CHAP 8 REVIEW by MR Andries

CHAPTER 8: TRAINING AND
DEVELOPING EMPLOYEES
I. Orienting and Onboarding new employees.
1. The purpose of employee orientation/onboarding.
 Employee orientation/onboarding:
- Provides new employees with the basic background information
(computer passwords, company rules, etc.) they need to do their jobs.
- Help them start becoming emotionally attached to and engaged in the
firm.
 Accomplishing 4 things when orienting new employees:
- Make them feel welcome, at home and a part of the team.
- Make sure that they have basic information to function effectively (email
access, personnel policies and benefits, expectations in terms of work
behaviour).
- Help them understand the firm in a broad sense (past, present, cultures,
vision of future).
- Socializing the person into the firm’s culture and ways of doing things.
2. Orientation Process.
 The length of the process depends on what you want to cover.
 Most takes several hours.
 The HR specialists (office managers in smaller firms) perform the first part of
the orientation by explaining basic matters like working hours and benefits.
Then:
- Explaining the department’s organization.
- Introducing him/her to their new colleagues.
- Familiarizing them with the workplace.
- Reducing first-day jitters.
 Supervisors should be vigilant.
Example: - Facilities tour (take them go our the company and observe
machines,...) (phải coi lại)
 The Employee Handbook: a book including statements of company policies,
benefits, and regulations do not constitute the terms and conditions of an
employment contract, either expressed or implied.
 Orientation Technology.
II. Overview of the Training Process.
 Training: giving new or current employees the skills that they need to perform
their jobs, such as showing new salespeople how to sell your product.
1. Knowing your employment law.

 Training and the law:
 Inadequate training can also expose the employer to liability for negligent
training.
 Negligent training: A situation where an employer fails to train adequately,
and subsequently harms a third party.
 Aligning Strategy and Training:

 The employer’s strategic plans should govern its training goals.
 In essence, the task is to identify the employee behaviours the firm will need
to execute its strategy, and from that deduce what competencies (skills,
knowledge) employees will need.
2. The ADDIE Five-Step Training Process.

 Step 1: Analyse the training need  address the employer’s strategic/longer
term training needs and/or its current training needs.
 Strategic training needs analysis:
- Identifies the training employees will need to fill these future jobs.
- Strategic goals often mean the firm will have to fill new jobs.
 Current training needs analysis:
- Most training efforts aim to improve current performance- specifically
training new employees, and those whose performance is deficient.
- The main task for new employees is to determine what the job entails and
to break it down into subtasks, each of which you will then teach to the
new employees.
- Analysing current employees’ training needs is more complex as you must
also ascertain whether training is the solution.
 Task analysis for analysing new employees’ training needs:
- Particularly with lower-level workers.
- Task analysis is a detailed study of a job to identify the specific skills
required.
 Competency profiles and models in training and development:
- Competency model: A graphic model that consolidates, usually in one
diagram, a precise overview of the competencies (knowledge, skills,
behaviours) someone would need to do the job well.
- With many competency-oriented training programs, trainees don’t learn
just by taking class but through a mix of real-world exercises, teamwork,
and online resources, under a learning coach  Show mastery of
particular competencies.
 Performance analysis: analysing current employees’ training needs:
- Performance analysis: Verifying that there is a performance deficiency and
determining whether that deficiency should be corrected through training
or through some other means (transferring the employee).
- Ways to identify how a current employee is doing:
 Performance appraisals
 Job-related performance data (productivity, absenteeism, etc.)
 Observations by supervisors or other specialists.
 Interview with the employee or his/her supervisor.
 Tests of things like job knowledge, skills, attendance.
 Attitude surveys.
 Individual employee daily diaries.
 Assessment centre results.
 Special performance gap analytical software.
 Step 2: Design the overall training program.

 Design: Planning the overall training program including training objectives,
delivery methods, and program evaluation.
 Sun-steps: Including setting performance objectives, creating detailed training
outline (all training program steps from start to finish), choosing a program
delivery method (lectures/Web), and verifying the overall program design
with management.
 Setting learning objectives:
- Training, development, learning, or instructional objectives should specify
in measurable terms what the trainee should be able to do after
successfully completing the training program.
- One constraint is financial. The employer will generally want to see and
approve a training budget for the program.
 Creating a motivational learning environment:
- The best training starts not with a lecture but by making the material
meaningful.
- Learning requires both ability and motivation.
 Making the learning meaningful:
- At the start of the training, provide a bird’s-eye view of the material that
you are going the present.
- Use familiar examples.
- Organize the information so that you can present it logically, in meaningful
units.
- Use terms and concepts that are already familiar to trainees.
- Use visual aids.
- Create a perceived training need in trainees’ minds.
 Make skill transfer obvious and easy:
- Maximize the similarity between the training situation and the work
situation.
- Provide adequate practice.
- Label or identify each feature of the machine and/or step in the process.
- Direct the trainees’ attention to important aspects of the job.
- Provide “heads-up” information (let trainees know what would occurs
while working).
- Trainees learn best at their own pace.
 Other training design issues:
- Managers:
 Review alternative training methodologies (lectures, Web-based,
etc.) and choose the likely methods for their program.
 Decide how to organize the various training content components,
choose how to evaluate the program, develop an overall summary
plan for the program, and obtain management’s approval to move
ahead.
 Step 3: Develop the course (actually assembling/creating the training

materials).
 Program development:
- Assembling the program’s training content and materials.
- Choosing the specific content which the program will present as well as
designing/choosing the specific instructional methods (lectures, cases,
Web-based, etc.) you will use.
 Step 4: Implement training, by actually training the targeted employee group

using methods such as on-the-job or online training.
 Implement: Provide the training, using one or more of the instructional
methods.
 On-the-job training (OJT): Training a person to learn a job while working on it.
 Types of OJT:
- Coaching/Understudy method: An experienced worker or the trainee’s
supervisor trains the employee.
- Job rotation: An employee (usually management trainee) moves from job
to job at planned intervals.
- Special assignments: Give lower-level executives first-hand experience in
working on actual problems.
 Apprenticeship training: A structured process by which people become skilled
workers through a combination of classroom instruction and on-the-job
training.
 Job instruction training (JIT): Using each job’s basic tasks, along with key
points, in order to provide step-by-step training for employees.
 Step 5: Evaluate the course’s effectiveness.

 Some several things that we can measure:
- Participants’ reactions to the program.
- What (if anything) the trainees learned from the program.
- To what extent their on-the-job behaviour or results changed as a result of
the program.
 Designing the Study:
- In deciding how to design the evaluation study, the basic concern is “How
can we be sure that the training caused the results that we’re trying to
measure?”
- Controlled experimentation: Formal methods for testing the effectiveness
of a training program, preferably with before-and-after tests and a control
group.
 Categories to measure: Reaction, Learning, Behaviour and Results.
* Bổ sung chapter 8:
Training
When: direct after orientation
What:
-Giving new or current employees the skills needed to perform the job
EX: current jobholder explains the job to the new hire…..
Why is it important
Aligning training and strategy

The aims of firm’s training programs must be related to the company’s strategic
goals

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CHAPTER 8: TRAINING AND

1. Knowing your employment law.

 Aligning Strategy and Training:

2. The ADDIE Five-Step Training Process.

 Step 2: Design the overall training program.

 Step 3: Develop the course (actually assembling/creating the training

 Step 4: Implement training, by actually training the targeted employee group

 Step 5: Evaluate the course’s effectiveness.

Aligning training and strategy

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