Some options would include selecting only certain fish cleaners to act as trainers, providing an off the job session for new employees, standardizing the training conducted, and so on. This question could be used as a brainstorming exercise for the class. To improve the quality of training for fish cleaners, you could standardize the training process by creating clear, step-by-step instructions for each task, including detailed guidelines on removing scales and cleaning abdomen parts. Assign a skilled senior fish cleaner as a dedicated trainer, provide hands-on practice sessions with supervision, and implement quality checks to ensure that all tasks meet the required standards before the product reaches the wholesalers. Regular feedback sessions can help address any issues promptly. 4. A training needs analysis indicates that managers' productivity is inhibited because they are reluctant to delegate tasks to their subordinates. Suppose you had to decide between using adventure learning and interactive video for your training program. What are the strengths and weaknesses of each technique? Which would you choose? Why? What factors would influence your decision? Answer: The strengths of using an interactive video are that it is individualized, it provides immediate feedback, and it is convenient. The main disadvantage is the high cost of developing the courseware. The strength of using adventure learning is that it tends to develop skills related to group effectiveness such as self awareness, problem solving, conflict management, and risk taking. The disadvantages are the inconvenience, the cost, and the physical dangers. Since delegation is not one of the skills normally emphasized in adventure learning, an interactive video that includes various scenarios of effective and ineffective delegation might be best. However, the cost may be prohibitive. Some students might suggest role-playing and behavior modeling as better choices. 5. To improve product quality, a company is introducing a computer¬-assisted manufacturing process into one of its assembly plants. The new technology is likely to substantially modify jobs. Employees will also he required to learn statistical process control techniques. The new technology and push for quality will require employees to attend numerous training sessions. Over 50 percent of the employees who will be affected by the new technology completed their formal education over 10 years ago. Only about 5 percent of the company's employees have used the tuition reimbursement benefit. What should management do to maximize employees’ readiness for training? Answer: Students might suggest such things as providing remedial learning sessions, providing pretraining sessions to prepare employees for the changes, testing of employees to determine their actual skill levels, and so on. To maximize employees' readiness for training, management should first assess current skill levels and identify gaps. Provide refresher courses or preparatory training to build foundational knowledge, especially in areas like basic computer skills and statistical process control. Communicate the benefits of the new technology and its impact on job security and growth opportunities. Offer incentives, such as bonuses or recognition, to encourage participation. Lastly, provide flexible training schedules to accommodate varying learning paces and reinforce the availability of ongoing support throughout the transition. 6. A training course was offered for maintenance employees, in which trainees were supposed to learn how to repair and operate a new, complex electronics system. On the job, maintenance employees were typically told about a symptom experienced by the machine operator and were asked to locate the trouble. During training, the trainer would pose various problems for the maintenance employees to solve. He would point out a component on an electrical diagram and ask, "What would happen if this component was faulty?" Trainees would then trace the circuitry on a blueprint to uncover the symptoms that would appear as a result of the problem. You are receiving complaints about poor troubleshooting from maintenance supervisors of employees who have completed the program. The trainees are highly motivated and have the necessary prerequisites. What is the problem with the training course? What recommendations do you have for fixing this course? Answer: One idea students might have about the problem with the training course is that the course material is not really job relevant. In other words, the situations provided in the class are not the same as the problems found in the field. Another possibility might be a lack of evaluation or posttest to determine if the trainees actually learned what was being presented in the class. Recommendations would depend on what the problem(s) are; however, some students might recommend a review and change in course content to make it more relevant to the field, more involvement by the machine operators to develop the content, a pretest/posttest to determine the value of the training, and so on. The problem with the training course is that it focuses too much on theoretical knowledge through diagram tracing, rather than practical, hands-on troubleshooting that mimics real-world scenarios. To fix this, incorporate more real-life, on-the-job simulations where trainees diagnose and repair actual machines. Also, provide opportunities for trainees to practice under conditions that closely resemble their work environment, ensuring they can effectively translate their training into on-the-job performance. 7. What factors contribute to the effectiveness of Web training programs? Answer: Advantages of Web-based training include the ability to deliver training to trainees anywhere in the world at any time, cost savings and efficiency in training administration, the use of self-directed, self-paced instruction, the ability to monitor trainees’ performance, and controllable access to training. The program also has advantages from learning and cost perspectives. Web-based training allows the trainee to have complete control over the delivery of training, provides links to other resources, and allows the trainee to share information and communicate with other trainees and the trainer or to make ‘deposits” into databases. Web-based training also allows more than one person to access the training materials at the same time (asynchronous training). In addition, Web-based training has ease of updating the training program using authoritative language (such as html), which continues to become more user-friendly. 8. Choose a job you are familiar with. Design a new employee orientation program for the job. Explain how your program contributes to effective socialization. Answer: Student answers may vary depending upon their previous experiences. Job: Customer Service Representative at a Retail Store Orientation Program Design: 1. Welcome Session: • Introduction to Company Values and Culture: Presentation on the store's mission, values, and culture to align new hires with company goals and expectations. • Meet the Team: Introduction to key staff members and departments through a meet-and-greet session. 2. Role-Specific Training: • Job Responsibilities: Detailed overview of daily tasks, including handling customer inquiries, managing returns, and processing sales. • Systems Training: Hands-on training on point-of-sale (POS) systems, customer management software, and inventory tracking. 3. Customer Service Skills: • Role-Playing Scenarios: Practice common customer interactions through role-playing exercises to build confidence and problem-solving skills. • Communication Skills Workshop: Focus on effective communication techniques, active listening, and conflict resolution. 4. Company Policies and Procedures: • Handbook Review: Overview of employee handbook, including dress code, attendance policies, and safety procedures. • Interactive Q&A: Allow new hires to ask questions and clarify any uncertainties about policies and procedures. 5. Mentorship Program: • Assign a Mentor: Pair new employees with experienced staff who can provide guidance, answer questions, and offer support during the initial adjustment period. • Shadowing Opportunities: Allow new hires to observe experienced employees to see best practices in action. 6. Feedback and Evaluation: • Regular Check-Ins: Schedule weekly meetings during the first month to discuss progress, address concerns, and provide feedback. • Surveys and Feedback Forms: Collect feedback from new hires on the orientation experience to identify areas for improvement. Contribution to Effective Socialization: • Alignment with Culture: The program ensures new hires understand and connect with the company's values and culture from the outset. • Skill Development: By focusing on practical, role-specific training and hands-on practice, employees are better prepared to perform their duties effectively. • Support System: The mentorship and feedback components help new hires feel supported and integrated into the team, fostering a sense of belonging and reducing anxiety. • Policy Awareness: Clear communication of policies and procedures helps prevent misunderstandings and ensures compliance. 9. Why might employees prefer blended learning to training using iPods? Answer: Employees may prefer a blended learning program because (1) the limitations of online learning related to technology, (2) trainee preference for face-to-face contact with instructors and other learners, and (3) employees’ inability to find unscheduled time during their workday to devote to learning from their desktops. 10. What learning condition do you think is most necessary for learning to occur? Which is least critical? Why? Answer: Student answers may vary. For learning to occur, trainees must understand the objectives of the training program, training content should be meaningful, and trainees should have the opportunity to practice and receive feedback. Most Necessary Condition: Active Engagement—Active participation and involvement in the learning process are crucial for effective learning, as they enhance understanding and retention. Least Critical Condition: Learning Style Preferences—While individual learning preferences can influence comfort, they are less critical compared to engagement and practical application. Effective learning can occur through various styles as long as the content is actively processed and applied. 11. What can a company do to encourage informal learning? Answer: Suggestions could include providing employees with the technology that they can use to engage in informal learning that occurs through activities such as social networking. The company can encourage informal learning, too, by helping employees understand the entire work system which sets the expectation that employees continually acquire new skills and knowledge. Employees can informally learn through face to face and technology-aided interactions, which should be encouraged and supported by the company. A company can encourage informal learning by: 1. Creating Knowledge-Sharing Platforms: Implementing tools like internal wikis or forums where employees can share insights and solutions. 2. Fostering a Collaborative Culture: Encouraging teamwork and regular communication among employees to facilitate the exchange of ideas. 3. Providing Access to Mentors: Pairing employees with more experienced colleagues for informal guidance and advice. 4. Supporting Networking Opportunities: Organizing events or informal gatherings where employees can learn from each other. 5. Encouraging Self-Directed Learning: Offering resources and time for employees to pursue their own learning interests and projects. 12. List and discuss the steps in cross-cultural preparation. Answer: Cross-cultural preparation is crucial for individuals and organizations engaging in international assignments or working in multicultural environments. Here are the key steps involved in effective cross-cultural preparation: 1. Assess Cultural Differences: • Objective: Understand the cultural norms, values, and practices of the host country. • Action: Research and analyze cultural differences that may affect work and interpersonal interactions. This includes understanding communication styles, attitudes toward authority, and business etiquette. 2. Provide Cultural Awareness Training: • Objective: Equip individuals with knowledge and skills to navigate cultural differences effectively. • Action: Conduct training sessions focusing on cultural awareness, including topics such as negotiation styles, decision-making processes, and conflict resolution in the host culture. 3. Develop Language Skills: • Objective: Enhance communication and reduce misunderstandings. • Action: Offer language training to improve proficiency in the local language, which can help with both professional and personal interactions. 4. Establish Support Networks: • Objective: Provide resources and support to help individuals adapt to the new culture. • Action: Create or facilitate connections with local contacts, expatriate communities, and support services that can assist with the adjustment process. 5. Prepare for Practical Adjustments: • Objective: Address logistical and practical issues related to the move. • Action: Plan for housing, healthcare, schooling (if applicable), and other personal needs. Ensure that individuals are informed about local services and administrative procedures. 6. Facilitate Cultural Immersion: • Objective: Promote deeper understanding and integration into the local culture. • Action: Encourage participation in local cultural activities, social events, and community organizations to gain firsthand experience and build relationships. 7. Set Clear Expectations: • Objective: Align goals and expectations to minimize culture shock and misunderstandings. • Action: Communicate expectations regarding job roles, performance standards, and cultural norms. Ensure that individuals understand both organizational and cultural expectations. 8. Monitor and Support Adaptation: • Objective: Provide ongoing support and address challenges as they arise. • Action: Regularly check in with individuals to assess their adjustment process, offer support, and address any issues or concerns that may develop. 9. Evaluate and Adjust Preparation Programs: • Objective: Improve future cross-cultural preparation efforts. • Action: Gather feedback from individuals about their experiences and the effectiveness of the preparation. Use this information to make improvements to training programs and support mechanisms. These steps help individuals and organizations navigate the complexities of cross-cultural environments, enhancing both personal and professional experiences. Self-Assessment Exercise Refer to the text for the self-assessment exercise. Exercising Strategy: Improving Customer Service at Best Buy Best Buy has a poor customer service reputation to overcome, along with competition from other online retailers. Training may be one response to the dilemma… Questions 1. What training methods would you use to train sales employees at Best Buy? Identify the methods. Provide a rationale for your recommendation. Answer: Students’ answers will vary here. One response could be that since this is an electronics retailer, it would make sense for training and instructional support to be provided on a mixed platform to include some in-person instruction followed up with support systems like social networks, online communities of practice, and apps. This could be a system similar to the program used by Verizon – they are in a similar industry and it works well for them. Training sales employees at Best Buy involves equipping them with the skills and knowledge necessary to excel in a retail environment that emphasizes customer service and product expertise. Here are some effective training methods along with the rationale for each: 1. Onboarding Training: • Method: A structured onboarding program that includes an overview of Best Buy’s culture, policies, and procedures. • Rationale: This foundational training helps new employees understand the company’s values and expectations, setting the stage for their role within the organization. 2. Product Knowledge Workshops: • Method: Interactive workshops and hands-on demonstrations focusing on the features and benefits of the products sold at Best Buy. • Rationale: Sales employees need comprehensive knowledge about the products to provide accurate information and recommendations to customers. Workshops allow for in-depth learning and practical application. 3. Customer Service Training: • Method: Role-playing scenarios, simulations, and case studies that teach techniques for effective customer interaction, problem-solving, and conflict resolution. • Rationale: Sales employees must be skilled in handling diverse customer needs and resolving issues efficiently. Role-playing and simulations provide realistic practice and build confidence. 4. Sales Techniques and Upselling Training: • Method: Training sessions on sales strategies, including upselling, cross-selling, and closing techniques, using both theory and practice-based exercises. • Rationale: Effective sales techniques are crucial for increasing revenue and enhancing customer satisfaction. Practical exercises help employees apply these techniques in real-world scenarios. 5. Technology and System Training: • Method: Hands-on training with Best Buy’s sales and inventory management systems, including point-of-sale (POS) systems and customer relationship management (CRM) tools. • Rationale: Familiarity with technology and systems is essential for efficient sales transactions and accurate inventory management. Hands-on training ensures that employees can use these tools effectively. 6. Mentorship Programs: • Method: Pairing new employees with experienced mentors who provide guidance, support, and feedback. • Rationale: Mentorship helps new hires acclimate faster by providing them with personalized support and insights from seasoned employees. It also fosters a sense of teamwork and community. 7. Ongoing Training and Development: • Method: Regular refresher courses, webinars, and continuous learning opportunities to stay updated on new products, sales techniques, and industry trends. • Rationale: The retail environment and technology are constantly evolving. Ongoing training ensures employees remain knowledgeable and adaptable to changes. 8. Performance Reviews and Feedback: • Method: Regular performance evaluations and feedback sessions to assess skills, set goals, and identify areas for improvement. • Rationale: Constructive feedback helps employees understand their strengths and areas for development. It also provides an opportunity to address any challenges and set clear objectives. These training methods ensure that Best Buy’s sales employees are well-prepared to provide excellent customer service, understand and sell products effectively, and adapt to the dynamic retail environment. 2. The vice president of retail wants to know your recommendations for determining the business impact of salesperson training at Best Buy. What would you measure? Why? How would you collect those measures? Answer: It seems logical that customer satisfaction measures would provide the best metric in determining the success of the training program. This might include monitoring sales levels for each employee who completes training, customer satisfaction surveys, and the incidence of repeat customers. Managing People: Training Leads to Clean Cars, Satisfied Customers, and Engaged Employees at Mike’s Carwash Inc. Indianapolis, Indiana based Mike’s Carwash, Inc. is a private;y owned chain of car washes that employs 650 people. The carwashes are automated with equipment and technology that has been developed by the firm’s employees. The company replies on customer satisfaction and new ideas to improve the customer experience work, they are implemented in all locations. One way the company strives to provide a consistent customer experience is by hiring, retaining, and developing good people. This is evidenced by their 2% selection rate and the fact that 50% of promotions are internal . Training for new employees involves instruction on best practices and how to help customers in different situations. The new employee receives 2 full days of orientation and workshop instruction focused on customer service, hot to interact with customers, how to recover from errors, and how to deal with difficult people as well as training to help new employees advance through the company and utilize the well-established career path. Veteran employees also receive ongoing training to meet emergent business needs such as countering the decrease in customer volume associated with the economic recession. The company also provides a weekly video communication designed to keep corporate culture consistent across all 37 locations. Discussion Question 1. Is Mike’s training strategic? Provide an rationale for your answer. What information did you consider in determining your answer. Answer: The training program at Mike’s does appear to be strategic in nature – it is designed to address the specific needs of the organization’s leaders and is tailored to meet them. This is evident in the discussion concerning the reasoning behind each type of training presented in the case. 2. How does Mike’s support training? What else could they do to support their training activities to maximize their effectiveness? Answer: It appears from what we are told in the case that training is primarily supported by the individual manager’s selling skills. Perhaps making certain training mandatory or providing some form of incentive to complete the training that is available as well as using what the employee learned would aid in maximizing effectiveness. 3. Does Mike’s support continuous learning? How? Answer: Yes – they have an ongoing training program as well as certification training and a career path that spells out what employees have to do to advance.. 4. Provide recommendations about how Mike’s could facilitate informal learning within and across its car washes. How would you evaluate your recommendations’ effectiveness? Answer: Avenues such as social media or communities of learning might allow employees to share experiences in how they use the company’s developed best practices. Evaluation could be accomplished by monitoring sales and customer satisfaction measures. Twitter Focus: How Nick’s Pizza Delivers Training Results Instead of hiring expert managers and creating a lot of rules for its employees, Nick’s is choosy about who gets hired for every position and provides them with enough training to operate skillfully and exercise sound judgment in a competitive business environment. Training begins with a two-day orientation where employees learn the company’s purpose, values, and culture and participate in role-playing activities to practice the lessons learned. Next it’s on to skills training—where every employee learns how to make a pizza. The next training level involves certification for a specific job within the company. Employees are also encouraged to take additional training courses to learn more jobs and earn pay increases. Question: Why is it important to provide new hires with a two day orientation? Is it time well spent? Answer: Providing new hires with a two-day orientation is crucial for several reasons, and it is indeed time well spent for both the organization and the employees. Here’s why: 1. Establishing Company Culture and Values • Importance: The orientation helps new hires understand the company's mission, values, and culture. This alignment is crucial for fostering a sense of belonging and ensuring that employees are motivated by the same goals and principles. • Impact: When employees grasp the company’s culture from the outset, they are more likely to integrate seamlessly into the team and contribute positively to the workplace environment. 2. Setting Clear Expectations • Importance: Orientation provides a platform to communicate job expectations, company policies, and procedures. Clear expectations reduce uncertainty and help new hires understand their roles and responsibilities. • Impact: Employees who know what is expected of them are better prepared to meet performance standards and avoid common pitfalls. 3. Building Initial Skills and Confidence • Importance: Through role-playing activities and initial training, new hires begin to build the practical skills needed for their roles. This early training boosts their confidence and prepares them for real-world tasks. • Impact: Confidence and competence gained during orientation help new hires perform better and adapt quickly to their jobs. 4. Facilitating Networking and Team Integration • Importance: Orientation allows new employees to meet their colleagues, supervisors, and other team members. Building these relationships early on is key to developing a supportive network within the organization. • Impact: Strong early connections improve collaboration, communication, and overall team cohesion. 5. Reducing Turnover and Improving Retention • Importance: A well-structured orientation program can enhance job satisfaction and reduce turnover rates. When new hires feel welcomed and well-prepared, they are more likely to stay with the company. • Impact: Lower turnover reduces recruitment and training costs and maintains team stability. 6. Ensuring Consistent Training and Compliance • Importance: Orientation ensures that all employees receive consistent training on company policies and procedures. This uniformity is important for maintaining operational standards and compliance. • Impact: Consistent training helps avoid confusion and ensures that all employees adhere to the same guidelines and practices. In summary, a two-day orientation is time well spent as it lays a strong foundation for new hires, enhancing their understanding of the company, building essential skills, and fostering a positive and integrated work environment. This investment in initial training pays off through improved performance, higher employee satisfaction, and reduced turnover. Manager’s Hot Seat Exercise: Working in Teams-Please refer to the Asset Gallery on the OLC for Hot Seat videos and notes. I. Introduction Cross-functional teams pose unique challenges to team leaders and members. The “built-in” diversity of cross-functional teams is both an attribute and difficulty when accomplishing group goals. This scenario depicts a cross-functional team that suffers from lack of buy-in from its members. This scenario is a valuable teaching tool for instructors of Management, Organizational Behavior, and Human Resources to highlight the challenges of working in diverse teams. II. Learning Objectives 1. To assess students’ understanding of a team and how it develops. 2. To identify strategies for improving group cohesiveness. III. Scenario Description: Overview: The Executive Director of Operations has assigned Joe Tanney the role of Team Leader for a high priority project. The task is to generate a proposal for streamlining the antiquated blueprint generation process. Each office is at different stages of computerization, with different teams preferring different technologies for particular tasks. This makes everything more complex – from collaboration to revisions to cost and time management, and is having a serious impact on the company’s bottom line. The team includes Rosa Denson, Cheng Jing, and Simon Mahoney. Profile: •Joseph Tanney is the Senior Account Manager and architect at Wolinsky & Williams, a very large international architecture firm with over 400 employees and six offices throughout the world. •Simon Mahoney is a Partner and works as an Architect and account Manager. He oversees some of the firm’s largest projects and has been with the company for 11 years. •Cheng Jing is a Junior Architect and a member of a team of architects who specialize in designing office parks. Jing is currently working towards his Masters degree, and upon receipt of the degree, will be transferred to the design department. •Rosa Denson is a Senior Account Manager. Rosa manages up to 40 accounts at any given time, specializing in international clientele involved in the construction of corporate high rises. Rosa has been with the company for seven years. References: The references included in the DVD are: •Types of Groups and Teams (PPT 15-3) •Stages of Group Development (PPT 15-4) •Process for Group Cohesiveness (PPT 15-7) •Model of Team Effectiveness (PPT 15-9) Back History: W & W has been expanding at leaps and bounds over the past eight years or so. The growth has been spectacular and hurried – they have not always taken the time to implement change in the most efficient fashion, nor have they opened new offices with any sense of continuity of process or corporate culture. Business has been plateauing for about eight months now and senior management has decided to take this opportunity to assess efficiencies and practices and make the necessary improvements across the board. Rumor has it that things may take a swift down turn in the months to come. These four account managers have been asked to get together by senior management to generate a proposal for streamlining the antiquated blueprint generation process. Each office is at different stages of computerization, with different teams preferring different technologies for particular tasks. This makes everything more complex – from collaboration to revisions to cost and time management etc… The team has been attempting to meet for a couple of weeks but have never been able to agree on a date. They all agreed to start generating ideas and breaking down the tasks in the meantime – nobody has done it except Joe, who has created a very thorough analysis of the project. This is their first meeting – they need to plan a course of action, assign tasks and set deadlines. Simon is the manager with most seniority and everyone assumed he would lead the team. Scene Set-up: The group gathers to go over Joe’s agenda regarding the team project. Scene Location: W & W conference room The Meeting - Summary: Joe begins the meeting describing the project and soliciting support for the team to get the work done. Immediately, Cheng and Rosa begin to complain, suggesting they don’t have time to devote to the project. Joe becomes annoyed and tries to redirect the group to the task at hand. They go through Joe’s agenda (during which Joe is interrupted by Rosa and asked to speed up the meeting) and then Joe asks for volunteers. Cheng complains about lack of time again and Rosa says her life is too busy. Eventually, Cheng, Rosa and Joe take on assignments and Simon announces he has to leave before he is assigned any tasks. Afterthoughts – Summary: Joe was annoyed that only Cheng had a copy of the agenda for the meeting. He also wanted to have everyone commit to and understand the next steps before leaving the meeting. In retrospect, Joe thinks he should have considered the individuals’ personalities when approaching them with this project. He thinks he should have made a judgment as to who was most appropriate for each task and then ask them to react to those assignments. He feels that people in a professional environment need to be able to work in teams and be accountable for getting work done. Dossier: The specific artifacts included in the DVD are: 1. Tanney’s Meeting Agenda 2. Dillon’s Email to Tanney 3. Jing’s Email to Denson IV. Discussion Questions: The References and related Discussion Questions may be found in PowerPoint slides 15-1 to 15-9 on the instructor’s side of the text’s Website. Learning Objective #1: To assess students’ understanding of a team and how it develops. 1. What type of team is this team? How do you know? See PPT 15-3. Answer: This is a formal team because the senior management has assigned these individuals to the team. It is intentionally a cross-functional because the project requires integration across areas. The team members represent different areas within the company. 2. What stage of group development is this team in? See PPT 15-4. Answer: Forming. They are just getting together to commence work on this project. It is clear no one is really bought-in to the project or their expected role. 1. Cheng is off subject. What should Joe do? A. Interrupt B. Hear him out C. Let Cheng lead Joe needs to understand the concerns of his team members. This will help him when allocating tasks and responsibilities. The fact this happened during the meeting caused it to derail and caused negative affect among members. 2. Joe is frustrated. He should: A. Cool down B. Refocus group C. Cancel meeting Joe, first needed to cool down and then refocus the group. Starting with a goal they could all buy-in to is a critical first step that he didn’t accomplish. 3. What should Joe have done before, during, and after the meeting to ensure the commencement of the project is successful? Answer: Joe should have, and did, send out an agenda. He may have talked to each team member individually to understand their perspective on being assigned to this project team (he suggests this in the Afterthoughts). For example, he could have found out what Simon knew about similar past projects and how to avoid making the same mistakes. Planning and documenting a clear mission and vision for the project team that is directly linked to the organization’s goals may have provided more motivation for the team members. During the meeting, he could have explained the purpose of the project and why they had each been chosen and then discussed the project goals and expectations. After the meeting, he should send out meeting minutes that specifically indicate what each team member is going to do. Learning Objective #2: To identify strategies for improving group cohesiveness. 1. What factors of group cohesiveness were present in this team? See PPT 15-7. Answer: Answers will vary. Group size typically depends on the nature of the task but 4 to 6 is a good size for a working meeting. The diversity in terms of the cross-functional nature of the team could have been managed better because the group members didn’t seem to think this project was relevant or important for them. 3. Joe dismisses Rosa. He acted: A. Appropriately B. Rudely C. In humor He maintained Rosa’s self-esteem by noting that he appreciated her energy towards other work but needed her to focus on this project now. Again, if he had established a common goal that all could relate to, he would have had an easier time motivating the team. 4. The team is not proactive. Joe should: A. Insist they focus B. Assign tasks C. Continue as is Students’ answers will vary. This should provide an opportunity to discuss how to handle difficult team interactions. At this point in the meeting, he should probably continue as is. If he assigns tasks, he may alienate the group because they won’t have participated in the decision. I can provide a general overview of the factors that contribute to group cohesiveness. If you can provide more details or specific content from the presentation, I can tailor the response more closely to that information. Here are common factors that influence group cohesiveness: 1. Shared Goals and Objectives • Description: When team members have common goals and a clear purpose, they are more likely to work together harmoniously. • Impact: Shared goals align the team's efforts and foster a sense of unity. 2. Interpersonal Relationships • Description: Positive interpersonal relationships and strong social bonds between team members contribute to cohesiveness. • Impact: Friendly interactions and mutual respect enhance collaboration and support within the team. 3. Communication • Description: Open and effective communication promotes understanding and cooperation among team members. • Impact: Good communication helps in resolving conflicts, sharing ideas, and making decisions collectively. 4. Group Size • Description: Smaller groups tend to have higher cohesiveness due to easier interaction and stronger personal connections. • Impact: Managing group size helps maintain a close-knit team dynamic. 5. Commitment to the Team • Description: High levels of commitment to the team’s success and shared values strengthen group cohesion. • Impact: When members are dedicated to the team’s objectives, they contribute more effectively and stay engaged. 6. Group Identity • Description: A strong sense of group identity and belonging enhances cohesiveness. • Impact: Team members who identify with the group are more likely to invest in its success and support each other. 7. Team Success and Achievement • Description: Successful accomplishments and positive outcomes reinforce group cohesiveness. • Impact: Achieving goals together builds trust and morale, encouraging further collaboration. 8. Supportive Leadership • Description: Effective leadership that supports and motivates the team contributes to a cohesive group. • Impact: Leaders who provide guidance, encouragement, and recognition help foster a positive team environment. 9. Cohesive Norms and Values • Description: Shared norms and values within the team promote consistent behavior and mutual understanding. • Impact: Common norms guide behavior and decision-making, enhancing group unity. 10. Conflict Resolution • Description: Effective mechanisms for managing and resolving conflicts contribute to group cohesiveness. • Impact: Addressing conflicts constructively helps maintain a positive team atmosphere and prevents divisions. These factors collectively contribute to a team’s cohesiveness, enhancing their ability to work effectively together and achieve their goals. If there are specific elements from "PPT 15-7" you want to discuss, please let me know! 2. What should Joe do now to ensure the team’s effectiveness and ultimate success? Use the Model of Team Effectiveness (PPT 15-9) to support your answer. Answer: Students should use the items in the model as a guide for suggesting specific actions Joe could take. For example, “Reward Systems” should prompt students to suggest ways to motivate team members with relevant rewards. “Organizational Leadership” – Joe may want the Executive Director of Operations who assigned the project to briefly meet with the project team to offer support and guidance. 5. Simon feels the project is futile. Joe should: A. Find out why B. Debate Simon C. Ignore him Simon makes comments that seem to undermine the value of the project. This is particularly troubling because he is the most senior member of the team, and, therefore, probably influences other team members. This attitude could have a serious negative impact on the team so Joe should find out why as soon as possible. Having this discussion off-line would probably provide Joe with the background information he needs without the potential of “tainting” the whole group. 6. Simon is leaving. Joe should: A. Stop him B. Email him tasks C. Say goodbye Because Simon is a senior member of the team, it would probably not be appropriate to stop him. He did not seem like he was willing to stay. Joe should email him tasks, but, more importantly, discuss the project one-on-one with him to gain his perspective. Joe should focus on improving communication and clarifying team goals to enhance alignment and collaboration. According to the Model of Team Effectiveness, addressing these factors strengthens team cohesion and drives overall success. Additional Activities Teaching Suggestions There are several cases and articles that can be used as additional activities when discussing the topic of training. The cases could be assigned to individ¬uals as writing assignments or could be assigned to groups to be done inside or outside of class. The articles could also be assigned and discussed in class. 1. Harvard Business School Case 9 488 016. United Parcel Service (a) by Sonnenfeld and Lazo, Teaching Note 5 488 011. United Parcel Service (UPS) in 1987 faced serious challenges to its long standing policies of on the job training and promotion from within. Increased competition in its traditional business of ground transport found UPS lagging in computerization and in need of technical expertise it could not simply cull from within its ranks. Whether, when, and how the new people were to be hired and assimilated and to what extent the UPS culture and/or the new people would have to adapt were the key questions. Suggested questions for the United Parcel Service case: (1) What are the trade offs between hiring information services employees from within and training them versus hiring talented people from outside UPS? (2) Both the facilities and employees at UPS contributed to a no frills, egalitarian, hard working supportive atmosphere. Develop a set of interview questions that could be used in an interview by the hiring manager to determine if a potential outside hire would 'fit' in at UPS. (3) What did you learn about managing human resources from reading and analyzing this case? 2. 'Companies That Train Best ' by Ronald Henkoff, Fortune, March 22, 1993. This article could be assigned and students could be asked to write a review of the article, or small groups of students could be asked to discuss the article. The article identifies corporations that have made a significant commitment to training. Have students discuss the similarities and differences in the corporations that are described. Why would a corporation not spend the money for training? How does a corporation decide how much money should be spent on training? 3. Cross training is an important training concept discussed and explored in "Cross Training: The Tactical View" by Margaret Kaerer in Training, March 1993, pp. 35 39. What are the advantages of cross training? What are the disadvantages? Do you think corporations will be doing more cross training in the future? Why or why not? 4. In the August 1992 edition of HR Magazine, there are two interesting articles on training. The article entitled "Training" by Linda Thornburg describes how four successful companies (Xerox, KPMG Peat Marwick, Parisian, and Aetna) are thinking about training in today's fast paced environment. The article entitled "Retraining" by Stephenie Overman discusses how employers and employees can benefit from retraining, but explains that many companies are reluctant to invest. These articles could be assigned together or separately, and students could be asked to discuss the main points in each article. 5. The following cases on training can be used by individual students for written analysis or used by small groups. Possible discussion questions are included. Safety Training (Raymond Noe, Michigan State University) Last summer, Capistrano County experienced a rash of injuries to its employees. Although most of the injuries were minor, the company fen that it was imperative to conduct a series of short training programs on safe material handling techniques. Bill Noe, road department supervisor, who had recently attended a safety training session sponsored by the Red Cross, conducted the training. The training was completed on a department by¬-department basis with small groups of 10 to 15 employees attending each session. At the first of these training sessions, Bill stood up in front of 15 employees and read his presentation in a monotone voice: The entire speech lasted about two minutes. It consisted of the following text: Statistics show that an average of 30 persons injure their backs on the job each day in this state. None of us wants to become a "statistic. " The first thing that should be done before lifting an object is to look it over and decide whether you can handle it alone or if help is needed. Get help if there's any doubt as to whether the load is safely within your capacity. Next, look over the area where you're going to be carrying the object. Make sure it is clear of obstacles. You may have to do a little house¬keeping before moving your load. After you have checked out the load and route you're going to travel, the following steps should be taken for your safety in lifting: 1. Get a good footing close to the load. 2. Place your feet 8 to 12 inches apart. 3. Bend your knees to grasp the load. 4. Bend your knees outward, straddling the load. 5. Get a firm grip. 6. Keep the load close to your body. 7. Lift gradually. Once you have lifted the load, you’ll eventually have to set it down, so bend your legs again and follow the lifting procedures in reverse. Make sure that your fingers clear the pinch points. And, finally, it’s a good idea to set one corner down first. After Bill’s speech had ended, the employees immediately returned to work. Question 1. What do you think about the county's training program? Should it be changed? How? Answer: The county's training program needs significant improvement. The current approach—consisting of a brief, monotone presentation with minimal engagement—lacks effectiveness. To enhance the program, consider the following changes: 1. Interactive Training: Implement hands-on, interactive training methods such as role-playing or simulations. This approach engages employees more actively and allows them to practice safe material handling techniques in a controlled environment. 2. Visual and Practical Aids: Use visual aids like diagrams, videos, and demonstrations to illustrate safe lifting techniques and the importance of material handling. This helps in better understanding and retention of information. 3. Engagement and Feedback: Incorporate opportunities for employees to ask questions, share experiences, and provide feedback during the training sessions. This encourages active participation and allows for addressing specific concerns. 4. Regular Follow-ups: Schedule follow-up sessions or refresher courses to reinforce the training and address any issues or questions that may arise after the initial training. 5. Customized Content: Tailor the training content to the specific needs and tasks of different departments to ensure relevance and practical applicability. These changes will make the training program more engaging and effective, ultimately leading to better adherence to safety practices and reduced injury rates. Outdoor Training for IDS Managers (Raymond Noe, Michigan State University) The CEO of IDS believes that outdoor training can improve the managerial skills of IDS managers. As a result, he has made it mandatory that each manager attend an adventure learning session in Brainerd, Minnesota. Eight to twelve managers go through the training at one time. The program begins by having managers discuss the skills they would like to develop. The managers participate in group exercises such as climbing a 12 foot wall. Individual exercises such as 'trust falls" and crossing a creek while suspended from a basket by a wire are also used. At the end of the program, the managers discuss with a facilitator what they have learned from each exercise. Questions 1. Why would anyone spend money and time to have managers attend adventure learning. (Costs typically range from $2,000 to $4,000 per manager). Answer: Organizations invest in adventure learning because it offers several potential benefits: • Enhanced Teamwork and Communication: Adventure learning activities often require managers to work together and communicate effectively, strengthening team dynamics. • Leadership Development: The challenging exercises can reveal and develop leadership qualities, problem-solving skills, and decision-making abilities in a high-pressure environment. • Increased Self-Awareness: Managers gain insights into their own strengths and areas for growth, improving self-awareness and personal development. • Improved Motivation and Engagement: The novel and engaging nature of adventure learning can increase motivation, engagement, and enthusiasm among managers. 2. How would you evaluate this type of reining to determine if it "worked?” Answer: To evaluate the effectiveness of adventure learning training, consider the following methods: • Pre- and Post-Training Assessments: Conduct surveys or assessments before and after the training to measure changes in managerial skills, team dynamics, and individual competencies. • Behavioral Observations: Observe managers’ performance and behavior in their daily roles following the training to assess if they apply the skills learned during the adventure learning sessions. • Feedback from Participants: Collect feedback from participants regarding their perceived value of the training, its relevance to their roles, and any noticeable improvements in their work. • Performance Metrics: Analyze key performance indicators (KPIs) related to management effectiveness, such as team productivity, employee satisfaction, and achievement of goals, before and after the training. • Follow-Up Surveys and Interviews: Conduct follow-up surveys or interviews several months after the training to gauge long-term impacts and whether the skills learned have been sustained and applied effectively. These evaluation methods provide a comprehensive view of the training’s impact on managerial skills and overall effectiveness. The Printing Press (Raymond Noe, Michigan State University) You are a production manager for a daily newspaper. Since you have purchased new technology for inserting different sections (sports, variety, etc.) into the newspaper, you have been having problems. Newspapers are often "assembled" in the wrong order (e.g., classified ads first), causing delivery delays and costing you money to produce papers that are “assem¬bled" in the correct order. Previously this job has been completed manually with few problems. Now the employees must monitor machines to make sure that the sections are assembled in the right order. The equipment involves reading directions appearing on the computer monitor. Managers and engineers examining the new equipment held training sessions with groups of employees to show them how the new equipment worked. Question 1. What are the potential reasons for the production problems? Answer: The potential reasons for the production problems with the new technology could include: 1. Inadequate Training: The training sessions might not have thoroughly covered all aspects of the new equipment, leaving employees unsure of how to operate it effectively or troubleshoot issues. 2. Complexity of the New Equipment: The new technology might be more complex than the manual processes previously used, requiring a steeper learning curve and adaptation period for employees. 3. Lack of Familiarity with Computer Interfaces: Employees may not be accustomed to reading and interpreting directions on computer monitors, leading to mistakes in assembling the newspaper sections. 4. Technical Issues: There could be technical glitches or malfunctions with the new equipment that are causing errors in the assembly process. 5. Change Management Issues: Employees might be resistant to change or struggling to adapt to new procedures, impacting their performance with the new technology. 6. Communication Gaps: If instructions and updates about the new technology are not communicated clearly and effectively, it can lead to misunderstandings and operational errors. Speed Reading for Eligibility Technicians (Raymond Noe, Michigan State University) The Department of Social Services represents a large portion of the county's budget and total number of employees. The job class of eligibility technician (ET) is directly responsible for all client contact, policy interpreta¬tion, and financial decisions related to several forms of public aid (e.g., ADC, Food Stamps, and General Relief). The County of San Capestrano has 1,100 budgeted ET positions and hires approximately 200 ETs each year. Once hired, they are enrolled in an extensive eight-week training program intended to familiarize them with legal statutes, procedural guidelines, and report/documentation preparation. The program costs approximately $10,000 per trainee. ETs are faced with having to read a large amount of correspondence, including internal memos, announcements of new and revised policies and procedures, on a daily basis. ETs were complaining that they had difficulty reading and responding to the large amounts of correspondence. For an additional $100 per technician, a speed reading module could be added to the existing training program. You decided that the money would be well spent and added the speed reading module to the new technician training program. Preliminary evaluation of the speed-reading module was that trainees liked it. Speed reading tests administered before and after training showed that, on average, reading speeds increased 200 percent with no loss in comprehension. Two months after the last session, you informally asked some of the technicians you supervise who had completed the speed reading module if they were using the speed reading principles on the job. They said they were not using them at work, but did use it in their leisure reading at home. When you asked them about using it on the job, the typical response was "I never read those memos and policy announcements anyway!" Questions 1. Was this training a waste of money? What should have been done to insure that the speed reading program was necessary? Answer: The training may be considered a waste of money if it does not address the root causes of the technicians' issues with reading and responding to correspondence. To ensure the speed reading program was necessary, a needs assessment should have been conducted to: • Identify Specific Reading Challenges: Determine whether the difficulties were due to slow reading speed, comprehension issues, or other factors. • Evaluate Current Work Practices: Assess how often and why technicians encounter problems with correspondence and policy updates. • Consult with Employees: Gather input from current technicians to understand their reading habits and identify any barriers to using speed reading techniques. 2. How would you determine the objectives of the speed reading program? Write several possible objectives. Answer: To determine the objectives of the speed reading program, consider the following goals: • Increase Reading Efficiency: Improve the ability of technicians to read and process correspondence more quickly. • Enhance Comprehension: Ensure that increased reading speed does not come at the cost of reduced understanding of the material. • Improve Document Handling: Enable technicians to handle a larger volume of documents effectively, reducing delays in responding to clients. • Boost Engagement with Materials: Encourage technicians to actively read and stay updated with memos and policy announcements. 3. What could you do to get the technicians to use the speed reading principles on their jobs? Answer: To encourage the use of speed reading principles on the job: • Integrate Speed Reading Techniques into Daily Work: Provide practical exercises and tools to apply speed reading techniques directly to job-related documents. • Reinforce the Importance: Emphasize how speed reading can improve job performance, efficiency, and client service. • Offer Continuous Support: Provide follow-up training, refresher courses, and resources to help technicians maintain and improve their speed reading skills. • Incorporate into Performance Reviews: Include the application of speed reading techniques as part of performance evaluations to encourage its use. 4. How would you evaluate the effectiveness of the speed reading program? Answer: To evaluate the effectiveness of the speed reading program: • Conduct Post-Training Surveys: Collect feedback from technicians about the usefulness and applicability of the speed reading techniques in their daily work. • Monitor Work Performance: Assess any changes in efficiency and accuracy in handling correspondence and policy updates. • Track Document Processing Times: Measure any improvements in the time taken to process and respond to documents before and after training. • Evaluate Comprehension and Retention: Administer tests to ensure that comprehension and retention of material are maintained alongside increased reading speed. • Solicit Feedback from Supervisors: Obtain input from supervisors on any observable improvements in employees’ handling of correspondence and adherence to policy updates. Note: Eligibility Technician Job Description Interviews applicants or recipients to determine eligibility for public assistance; interprets and explains rules and regulations governing eligibility and grants, methods of payment, and legal rights to applicant or recipient; records and evaluates personal and financial data obtained from applicant or recipient to determine initial or continuing eligibility according to department objectives; initiates procedures to grant, modify, deny, or terminate eligibility and grants for various aid programs, such as public welfare, employment, and medical assistance; authorizes amounts of grants, based on determination of eligibility for amount of money payments, food stamps, medical care, or other general assistance; identifies need for social services and makes referrals to various agencies and community resources available; prepares regular and special reports as required and submits individual recommendations for consideration by supervisor; and prepares and keeps records of assigned cases. "Distance Learning: Work and Training Overlap" by Bill Leonard, HRMagazine, April 1966, pp. 41 47. Questions 1. What are the advantages and disadvantages of distance learning? Answer: Advantages: • Flexibility: Distance learning allows learners to access training and education from any location, making it easier to balance learning with work or personal commitments. • Cost-Effectiveness: It can reduce costs related to travel, accommodation, and physical materials, making training more affordable. • Scalability: Training programs can be easily scaled to accommodate large numbers of participants without the need for physical space. • Accessibility: Provides opportunities for individuals in remote or underserved areas to receive training that may otherwise be unavailable. Disadvantages: • Limited Interaction: Distance learning may lack the face-to-face interaction of traditional classrooms, which can affect engagement and the ability to build relationships. • Technology Dependence: Requires reliable technology and internet access, which may be a barrier for some participants. • Self-Motivation Required: Learners need strong self-discipline and time management skills to succeed in a distance learning environment. • Reduced Immediate Feedback: Instructors may not be available for immediate feedback and support, which can impact learning outcomes. 2. Why does the author believe emerging economics such as Thailand and Indonesia have an advantage over the United States in adapting technology to train their work forces? Answer: The author suggests that emerging economies like Thailand and Indonesia might have an advantage in adapting technology for workforce training due to: • Leapfrogging Potential: These economies can bypass older technologies and adopt newer, more advanced technologies directly, avoiding the costs and complexities of upgrading legacy systems. • Lower Initial Investment: The lower costs associated with new technology can be more manageable for emerging economies compared to the substantial investments required in developed nations. • Innovative Approaches: Emerging economies may be more open to experimenting with innovative training solutions and technologies due to fewer entrenched systems and practices. • High Mobile Penetration: In some cases, high rates of mobile phone usage in emerging economies provide a robust platform for delivering training via mobile applications and online platforms. HRM Failures Top Case 7: Must Employees Be Paid for Time Spent in Training? When a company purchased a voice and data communication system from circuit maker Tellabs, it used its own employees—technicians—to install and maintain the system. After new features were added to the system, the employer engaged Tellabs to train the technicians on the updates. As a prerequisite to the training, the employer required its technicians to complete four Web-based classes away from work and on their own time. Completing the Web-based training took about ten hours. The employer said the training would make the technicians more proficient on the job because they could now use the system’s advanced features. Was the organization required to pay employees for the time they spent learning online? The employer asked the U.S. Department of Labor for an opinion. Under Labor Department regulations, training doesn’t need to be treated as hours worked if it meets the following four criteria: a. Attendance is outside the employee’s regular work hours. b. Attendance is voluntary. c. The training is not directly related to the employee’s job. d. The employee does not perform any productive work during the training. While the Department of Labor ruled that the Web-based coursework met criteria a, b, and d, it did not meet criterion c. The employer told technicians that participating in the Tellabs training would enhance how they performed their job. Those technicians were also required to complete the Web-based coursework. Thus, both the training and online coursework were directly related to the technicians’ jobs, and time spent completing the coursework is compensable. In addition, under the law, if job-related training is required as a condition of employment, the employer must pay an employee for the time spent in training. Question As an employer, you believe productivity would increase if your workers built their skills. What should you do? Possible answers •Offer on-the-job training to entry-level employees. •Provide periodic training opportunities during work hours. •Create a tuition-reimbursement program and encourage employees to be “lifelong learners.” Reimburse workers for the satisfactory completion of coursework. As an employer seeking to increase productivity through skill-building, here’s a recommended approach: 1. Integrate Training into Work Hours: Schedule training during regular work hours to ensure that employees are compensated for their time. This aligns with legal requirements for job-related training and maintains employee engagement. 2. Assess Training Relevance: Ensure that training is directly relevant to employees' current roles or future responsibilities. This makes it clear that the investment in training will benefit both the employee and the organization. 3. Provide Clear Communication: Clearly communicate the purpose and benefits of the training to employees. Explain how the skills gained will enhance their performance and contribute to the organization's goals. 4. Offer Incentives: Consider offering incentives such as bonuses or recognition for completing training and applying new skills effectively. This can motivate employees and underscore the value of their development. 5. Monitor and Evaluate: Continuously monitor the effectiveness of the training programs by evaluating improvements in productivity and performance. Gather feedback from employees to refine and enhance future training efforts. By following these steps, you can ensure that skill-building initiatives are both legally compliant and effective in boosting productivity. Source: James E. Hall, Mark T. Kobata and Marty Denis, “Compensability of Job-Related Training,” Workforce Management, April 6, 2009, http://www.workforce.com. FLSA2009-13 (1/15/09). Solution Manual for Human Resource Management Raymond Noe, John Hollenbeck, Barry Gerhart, Patrick Wright 9780077164126
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