PART THREE TRAINING AND DEVELOPMENT CHAPTER T Eight Training and Developing Employees 8 Lecture Outline Orienting and Onboarding New Employees The Purposes of Employee Orientation/Onboarding The Orientation Process Overview of the Training Process Aligning Strategy and Training Training and Performance The ADDIE Five-Step Training Process Conducting the Training Needs Analysis Designing the Training Program Developing the Program Implementing Training Programs On-the-Job Training Apprenticeship Training Informal Learning Job Instruction Training Lectures Programmed Learning Audiovisual-Based Training Vestibule Training Electronic Performance Support Systems Videoconferencing Computer-Based Training Simulated Learning Interactive Learning Internet-Based Training Improving Productivity Through HRIS Mobile Learning The Virtual Classroom Lifelong and Literacy Training Techniques Team Training Implementing Management Development Programs Strategy and Development Managerial On-the-Job Training Off-the-Job Management Training and Development Leadership Development at GE Talent Management & Mission Critical Employees Managing Organizational Change Program What to Change Lewin’s Change Process Leading Organizational Change Using Organizational Development Evaluating the Training Effort Designing the Study Training Effects to Measure In Brief: This chapter is devoted to the issue of ongoing training and development of employees. Needs analysis, techniques, purposes, and evaluation are all covered. Additionally, the chapter points out the importance of new employee orientation and lists some of the important things to cover during that process. Interesting Issues: Employers are finding that a lack of ability to handle basic reading, writing, and arithmetic tasks means that there is a very real need for basic skills and literacy training within the organization. Language training is often required as well, and not just for English. Many customers and stakeholders speak a variety of languages, resulting in the need for a multilingual workforce. LEARNING OUTCOMES 1. Summarize the purpose and process of employee orientation. 2. List and briefly explain each of the four steps in the training process. 3. Describe and illustrate how you would identify training requirements. 4. Explain how to distinguish between problems you can fix with training and those you can’t. 5. Discuss how you would motivate trainees. 6. Explain how to use five training techniques. 7. List and briefly discuss four management development programs. 8. List and briefly discuss the importance of the eight steps in leading organizational change. 9. Answer the question, “What is organizational development and how does it differ from traditional approaches to organizational change?” ANNOTATED OUTLINE I. Orienting and Onboarding New Employees Employee orientation programs provide new employees with the basic background information required to perform their jobs satisfactorily. Orientation programs today are moving away from routine discussion of company rules to emphasizing the company’s mission and the employee’s role in that mission, onboarding them early as a key member of the team. The Purpose of Employee Orientation/Onboarding – Employees should receive print or Internet-based employee handbooks outlining benefits, policies, and safety measures. The Orientation Process – The length of orientation varies, but it usually includes time with HR to review benefits, vacations, and other policies, and time with the supervisor to learn the organization of the department. II. Overview of the Training Process Training begins after orientation. Having high potential employees does not guarantee they will succeed. Organizations must train employees how to do the job. A. Aligning Strategy and Training – Training refers to the methods used to give new or present employees the skills they need to perform their jobs. Training today plays a key role in the performance management process, which is necessary for employers to ensure employees are working toward organizational goals. Overall, training has a fairly impressive record of influencing organizational effectiveness, scoring higher than appraisal and feedback, and just below goal setting in its effect on productivity. Training and Performance – Training has been linked in research to performance many times over. It scores higher than appraisals and feedback and just below goal setting in its effect on productivity. The ADDIE Five-Step Training Process – ADDIE stands for analyze, design, develop, implement, and evaluate. Conducting the Training Needs Analysis – This should address the employer’s strategic goals. Strategic Training Needs Analysis – This focuses on identifying the training the employer will need to fill new future jobs and is tied to succession planning. Current Training Needs Analysis – Most training is focused on improving current performance. Analyzing current employee needs is more complex than new employee needs. Two main ways to identify training needs are task analysis (an analysis of the job’s requirements) and performance analysis (an analysis to verify if there is a performance deficiency). Task Analysis: Analyzing New Employees’ Training Needs – A task analysis can be used to determine the training needs of new employees. A task analysis record form can also be used. It contains the following information: task list; when and how often performed; quantity and quality performance standards; conditions under which performed; skills or knowledge required; and where best learned. Performance Analysis: Assessing Current Employees’ Training Needs – There are several methods that can be used to identify an employee’s training needs, including supervisor, peer, self, and 360-degree performance reviews; job-related performance data; observation by supervisors or other specialists; interviews with the employee or his/her supervisor; tests of things like job knowledge, skills, and attendance; attitude surveys; individual employee daily diaries; and assessment centers. Can’t Do/Won’t Do – The biggest issue is to figure out what is causing the lower performance. If the problem is employee motivation then training is unlikely to fix this. Designing the Training Program – Designing means planning the overall training program including objectives, delivery methods, and program evaluation. Setting Learning Objectives - Should specify in measurable terms what the trainee will be able to accomplish when the training is completed. Creating a Motivational Learning Environment – The learning environment should take into account both the trainees’ ability and motivation. Making the Learning Meaningful – Material that is meaningful is usually easier for trainees to understand and remember. Making Skills Transfer Obvious and Easy – Make skills and behaviors easy to transfer from the training site to the job site. Reinforcing the Learning – Trainees need plenty of feedback. Ensuring Transfer of Learning to the Job - Prior to training, get trainee and supervisor input in designing the program, institute a training attendance policy, and encourage employees to participate. During training, provide trainees with training experiences and conditions (surroundings, equipment) that resemble the actual work environment. After training, reinforce what trainees learned. Other Training Design Issues – Managers must review alternate training methods and choose the one they feel will be most effective. They must also decide how to organize the training as well as how to evaluate it. H. Developing the program involves actually creating and preparing training materials and the content of the course. Ø NOTES Educational Materials to Use III. Implement Training Programs A. On-the-Job Training (OJT) – Having a person learn a job by actually doing the job. It involves preparing the learner, presenting the operation, doing a tryout, and conducting follow-up. B. Apprenticeship Training – A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training. C. Informal Learning – Learning through day-to-day unplanned interactions between the new worker and his/her colleagues. D. Job Instruction Training – Teaching a new employee the logical sequence of steps in a job. E. Lectures – Quick and simple ways to provide knowledge to large groups. F. Programmed Learning – A step-by-step self-learning method that involves three parts: 1) presenting questions, facts, or problems to the learner; 2) allowing the person to respond; and 3) providing feedback on the accuracy of the answers. G. Audiovisual-Based Training – Tools include films, PowerPoint presentations, video conferences, audiotapes, and videotapes. H. Vestibule Training – A method in which trainees learn on the actual or simulated equipment they will use on the job while being trained off the job. I. Electronic Performance Support Systems (EPSS) – Sets of computerized tools and displays that effectively automate and integrate training, documentation, and phone support, thus enabling individuals to provide support that’s faster, cheaper, and more effective than the traditional methods. J. Videoconferencing – Allows geographically separated employees to train together or to work with a trainer offsite. K. Computer-Based Training (CBT) – The trainee uses computer-based and/or DVD systems to increase his/her knowledge or skills. CBT programs have real advantages including reduced learning time, cost effectiveness once designed and produced, instructional consistency, mastery of learning, increased retention, and increased trainee motivation. Figure 8-2 shows various computer training techniques. L. Simulated Learning – A variety of different activities including but not limited to virtual reality-type games, step-by-step animated guides, role playing, and software training. M. Interactive Learning – Many companies are moving away from classroom based learning to interactive learning where employees are involved in the learning process. N. Internet-Based Training – Distance learning methods include traditional paper-and-pencil correspondence courses, as well as teletraining, videoconferencing, and Internet-based classes. O. Improving Productivity through HRIS: Learning Management Systems – Special software designed to help employers indentify training needs and manage online training. P. Mobile Learning – Learning content is delivered on demand via mobile devices whenever and wherever the learner desires. Q. The Virtual Classroom – Special collaboration software enables multiple remote learners to use their PCs or laptops to participate in live discussions. R. Lifelong and Literacy Training Techniques - Companies are responding to functional illiteracy by testing job candidates’ basic skills and setting up basic skills and literacy programs. S. Team Training – Teaches individuals how to listen and cooperate with each other. Training can include technical, interpersonal, and team management skills as well as cross training. Ø NOTES Educational Materials to Use IV. Implementing Management Development Programs Strategy and Development – Management development is any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills. The general management development process consists of (1) assessing the company’s strategic needs, (2) appraising the managers’ current performance, and (3) developing the managers. Succession planning is part of this process and is the process through which a company plans for and fills senior-level openings. Managerial On-The-Job Training methods include job rotation, coaching/ understudy approach, and action learning. 1. Job rotation involves moving management trainees from department to department to broaden their understanding of all parts of the business. 2. The coaching/understudy approach occurs when a trainee works directly with a senior manager or with the person he/she is to replace, and the latter is responsible for coaching the trainee. 3. Action learning programs give managers and others released time to work full time on projects to analyze and solve problems in departments other than their own. B. Off-the-Job Management Training and Development Techniques 1. The case study method presents a trainee with a written description of an organizational problem. 2. Management games are computerized management games allow for the trainees to be involved. 3. Outside seminars are offered by many companies and universities. 4. University-related programs provide executive education and continuing education programs in leadership, supervision, and the like. 5. Role playing is aimed at creating a realistic situation and then having the trainees assume the parts (roles) of specific persons in that situation. 6. Behavior modeling involves showing the trainee the correct way to do something, letting the trainee practice the correct way, and giving the trainee feedback on his/her performance. Behavior modeling is one of the most widely-used interventions, both for teaching supervisory-type skills and particularly for behavioral computer skills training. 7. Corporate universities are in-house development centers that have been established by many companies to expose prospective managers to realistic exercises that develop improved management skills. Executive coaches are being used by firms to improve their top managers’ effectiveness. An executive coach is an outside consultant who questions the executive’s boss, peers, subordinates, and sometimes, family, in order to identify strengths and weaknesses. The coach then counsels the executive so he or she can capitalize on those strengths and overcome the weaknesses. The SHRM Learning System encourages HR professionals to get certified by taking one of three exams: professional, senior professional and global HR. Leadership Development at GE includes a leadership program, an intensive performance appraisal process, a training campus, annual meetings to network and share ideas, a focus on central themes and ideas, and monthly dinners. Talent Management and Mission-Critical Employees: Differential Development Assignments – In today’s competitive environment, it is crucial that an organization distribute its resources effectively. It is no longer appropriate to provide across-the-board raises, for example, but instead firms must allocate resources in a way that supports the strategic goals of the company. Ø NOTES Educational Materials to Use Managing Organizational Change Programs What to Change – When organizations are faced with the need to manage change, there are five different aspects that can be targeted, including strategy, culture, structure, technologies, and attitudes/skills. Lewin’s Change Process – The most difficult part of implementing organizational change is overcoming employees’ resistance to it. Psychologist Kurt Lewin formulated a classic explanation of how to implement change in the face of resistance. His change process consists of three steps: 1) unfreezing; 2) moving; and 3) refreezing. Lead Organizational Change – The ten steps are 1) establish a sense of urgency; 2) mobilize commitment through joint diagnosis of problem; 3) create a guiding coalition; 4) develop a shared vision; 5) communicate the vision; 6) help employees make the change; 7) generate short-term wins; 8) consolidate gains and produce more change; 9) anchor the new ways of doing things in the company culture; and 10) monitor progress and adjust the vision as required. Using Organizational Development – Organizational development is a special approach to organizational change in which the employees themselves formulate the change required and implement it, often with the assistance of a trained consultant. OD has several distinguishing characteristics, including: action research; applied behavioral science knowledge to improve the organization’s effectiveness; the ability to change attitudes, values, and beliefs of employees so that they can implement the technical, procedural, or structural changes needed; and the ability to change the organization in a particular direction. Table 8-2 shows examples of OD interventions. Ø NOTES Educational Materials to Use VI. Evaluating the Training Effort A. Designing the Study – The evaluation process of choice is controlled experimentation, which uses both a training group and a control group (one that receives no training) to assess before and after performance to determine the extent to which performance in the training group resulted from the training itself rather than some organization-wide change. In practice, few firms use this method, preferring to simply measure trainees’ reactions, or to measure trainee job performance before and after the training. B. Training Effects to Measure – Four basic categories of training outcomes can be measured: 1) reaction; 2) learning; 3) behavior, and 4) results. Ø NOTES Educational Materials to Use Teaching Tip: If the ASTD (American Society for Training & Development) has a local chapter, either ask a member to come in to speak to the class, or encourage students to visit a meeting or speak with a member about training careers. DISCUSSION QUESTIONS 1. "A well-thought-out orientation program is essential for all new employees, whether they have experience or not." Explain why you agree or disagree with this statement. Answer: New employees can suffer from a significant amount of anxiety during the first few days on the job as they find themselves in an environment and culture that they are not familiar with. Those with little job experience may find it especially difficult without an orientation since they have little other experience on which to base their expectations. A well-developed orientation program will socialize new employees into important organizational values, whereby their chances of easing smoothly into the organization are improved. 2. Explain how you would apply our “motivation points” in developing a lecture, say, on orientation and training. Answer: Student answers should reflect the issues identified in the guidelines in the section on lectures. As an exercise, you might have students develop and deliver a lecture (perhaps on one section of this chapter). Then ask the students to critique each other based on the guidelines summarized in the section on lectures. To apply “motivation points” in developing a lecture on orientation and training, I would: 1. Identify Relevance: Begin by connecting the content of the lecture to real-world applications, showing how effective orientation and training can impact job satisfaction and performance. 2. Set Clear Goals: Outline specific objectives for the session, such as understanding best practices in orientation and training, to give students a clear focus and purpose. 3. Use Engaging Examples: Incorporate case studies or success stories from companies with strong orientation and training programs to illustrate the benefits and motivate interest. 4. Interactive Elements: Include interactive activities or role-playing exercises to make the content more engaging and to allow students to practice and apply concepts. 5. Provide Incentives: Highlight the importance of orientation and training in career advancement and personal development to create a sense of urgency and personal stake in the material. By addressing these motivation points, the lecture can become more relevant, engaging, and impactful for the students. 3. John Santos is an undergraduate business student majoring in accounting. He has just failed the first accounting course, Accounting 101, and is understandably upset. Explain how you would use performance analysis to identify what, if any, are John's training needs. Answer: The first thing that needs to be determined is if this is a "can't do" or a "won't do" situation. It is possible that as a first-year student, John has spent more time socializing and not enough time studying. This would indicate a need for training on studying skills and prioritization. It is also possible that John really does not have the necessary basic skills that he needs in order to be successful in this course. This could be determined through some testing to see if he has the prerequisite knowledge and skills. If it is a problem, remedial training or courses would be appropriate. A third possibility is that John simply does not really have the interest or natural inclinations that would make him successful in the accounting area. This could be determined through some testing and career interest surveys. If this is the case, training is not appropriate, but rather John should be counseled to change majors. 4. What are some typical on-the-job training techniques? What do you think are some of the main drawbacks of relying on informal on-the-job training for breaking new employees into their jobs? Answer: The most common is the understudy or coaching technique. Others include apprenticeship training and job rotation. There are several possible drawbacks to OJT: (1) not every employee will get the same basic information; in fact, some may not get basic, fundamental information; (2) the quality of the training is highly dependent on the training skills of the employee who supervises the OJT, and that person's skills and training are usually not in the area of training; and (3) the new employee may get false information or detrimental enculturation depending on the employees that conduct their OJT. 5. One reason for implementing global training programs is the need to avoid business losses "due to cultural insensitivity." What sort of cultural insensitivity do you think is referred to, and how might that translate into lost business? Answer: The cultural insensitivities would include cross-cultural values, assumptions concerning communication, identity issues, etiquette, lifestyles, style of dress, etc. Any of these can result in unintentional insults or offenses that can easily make those people reluctant to do business with you. What sort of training program would you recommend to avoid such cultural insensitivity? Answer: There are a wide variety of programs and consultants that specialize in these areas. It is important to have someone who is knowledgeable in these areas conduct the training to assure that the correct information and guidance is given. 6. Describe the pros and cons of five management development methods. Answer: Job rotation: broadens experience and helps the candidate find what he or she prefers. Coaching/Understudy: works directly with the person he or she will replace and helps assure trained managers are ready to assume key positions. Action Learning: allows special projects to be handled. Case Study Method: classroom oriented, gives real-life situations, and allows analysis and reflection. Management Games: learn by getting involved, competition, emphasizes the need for planning, problem-solving skills, teamwork. Outside Seminars: CEUs, developed by experts, time away from pressures of work. University-Related Programs: certifications and degrees, theoretical knowledge, sharing with students from other industries. Role Playing: opportunity to work through probable situations, negative views of role-playing. Behavior Modeling: effective for learning and skill development, reinforces decisions immediately. In-House Development Centers: tailored to the needs of the company but expensive. Students should be able to come up with additional pros and cons for each method. 7. Do you think job rotation is a good method to use for developing management trainees? Why or why not? Answer: Most students will probably support job rotation for management trainees. It gives the trainee the opportunity to experience several areas and to develop cross-departmental skills and cooperation. It also gives the trainee the chance to experience different areas to see what he or she likes. Yes, job rotation is a good method for developing management trainees. It exposes them to various roles and functions within the organization, helping them gain a comprehensive understanding of how different departments interact and contribute to overall business goals. This experience fosters versatility, broadens skill sets, and enhances problem-solving abilities. It also helps trainees identify their strengths and interests, making them more effective and adaptable managers in the long run. INDIVIDUAL AND GROUP ACTIVITIES 1. You’re the supervisor of a group of employees whose task is to assemble disk drives that go into computers. You find that quality is not what it should be and that many of your group’s devices have to be brought back and reworked; your boss says that “You’d better start doing a better job of training your workers.” A) What are some of the “staffing factors” that could be contributing to this problem? B) Explain how you would go about assessing whether it is in fact a training problem. Answer: Have students brainstorm the potential factors other than training that could be the root cause of this problem. Make the point that often people will immediately point to training as the issue, when in fact there are other factors at play that are impacting performance. A) Staffing factors contributing to the problem could include insufficient skills or experience, poor selection criteria, lack of motivation, or inadequate onboarding. B) To assess if it's a training problem, review training materials and methods, evaluate the consistency of training delivery, observe worker performance and identify common errors, and gather feedback from employees on their training experiences. 2. Choose a task with which you are familiar – mowing the lawn, making a salad, or studying for a test – and develop a job instruction training sheet for it. Answer: There is an example of a job instruction training sheet for operating a large motorized paper cutter in the text. Students should be able to put the task they select into the format given. Job Instruction Training Sheet: Mowing the Lawn 1. Preparation: • Ensure the lawn mower is in good working condition. • Wear appropriate safety gear (gloves, goggles, ear protection). 2. Setup: • Clear the lawn of any debris (sticks, toys). • Adjust mower height based on grass length. 3. Mowing: • Start the mower using the ignition switch or pull cord. • Begin mowing in a systematic pattern (e.g., straight lines or a crisscross pattern). • Overlap each pass slightly to ensure even cutting. 4. Completion: • Turn off and clean the mower. • Dispose of or compost the grass clippings if necessary. • Inspect the lawn for missed spots and mow if needed. 5. Safety: • Be cautious of sharp blades and maintain a safe distance from others. • Avoid mowing when the grass is wet to prevent slipping. 3. Working individually or in groups, you are to develop a short programmed learning program on the subject “Guidelines for Giving a More Effective Lecture.” Answer: Students should use the guidelines listed in the programmed learning section of the chapter, but should not forget that this assignment is not just about listing guidelines. They are to develop a programmed learning that 1) presents questions, facts, or problems to the learner, 2) allows the person to respond, and 3) provides feedback to the learner on the accuracy of his or her answers. Programmed Learning Program: Guidelines for Giving a More Effective Lecture Introduction: • Objective: Improve lecture effectiveness by following structured guidelines. • Benefits: Enhances audience engagement, comprehension, and retention. Module 1: Preparation 1. Define Objectives: • Clearly outline what students should learn by the end of the lecture. • Example: “By the end of this lecture, you should be able to identify key elements of effective public speaking.” 2. Organize Content: • Structure the lecture with a clear beginning, middle, and end. • Use bullet points for key topics and subtopics. • Example: Introduction, Main Points, Summary. Module 2: Delivery 1. Engage the Audience: • Start with an interesting fact or question to capture attention. • Use interactive elements like polls or questions. • Example: “How many of you have experienced a challenging presentation?” 2. Use Visual Aids: • Incorporate slides, diagrams, or videos to illustrate key points. • Ensure visuals are clear and relevant. • Example: Use a chart to show trends related to your topic. 3. Maintain Clear Communication: • Speak clearly and at an appropriate pace. • Avoid jargon unless necessary, and define technical terms. • Example: “Instead of saying ‘synergy,’ explain how different elements work together.” Module 3: Interaction 1. Encourage Participation: • Ask questions and invite feedback throughout the lecture. • Provide opportunities for discussion or group activities. • Example: “Let’s break into pairs and discuss this scenario.” 2. Address Questions: • Allocate time for Q&A and respond thoughtfully to inquiries. • Example: “I’ll take questions now on this section before we move on.” Module 4: Evaluation 1. Gather Feedback: • Use surveys or informal feedback to assess lecture effectiveness. • Example: “Please fill out this brief survey on today’s lecture.” 2. Self-Assessment: • Reflect on what went well and what could be improved. • Example: “Review the recording of your lecture to identify areas for improvement.” Conclusion: • Recap the guidelines for giving a more effective lecture. • Encourage continuous improvement and adaptation based on feedback. 4. Find a provider of management development seminars. Obtain copies of their recent listings of seminar offerings. At what levels of managers are the offerings aimed? What seem to be the most popular types of development programs? Why do you think that’s the case? Answer: Depending on the provider contacted, the results of this exercise will vary. It would be a good idea to assign different groups or individuals to different providers to assure that you get a variety of responses. It may be useful to have a class discussion about the differences that they found Provider of Management Development Seminars: • Provider: American Management Association (AMA) Recent Seminar Offerings: 1. Levels of Managers: • Frontline Managers: Leadership Essentials, Time Management • Mid-Level Managers: Advanced Leadership, Strategic Planning • Senior Executives: Executive Leadership, Organizational Strategy 2. Popular Development Programs: • Leadership and Management Skills: Essential for all levels to improve team performance and decision-making. • Strategic Planning and Execution: Highly sought by mid and senior-level managers to drive business growth. • Change Management: Increasingly relevant due to the dynamic business environment and need for adaptability. Reason for Popularity: • Leadership and strategic skills are crucial for navigating complex business landscapes and leading teams effectively. These programs address current challenges and prepare managers for future roles. 5. Working individually or in groups, develop several examples to illustrate how a professor teaching human resource management could use at least four of the techniques described in this chapter in teaching his or her HR course. Answer: Student results will again vary. Look for examples to be well thought out and to represent the guidelines given in the appropriate sections on traditional training techniques Examples of Teaching Techniques for Human Resource Management: 1. Case Studies: • Example: Analyze a real-life HR scenario like a company's approach to employee retention. Students can work in groups to evaluate the case, discuss solutions, and present their findings. • Technique: Promotes critical thinking and application of theoretical concepts to practical situations. 2. Role-Playing: • Example: Simulate a job interview where students take on roles as interviewers and candidates. They practice and critique their performance based on given criteria. • Technique: Enhances skills in interviewing and provides hands-on experience in a controlled environment. 3. Guest Speakers: • Example: Invite an HR professional to discuss current trends and real-world challenges in HR management. Students can ask questions and gain insights from industry experts. • Technique: Connects academic learning with practical experience and current industry practices. 4. Interactive Workshops: • Example: Conduct a workshop on designing an employee training program. Students can work in teams to create a training module, including objectives, materials, and evaluation methods. • Technique: Encourages collaborative learning and application of HR principles in a practical setting. These techniques foster a deeper understanding of HR concepts by engaging students through practical application, real-world perspectives, and interactive learning. 6. Working individually or in groups, develop an orientation program for high school graduates entering your university as freshmen. Answer: The students should refer to the section in the chapter on why orientation is important. They should also create an orientation checklist similar to Figure 8-1 Orientation Program for High School Graduates Entering University 1. Welcome Session: • Objective: Introduce students to the university culture and community. • Activities: • Welcome speech by the university president. • Overview of university values, mission, and resources. 2. Campus Tour: • Objective: Familiarize students with key locations on campus. • Activities: • Guided tour of academic buildings, libraries, dining halls, and recreational facilities. • Introduction to important offices (registrar, financial aid, student services). 3. Academic Workshops: • Objective: Prepare students for academic success. • Activities: • Sessions on time management, study skills, and academic expectations. • Meet-and-greet with academic advisors and faculty. 4. Social Integration: • Objective: Help students build connections and feel part of the community. • Activities: • Icebreaker games and team-building exercises. • Social events like a welcome barbecue or mixer with student organizations. 5. Health and Wellness: • Objective: Address physical and mental health resources. • Activities: • Workshops on stress management, mental health services, and wellness resources. • Information on campus health services and counseling. 6. Financial Literacy: • Objective: Equip students with essential financial skills. • Activities: • Sessions on budgeting, managing student loans, and understanding financial aid. • Meet with financial aid counselors for personalized advice. 7. Student Services Overview: • Objective: Introduce available support services. • Activities: • Presentations by various campus services (career services, tutoring centers, disability services). • Q&A sessions with service representatives. 8. Campus Safety: • Objective: Ensure students are aware of safety protocols. • Activities: • Briefing on campus safety measures, emergency procedures, and contact information. • Introduction to campus security personnel and safety resources. 9. End-of-Orientation Reflection: • Objective: Reflect on the orientation experience and address any remaining questions. • Activities: • Feedback session to gather student impressions and concerns. • Closing remarks and final Q&A. 10. Follow-Up: • Objective: Provide ongoing support and engagement. • Activities: • Schedule follow-up meetings with orientation leaders. • Send out informational emails with additional resources and important dates. This program aims to ease the transition into university life by providing essential information, fostering connections, and addressing academic and personal needs. 7. The HRCI “Test Specifications” appendix at the end of this book lists the knowledge someone studying for the HRCI certification exam needs to know in each area of human resource mangement (such as in Strategic Management, Workforce Planning, and Human Resource Development). In groups of 4-5 students, do four things: (1) review that appendix now; (2) identify the material in this chater that relates to the required knowledge the appendix lists; (3) write four multiple-choice exam questions on this material that you believe would be suitable for inclusion in the HRCI exam; and (4) if time permits, have someone from your team post your team’s questions in front of the class, so the students in other teams can take each other’s exam questions. Answer: Material covered in this chapter relevant to the HRCI exam would include succession planning, needs analysis, development, implementation and evaluation of training programs, development, training methods, programs and techniques, instructional methods and program delivery, implementation and evaluation of programs to assess employees’ potential for growth and development in the organization, change management programs and activites, organizational development theories and aplications, and employee involvement strategies. 8. Perhaps no training task in Iraq was more pressing that that involved in creating the country’s new police force. These were the people who were to help the coalition bring security to Iraq. However, many had no experience in police work. There were language barriers between trainers and trainees. And some trainees found themselves quickly under fire from insurgents when they went as trainees out into the field. Based on what you learned about training from this chapter, list the five most important things you would tell the officer in charge of training (a former U.S. big city police chief) to keep in mind as he prepares the training program. Answer: Lead a discussion with students to identify concepts learned in this chapter that apply to this example. Have them identify how each recommendation addresses the unique issues in this scenario. Suggest that students do Internet research to discover how, in fact, training was conducted, and have them critique the approach, techniques, and methods used based on the material in the text. Here are five key recommendations for the officer in charge of training the new police force in Iraq: 1. Tailor Training to Local Context: • Advice: Design the training program to address the specific needs and challenges faced by the trainees in Iraq. Include modules on cultural sensitivity, local laws, and the socio-political environment. • Reason: This ensures that training is relevant and applicable to the trainees' real-life situations, improving their effectiveness in the field. 2. Overcome Language Barriers: • Advice: Implement language support mechanisms, such as bilingual trainers or interpreters, and provide translated training materials. • Reason: Clear communication is crucial for effective training, especially when dealing with complex concepts and procedures. 3. Incorporate Field Experience and Real-World Scenarios: • Advice: Include realistic simulations and role-playing exercises that mimic the conditions trainees will face, including responding to attacks and managing high-stress situations. • Reason: Practical experience helps trainees adapt to real-world challenges and enhances their problem-solving skills under pressure. 4. Focus on Safety and Risk Management: • Advice: Emphasize safety protocols and risk management strategies during training. Equip trainees with knowledge on how to protect themselves and handle dangerous situations effectively. • Reason: Given the high-risk environment, ensuring that trainees understand safety procedures is essential for their survival and success. 5. Provide Ongoing Support and Evaluation: • Advice: Establish a system for continuous feedback and support, including post-training evaluations, mentorship programs, and additional training as needed. • Reason: Continuous support helps address any issues that arise after initial training and ensures that skills remain sharp and relevant over time. These steps will help create a training program that is practical, culturally sensitive, and effective in preparing the new police force for their challenging roles. EXPERIENTIAL EXERCISES & CASES Experiential Exercise: Flying the Friendlier Skies This exercise will give students the opportunity to experience the activities involved in creating a training program. After students have read the description of an airline clerk’s duties, divide the class into teams of five or six students. Direct students to list the job’s main duties and produce an outline specifying what the new clerks should be taught, and which methods and aids might be used to train them. Many students will have worked at part-time positions that require dealing effectively with customers. Class discussion should include examples of what types of situations a desk clerk may be exposed to, and what kinds of training would allow those situations to be handled more smoothly. For example, desk clerks often must deal with multiple customers at one time – on the phone and in person. Role play, or simulation, could help a clerk know how to effectively deal with multiple demands. Application Case: Reinventing the Wheel at Apex Door Company 1. What do you think of Apex’s training process? Could it help to explain why employees “do things their way” and if so, how? Answer: There is a weak accountability system. The person assigned to perform training is likely to have very low motivation (a departing employee). With no formal descriptions, the trainer will teach “their way” of accomplishing tasks. There is no training documentation. One receives training in “how to train.” There are no outcome measures to determine if the training was successful. 2. What role do job descriptions play in training? Answer: Job descriptions set the boundaries of jobs in terms of required knowledge and skills. By understanding the job description, a trainer can define the learning requirements for a new or transitioning employee. 3. Explain in detail what you would do to improve the training process at Apex. Make sure to provide specific suggestions, please. Answer: Every position would have a formal (written) description. Training procedures would be documented for each position. Supervisors would be formally accountable for training. To improve the training process at Apex, I would implement the following detailed strategies: 1. Conduct a Training Needs Assessment: • Action: Analyze the current skill gaps and performance issues through surveys, interviews with employees and managers, and performance data review. • Reason: Identifying specific training needs ensures that the training program addresses real issues and is tailored to employees’ requirements. 2. Develop a Comprehensive Training Program: • Action: Create a structured curriculum that includes both technical skills and soft skills training. Incorporate various formats such as workshops, e-learning modules, and hands-on exercises. • Reason: A well-rounded program ensures that employees acquire the necessary skills to perform their jobs effectively and develop professional competencies. 3. Use Interactive and Engaging Training Methods: • Action: Integrate interactive methods such as simulations, role-playing, and gamification into the training. Encourage group activities and discussions to foster collaboration and engagement. • Reason: Interactive methods enhance learning by making it more engaging and practical, improving retention and application of knowledge. 4. Implement a Mentorship Program: • Action: Pair new or less experienced employees with seasoned mentors who can provide guidance, feedback, and support throughout the training process. • Reason: Mentorship helps bridge the gap between theoretical knowledge and practical application, providing personalized support and career development. 5. Regularly Evaluate and Update Training: • Action: Establish a system for ongoing evaluation of the training program through feedback surveys, assessments, and performance metrics. Use the results to continuously refine and improve the training content and methods. • Reason: Continuous evaluation ensures that the training remains relevant and effective, allowing for adjustments based on employee needs and organizational changes. 6. Enhance Accessibility and Flexibility: • Action: Offer training sessions at various times and through different mediums (e.g., online, in-person) to accommodate different learning styles and schedules. • Reason: Flexibility increases participation and ensures that employees can engage with the training at their convenience, improving overall effectiveness. 7. Integrate Real-World Applications: • Action: Design training modules that include real-world scenarios and case studies relevant to Apex’s industry and business challenges. • Reason: Applying learning to real-world situations helps employees understand how to use their new skills in practical contexts, enhancing their job performance. 8. Provide Resources and Support Materials: • Action: Develop and distribute comprehensive training materials, including manuals, job aids, and online resources that employees can refer to during and after training. • Reason: Providing resources supports continuous learning and helps employees reinforce and apply what they have learned. Implementing these strategies will create a more effective and engaging training process at Apex, leading to improved employee performance and satisfaction. Continuing Case: Carter Cleaning Company: The New Training Program 1. Specifically, what should the Carters cover in their new employee orientation program, and how should we convey this information? Answer: The students should refer to the orientation checklist in Figure 8-1 and the section on orienting employees in the chapter For the Carters’ new employee orientation program, the following key areas should be covered: 1. Company Overview and Culture: • Content: Mission, vision, values, organizational structure, and company history. • Conveyance: Use engaging presentations, company videos, and discussions with senior leaders to help new employees understand the company’s culture and goals. 2. Job Role and Expectations: • Content: Detailed job descriptions, performance expectations, key responsibilities, and goals. • Conveyance: Provide written materials, conduct role-specific workshops, and arrange one-on-one meetings with supervisors to clarify job duties and performance standards. 3. Policies and Procedures: • Content: Workplace policies, procedures, code of conduct, dress code, attendance, and safety protocols. • Conveyance: Distribute an employee handbook and hold interactive sessions to explain policies and answer questions. Use role-playing to illustrate key procedures. 4. Employee Benefits and Resources: • Content: Health benefits, retirement plans, leave policies, and employee assistance programs. • Conveyance: Provide a benefits guide and conduct informational sessions with HR representatives to explain options and answer queries. 5. Training and Development Opportunities: • Content: Available training programs, professional development resources, and career advancement paths. • Conveyance: Host workshops and informational sessions, and provide access to an online learning portal where employees can explore available opportunities. 6. Workplace Safety and Compliance: • Content: Safety procedures, emergency protocols, and compliance requirements. • Conveyance: Conduct safety drills, provide written guidelines, and use e-learning modules for compliance training. 7. Introduction to Team and Resources: • Content: Meet key team members, overview of team structure, and available resources. • Conveyance: Organize meet-and-greet sessions, team introductions, and provide an office tour. Methods for Conveying Information: • Interactive Presentations: Use multimedia presentations and interactive sessions to keep new hires engaged. • Handbooks and Guides: Provide comprehensive written materials for reference. • Workshops and Role-Playing: Utilize hands-on activities to reinforce learning and ensure understanding. • Mentorship and Buddy Systems: Pair new employees with experienced staff for guidance and support during their initial period. By covering these areas and using varied methods of delivery, the Carters can ensure that new employees have a thorough understanding of their roles, the company, and available resources, leading to a smoother transition and better integration into the organization. 2. In the HR management course Jennifer took, the book suggested using a job instruction sheet to identify tasks performed by an employee. Should the Carter Cleaning Centers use a form like this for the counter person’s job? If so, what should the form look like, say, for the counter person? Answer: The students should refer to the section on the training needs of new employees. This section discusses a job instruction sheet. Students should use this to formaulate their answers. Yes, Carter Cleaning Centers should use a job instruction sheet for the counter person’s job. This form helps clarify job responsibilities and ensures consistency in task performance. Here’s what the job instruction sheet for a counter person might look like: Job Instruction Sheet: Counter Person Job Title: Counter Person Department: Customer Service Supervisor: [Supervisor's Name] Date: [Date] 1. Job Purpose: To provide excellent customer service, process transactions, and manage counter operations efficiently. 2. Key Responsibilities: • Greet Customers: • Instructions: Welcome each customer with a friendly greeting. • Frequency: Every customer interaction. • Handle Transactions: • Instructions: Process payments accurately using the cash register or point-of-sale (POS) system. • Frequency: Each transaction. • Manage Customer Orders: • Instructions: Take and confirm customer orders, ensuring accuracy and timely processing. • Frequency: Each order received. • Answer Inquiries: • Instructions: Provide information about services, pricing, and promotions. • Frequency: As needed. • Maintain Cleanliness: • Instructions: Keep the counter area clean and organized throughout the shift. • Frequency: Throughout the day. • Restock Supplies: • Instructions: Monitor and replenish stock of essential supplies like receipt paper, pens, and forms. • Frequency: As needed or per shift. 3. Required Skills: • Excellent communication skills. • Basic arithmetic and cash handling. • Ability to use a POS system. 4. Tools and Equipment: • Cash register or POS system. • Receipt printer. • Cleaning supplies for the counter area. 5. Safety and Compliance: • Follow health and safety protocols. • Ensure accurate cash handling and record-keeping. 6. Performance Standards: • Customer satisfaction rate. • Accuracy in transactions. • Cleanliness and organization of the counter area. 7. Additional Notes: • Report any issues with the POS system immediately. • Seek assistance from a supervisor if unsure about any procedure. Prepared By: [Your Name] Approved By: [Supervisor’s Name] Review Date: [Date] This form should be clear, concise, and easy to follow to ensure that the counter person can perform their tasks efficiently and consistently. 3. Which specific training techniques should Jennifer use to train her pressers, her cleaner-spotters, her managers, and her counter people, and why? Answer: The students should review the training techniques discussed in the chapter and conduct research on the Internet to review the various training resources offered for each of these positions. Jennifer should use the following training techniques for each role to ensure effective skill development: 1. Pressers: • Hands-On Training: Directly engage in pressing tasks under supervision to learn proper techniques and machine operation. • Demonstrations: Show how to handle various fabrics and stains, emphasizing correct methods. • Job Instruction Sheets: Provide detailed step-by-step instructions for pressing different types of clothing. • Why: These techniques ensure practical experience and immediate feedback, which are crucial for mastering the specific skills needed for pressing. 2. Cleaner-Spotters: • Workshops: Conduct sessions focusing on stain removal techniques and cleaning agents. • Case Studies: Review real-life scenarios of stain removal challenges and solutions. • Practice Sessions: Allow practice on actual garments with different types of stains. • Why: Hands-on practice and learning from real cases help spotters gain the necessary expertise and confidence in handling various stains. 3. Managers: • Leadership Training: Offer workshops on effective management, communication, and conflict resolution. • Role-Playing: Simulate management scenarios to practice decision-making and leadership skills. • Mentorship Programs: Pair managers with experienced mentors for guidance and support. • Why: These techniques develop essential leadership skills and prepare managers to handle the complexities of managing a team effectively. 4. Counter People: • Customer Service Training: Provide training on customer interaction, handling complaints, and maintaining a positive attitude. • POS System Training: Teach the use of the cash register or POS system with hands-on practice. • Role-Playing: Simulate customer service scenarios to practice responses and problem-solving. • Why: Focused training on customer service and POS systems ensures counter staff can efficiently manage transactions and deliver excellent customer service. Each technique is chosen to match the specific needs and responsibilities of the role, ensuring comprehensive skill development and effective job performance. Translating Strategy into HR Policies and Practices Case: The Hotel Paris: The New Training Program – In this case, HR manager Lisa Cruz must formulate functional policies and activities that support the hotel’s competitive strategy and elicit required employee behaviors and competencies. 1. Based on what you read in this chapter, what do you suggest Lisa and her team do first with respect to training? Why? Answer: Lisa should review employee performance evaluation forms to determine whether and where there are deficits. Customer feedback may also indicate whether there is a need for certain types of training. 2. Have Lisa and the CFO sufficiently investigated whether training is really called for? Why? What would you suggest? Answer: No. Although there are large differences in such measures as spending as a percentage of payroll, that in itself does not mean training is lacking. On-the-job training costs little and may be taking place on an informal, and therefore unmeasured, basis. Additionally, such things as employee tenure may be having an effect on training costs. If Hotel Paris employees have been there for many years, they may require less training than the employees of a hotel which has high turnover. Lisa needs to analyze the need for training more thoroughly 3. Based on what you read in this chapter, and what you may access via the Web, develop a detailed training program for one of these hotel positions: security guard, housekeeper, or valet/doorperson. Answer: To develop a detailed training program for a hotel position, let’s choose the housekeeper role. This position is crucial for maintaining the cleanliness and overall guest satisfaction in a hotel. The training program will be designed to ensure housekeepers are well-equipped to perform their duties efficiently and professionally. Training Program for Housekeepers 1. Orientation and Introduction • Overview of the Hotel: • Hotel history, mission, and values. • Organizational structure and key contacts. • Importance of the housekeeper’s role in guest satisfaction. • Hotel Policies and Procedures: • Health and safety regulations. • Confidentiality and guest privacy. • Emergency procedures and reporting. 2. Job-Specific Training • Daily Responsibilities: • Detailed description of daily tasks (e.g., cleaning rooms, replenishing supplies, and handling guest requests). • How to prioritize tasks based on guest needs and checklists. • Cleaning Procedures: • Room cleaning techniques (dusting, vacuuming, disinfecting). • Handling different types of surfaces and materials. • Proper use of cleaning chemicals and equipment. • Infection control practices. • Bed Making and Linen Management: • Techniques for making beds to hotel standards. • Handling and laundering linens. • Managing and rotating linen inventory. • Guest Interaction: • Professional communication skills. • Handling special requests and guest complaints. • Maintaining a courteous and respectful demeanor. 3. Technical Skills Training • Equipment Use: • Training on the use of cleaning equipment (vacuum cleaners, floor buffers). • Maintenance and troubleshooting of equipment. • Chemical Handling: • Safe handling and storage of cleaning chemicals. • Understanding Material Safety Data Sheets (MSDS). • Proper disposal of hazardous materials. 4. Safety and Compliance • Workplace Safety: • Proper lifting techniques and ergonomics. • Slip, trip, and fall prevention. • Personal protective equipment (PPE) usage. • Regulatory Compliance: • Adherence to local health and safety regulations. • Compliance with hotel-specific policies. 5. Customer Service and Communication • Service Excellence: • Importance of a positive attitude and attention to detail. • Techniques for ensuring guest satisfaction. • Handling difficult situations and complaints professionally. • Communication Skills: • Effective verbal and non-verbal communication. • Listening skills and empathy. 6. Hands-On Practice and Evaluation • On-the-Job Training: • Shadowing experienced housekeepers. • Practice cleaning rooms under supervision. • Real-life scenarios and role-playing for guest interactions. • Performance Evaluation: • Regular assessments based on cleanliness, efficiency, and guest feedback. • Providing constructive feedback and areas for improvement. 7. Ongoing Training and Development • Continued Education: • Updates on new cleaning techniques and products. • Workshops on customer service and advanced skills. • Feedback and Improvement: • Regular check-ins and feedback sessions. • Encouraging self-assessment and goal setting. This training program ensures that housekeepers are well-prepared to deliver high standards of cleanliness and customer service, contributing to an excellent guest experience at the hotel. KEY TERMS Solution Manual for Human Resource Management Gary Dessler 9780132668217, 9780134235455, 9780135172780
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