HUMAN RESOURCE MANAGEMENT

REVIEWER FOR CHRA TRAINING AND DEVELOPING EMPLOYEES

and mutual respect.

1.0 Orienting and Onboarding New
Employees
1.2 The Orientation Process

● Carefully selecting employees doesn’t

guarantee they’ll perform effectively. ● Onboarding ideally begins before the
● Making sure your employees do know person’s first day, with a welcome note,
what to do and how to do it is the orientation schedule, and list of
purpose of orientation and training documents (such as tax documents)
needed the first day.
● The length of the onboarding program
1.1 The Purposes of Employee depends on what you cover.
Orientation/Onboarding ● The human resource specialist (or, in
smaller firms, the office manager)
performs the first part of the orientation
Employee Orientation (or Onboarding)
by explaining basic matters like working
● A procedure for providing new
hours and benefits. Then the supervisor
employees with basic background
continues by explaining the department’s
information about the firm.
organization, introducing the person to
● Provides new employees with the basic
his or her new colleagues, familiarizing
background information (such as
him or her with the workplace, and
computer passwords and company
reducing first-day jitters.
rules) they need to do their jobs; ideally it
should also help them start becoming
Orientation
emotionally attached to and engaged in
● should provide information on matters
the firm.
such as employee benefits, personnel
● “How to get things done”
policies, safety measures and
regulations, and a facilities tour; making
The manager wants to accomplish four things
the new employee feel special and proud
when orienting new employees:
about working for the company is
advisable.
1. Make the new employee feel welcome
and at home and part of the team.
Two things seem to show managers that the
people they’re orienting are engaged:
2. Make sure the new employee has the
basic information to function effectively,
1) Show you’re trying to master and
such as e-mail access, personnel policies
perform the tasks at hand (such as
and benefits, and work behavior
learning about the new job and
expectations.
company).
2) Show you’re trying to assimilate socially,
3. Help the new employee understand the
for instance by interacting with new
organization in a broad sense (its past,
colleagues.
present, culture, and strategies and
vision of the future).
The Employee Handbook
● Legally binding commitments
4. Start socializing the person into the
● Should include a disclaimer stating
firm's culture and ways of doing things.
“nothing in this handbook should be
taken as creating a binding contract
For example, the Mayo Clinic’s “heritage and
between employer and employees, and
culture” program emphasizes Mayo Clinic values
all employment is on an at will basis.”
such as teamwork, integrity, customer service,

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● Do not insert statements such as “No had to reformulate its strategy. It

employee will be fired without just case” broadened its offerings, and today is the
or statements that imply or state that second-largest dispenser of flu shots in
employees have tenure. the United States. Its in-store health
clinics provide medical care. It purchased
Orientation Technology drugstore.com.
● To support orientation
● Users can search their company’s
2.2 The ADDIE Five-Step Training Process
directory for names, images, and contact
information; call or email coworkers
directly; and view physical addresses on ● The gold standard here is still the basic
Google Maps. analysis-design-develop-implement-evalu
● Employers use team activities and ate (ADDIE) training process model that
gamification (Awarding points for training experts have used for years.
completing parts of the program, for
instance) to energize their onboarding 1. Analyze the training need.
programs. 2. Design the overall training program.
3. Develop the course (actually
2.0 Overview of the Training Process assembling/creating the training
materials).
4. Implement training, by actually training
● Directly after orientation, training should the targeted employee group using
begin. methods such as on-the-job or online
training.
Training 5. Evaluate the course’s effectiveness.
● The process of teaching new or current
employees the basic skills they need to
perform their jobs such as showing new 2.3 Analyzing the Training Needs
salespeople how to sell your product. The training needs analysis may address the
● Might involve having the current employer’s strategic/longer-term training needs
jobholder explain the job to the new hire, and/or its current training needs.
or multi week classroom, or internet
classes. Strategic Goals
● Often means the firm will have to fill new
Negligent Training jobs.
● A situation where an employer fails to
train adequately, and the employee Strategic Training Needs Analysis
subsequently harms a third party. ● Identifies the training employees will
need to fill these future jobs.
2.1 Aligning Strategy and Training
Current Employees’ Training Needs Analysis
● The main task for new employees is to
● The employer’s strategic plans should determine what the job entails and to
guide its long-range training goals. break it down into subtasks, each of
● In essence, the task is to identify the which you then teach to the new
employee behaviors the firm will need in employees.
order to execute its strategy, and then to ● Analyzing current employees’ training
deduce what skills and knowledge needs is more complex; because you
employees will need. Then, put in place must also ascertain whether training is
training goals and programs to instill the solution.
these competencies.
● For example, with the health-care Task Analysis
landscape changing, the Walgreens chain ● A detailed study of a job to identify the

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specific skills REQUIRED. ● One expert says, “Perhaps the biggest

● Here job descriptions and job trap that trainers fall into is [developing]
specifications are essential. training for problems that training just
● They list the job’s specific duties and won’t fix.” For instance, the better
skills, which are the basic reference solution might be to change the
points in determining the training incentives.
required. Managers also uncover training
needs by reviewing performance Competency Model
standards, performing the job, and ● A graphic model that consolidates
questioning current jobholders and usually in one diagram, a precise
supervisors. overview of the competencies (The
knowledge, skills, and behaviors)
Performance Analysis someone would need to do a job well.
● To identify current employees’ training ● It includes 10 core trainer competencies,
NEEDS. including being able to achieve
● The process of verifying that there is a performance improvement, instructional
performance deficiency and determining design, and training delivery.
whether the employer should correct
such deficiencies through training or Instructional Design
some other means (like transferring the ● Designing, creating, and developing
employee). formal learning solutions to meet
● Begins with comparing the person’s organizational needs; analyzing and
actual performance to what it should be; selecting the most appropriate strategy,
doing so, helps to confirm that there is a methodologies, and technologies to
performance deficiency and (hopefully) maximize the learning experience and
helps the manager to identify its cause. impact.

Ways to identify how a current employee is Competencies-oriented training

doing include: ● Similar to other training
● Trainees often learn through a mix of
1) Performance appraisals real-world exercises, teamwork, classes,
2) Job-related performance data (including and online resources, under a learning
productivity, absenteeism, and tardiness, coach;
grievances, waste, late deliveries, product ● The aim is to show mastery of particular
quality, repairs, and customer complaints) competencies.
3) Observations by supervisors or other
specialists
2.4 Designing the Training Program
4) Interviews with the employee or his or
her supervisor
5) Test of things like job knowledge, skills, Design
and attendance ● Means planning the overall training
6) Attitude surveys program including training objectives,
7) Individual employee daily diaries delivery methods, and program
8) Assessment center results evaluation.
9) Special performance gap analytical ● Substeps include:
software, such as from Saba Software, (1) Setting performance objectives
Inc. (2) Creating a detailed training
outline (all training program steps
Can’t Do/Won’t Do from start to finish)
● The aim here is to distinguish between (3) Choosing a program delivery
can’t do and won’t do problems. method (such as lectures or web)
● First, determine whether it is a can’t do (4) Verifying the overall program
problem and, if so, its specific causes. design with management.

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● Should include summaries of how you do something (even if he or she has the
plan to set a training environment that requisite ability).
motivates your trainees both to learn and
to transfer what they learn to the job. Expectancy Theory
● It is also here that the manager reviews ● Shows us that the trainees need to know
possible training program content they have the ability to succeed in the
(including workbooks, exercises, and program, and that the value to them of
activities) and estimates a training completing the program is high.
program budget.
Self-efficacy
Setting Learning Objectives ● Crucial– trainees must believe they have
● The trainer should clearly define the the capacity to succeed.
program’s desired learning outcomes.
● “Clients” will usually phrase their training
2.5 Make the Learning Meaningful
requests in broad terms, such as “We
need sales training”.
● Training, development, learning, or (more 1) Provide a bird’s-eye view of the material.
generally) instructional objectives should (Overview)
specify in measurable terms what the 2) Use familiar examples.
trainee should be able to do after 3) Organize the information so you can
successfully completing the training present it logically.
program. 4) Use familiar terms and concepts.
5) Use visual aids.
Learning Objectives 6) Create a perceived training need in
● Should first address any performance trainees’ minds.
deficiencies that you identified 7) Goal setting is important.
● Focus on ensuring that the team
members get the product knowledge
they need to boost sales.
2.6 Make Skills Transfer Obvious and Easy
● Must be practical, given the constraints.
Constraints:
1) Financial 1) Maximize the similarity between the
2) Time constraints training situation and the work situation.
2) Provide adequate practice.
Creating a Motivational Learning Environment 3) Label or identify each feature of the
● They know the best training starts not machine and/or step in the process.
with a lecture but by making the material 4) Direct the trainees’ attention to important
meaningful. aspects of the job.
● Learning – requires both ability and 5) Provide “heads up” information.
motivation, and the training program’s 6) Trainees learn best at their own pace.
design should accommodate both. 7) Intermingle opportunities for trainees to
use their new skills and knowledge
Ability throughout the training.
● The learner-trainee needs (among
other things) the required reading,
2.7 Reinforce the Learning
writing, and mathematical skills.
● Trainees are rarely homogenous,
for instance, in terms of 1) Trainees learn best when the trainers
intellectual capacity. immediately reinforce correct responses,
perhaps with a quick “well done”.
● The learning must also be motivated. 2) Learning diminishes late in the day.
● No manager should waste his or her time Partial day training is generally superior
showing a disinterested employee how to to fll-day training.

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3) Provide follow-up assignments at the methods.

close of training, so trainees are
reinforced by applying back on the job Before the actual training:
what they’ve learned. ● send announcements far in advance
4) Incentivize. ● provide directions
● provide a contact
● make sure participants have pre-training
materials
2.8 Ensure Transfer of Learning to the Job
During training:
Prior to Training – get the trainee and supervisor ● make sure all participants have a point of
input in designing the program, institute a contact in case they have questions or
training attendance policy, and encourage need guidance.
employees to participate.
After training:
During Training – provide trainees with training ● remember training does not end when
experiences and conditions (surroundings, the program ends.
equipment) that resemble the actual work ● periodically ascertain that trainees are
environment. transferring their learning to the job.

After training – reinforce what trainees learned,

3.1 On-The-Job Training
for instance, reward employees for using new
skills.
On-the-Job training (OJT)
The Cloud ● Training a person to learn a job while
● refers to placing software programs and working on it.
services on vendors’ remote servers, ● Every employee, from mailroom clerk to
from which they can then deliver these CEA, should get on-the-job training when
programs and services seamlessly to he or she joins a firm.
employees’ digital devices.
Types of On-the-Job Training
Cloud-based training
● revolutionized training, by enabling 1) Coaching or Understudy Method
employes to outsource much or alll of ● An experienced worker or the
their training activities trainee’s supervisor trains the
employee.
Program Development ● This may involve simply
● means actually assembling the observing the supervisor, or
program’s training content and (preferably) having the supervisor
materials. or job expert to show the new
● It means choosing the specific content employee the ropes,
the program will present, as well as step-by-step.
designing/choosing the specific
instructional methods (lectures, cases, 2) Job Rotation
web-based, and so on) you will use. ● An employee (usually a
management trainee) moves
from job to job at planned
3.0 Implementing the Training Program intervals

3) Special Assignments
Implement
● Give lower-level executives
● means actually provide the training, using
firsthand experience in working
one or more of the instructional
on actual problems.

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training sheet show trainees what to do,

4) Peer-to-Peer Development and the key points show how it’s to be
● The employer selects several done–and why as follows:
employees who spend several
days per week over several
months learning what the
technology or change will entail,
and then spread the new skills
and values to their colleagues
back on the job,

3.2 Apprenticeship Training

Apprentice Training
● A structured process by which people 3.5 Lectures
become skilled workers through a
combination of classroom instruction
and on-the-job training, often under a Lecturing
master craftsperson’s tutelage. ● A quick and simple way to present
knowledge to large groups of trainees, as
when the sales force eds to learn a new
3.3 Informal Learning product’s features

Informal Learning Guidelines for presenting a lecture:

● Training experts use the notation 1) Don’t start out on the wrong foot (for
“70/20/10” to show that as a rule, 70% of instance, with an irrelevant joke).
job learning occurs informally on or off 2) Speak only about what you know well.
the job, 20% reflects social interactions 3) Remember that clarity is king.
(for instance, among employees on the 4) Give your listeners signals.
job) and only 10% is actual formal 5) Use anecdotes and stories to show
training. rather than tell.
● would include participating in meetings, 6) Be alert to your audience.
coaching other people, attending 7) Maintain eye contact with the audience.
conferences, searching the Internet for 8) Make sure everyone can hear. Repeat
information, working with customers, job questions that you get from trainees.
rotation, reading books and journals, 9) Leave hands hanging naturally at your
playing video games, and watching tv. sides.
10) Talk from notes or PPT slides, rather than
from a script.
3.4 Job Instruction Training

3.6 Programmed Learning

Job Instruction Training (JIT)
● Sequence of steps best learned
step-by-step. Programmed Learning
● Listing each job’s basic tasks along with ● A systematic method for teaching job
key points, in order to provide skills, involving presenting questions or
step-by-step training for employees. facts, allowing the person to respond, and
● First, list the job’s required steps each in giving the learner immediate feedback on
its proper sequence. the accuracy of his or her answers.
● Then, list a corresponding “key point” (if ● A step-by-step, self-learning method that
any) beside each step. consists of three parts:
● The steps in such a job instruction a) Presenting questions, facts, or

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problems to the learner their new skills when they are

b) Allowing the person to respond back on their jobs.
c) Providing feedback on the
accuracy of answers, with
3.8 Audiovisual-Based Training
instructions on what to do next
● Presents facts and follow-up questions
frame by frame. ● like DVDs, films, powerpoint, and
● What the next question is often depends audiotapes are still used.
on how the learner answers the previous
question. The built-in feedback from the
3.9 Vestibule Training
answers provides reinforcement.
● Reduces training time.
● It also facilitates learning by letting ● Trainees learn on actual or simulated
trainees learn at their own pace, get equipment but are trained off the job
immediate feedback, and reduce their (perhaps in a separate room or
risk of error. vestibule).
● necessary when it’s too costly or
dangerous to train employees on the job.
3.7 Behavior Modeling

3.10 Electronic Performance Support

Behavior Modeling
● Involves : Systems (EPSS)
(1) showing training the right (or “model”)
way of doing something Electronic Performance Support Systems
(2) letting trainees practice that way (EPSS)
(3) giving feedback on the trainees’ ● Sets of computerized tools and displays
performance that automate training, documentation,
● One of the most widely used, and phone support; integrate this
well-researched, and highly regarded automation into applications; provide
psychologically based training support that’s faster, cheaper and more
inventions effective than traditional methods.
● The basic procedure is as follows: ● Performance support systems are
modern job aids.
1) Modeling
● Trainees watch live or video Job Aids
examples showing models ● A set of instructions, diagrams, or
behaving effectively in a problem similar methods available at the job to
situation. guide the worker.
● Work particularly well on complex jobs
2) Role-playing that require multiple steps or where it’s
● The trainees get roles to play in a dangerous to forget a step.
simulated situation; here they are ● For example, airline pilots use job aids (a
to practice the effective behaviors checklist of things to do prior to takeoff).
demonstrated by the models

3) Social Reinforcement 3.11 Videoconferencing

● The trainer provides
reinforcement in the form of ● Involves delivering programs over
praise and constructive broadband lines, the Internet, or
feedback. satellite.
● Vendors such as Cisco ofer video
4) Transfer of Training conference products such as Webex and
● Trainees are encouraged to apply

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TelePresence. Learning Management Systems (LMS)

● are special software tools that support
online training by helping employers
3.12 Computer-Based Training
identify training needs and to schedule,
deliver, assess, and manage the online
Computer-Based Training training itself
● Uses interactive computer-based ● includes a course catalog,
systems to increase knowledge or skills. supervisor-approved self-enrollment, and
● For example, employers use CBT to pre- and post course tests.
teach employees safe methods for ● Other typical LMS features include a
avoiding falls. course library, quizzes, reports and
● Increasingly realistic. dashboards (for monitoring training
● For example, interactive multimedia performance), gamification elements
training integrates text, video, graphics, (such as points and badges), messaging
photos, animation, and sound to create a and notification systems, and a facility
complex training environment with which for scheduling and delivering both virtual
the trainee interacts. and classroom training.

Simulated Learning Blended Learning

● Means different things to different ● Trainees use multiple delivery methods
people (such as manuals, in-class lectures, and
● Answers included “virtual reality-type Web-based seminars or “webinars”) to
games,” “step-by-step animated guide,” learn the material.
“scenarios with questions and decision
trees overlaying animation,” and “online Learning Portal
role-play with photos and videos.” ● Offers employees online access to
training courses.
Computerized Simulations ● Many employers arrange to have an
● Interactive learning online training vendor make its courses
● Realism into their training available via the employer’s portal.

Virtual Reality (VR) Virtual Classroom

● Puts the trainee in an artificial ● Teaching method that uses special
three-dimensional environment that collaboration software to enable multiple
simulates events and situations remote learners, using their PCs or
experienced on the job. laptops, to participate in live audio and
● Sensory devices transmit how the visual discussions, communicate via
trainee is responding to the computer, written text, and learn via content such
and the trainee “sees, feels, and hears” as PowerPoint slides.
what is going on, assisted by special
goggles and sensory devices. Mobile Learning (or “On-Demand Learning”)
● Means delivering learning content on the
learner’s demand, via mobile devices like
3.13 Online/Internet-Based Training
smartphones, laptops, and tablets,
wherever and whenever the learner has
● Most employers are moving from the time and desire to access it.
classroom-based to online-based
learning because of the efficiencies Micro Learning
involved. ● The essential requirement here is to link
● Employers use online learning to deliver desired outcomes (such as quickly
almost all the types of training we’ve brushing up on “how to close a sale”)
discussed to this point. with concise and targeted micro lessons.
● To facilitate this, its training department

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often breaks up, say, an hour program ● May thus range from basic remedial
into “micro” 10-minute pieces. skills (for instance, English as a second
● Requires “stripping down” the message language) to college degrees.
to its essentials.
Literacy Training
Web 2.0 Learning ● One in seven workers can’t read their
● Training that uses online technologies employers’ manuals.
such as social networks, virtual worlds ● Another simple approach is to have
(such as Second Life), and systems that supervisors teach basic skills by giving
blend synchronous and asynchronous employees writing and speaking
delivery with blogs, chat rooms, exercises.
bookmark sharing, and tools such as 3-D ● Manual; How to use the index
simulations.
Diversity Training
Collaborative Peer Forums ● Aims to improve cross-cultural
● Require trainee teams to virtually “sell” sensitivity, so as to foster more
their sales solution to an executive. harmonious working relationships
among a firm's employees.
Scenario-based E-Learning ● It typically includes improving
● Involves inserting realistic problems interpersonal skills, understanding and
(“work scenarios”) into trainees’ valuing cultural differences, improving
e-learning lessons. technical skills, socializing employees
into the corporate culture, indoctrinating
Guidelines 2.0 requires that educational and new workers into the U.S. work ethic,
training content be perceivable, operable, improving English proficiency and basic
understandable, and robust for people with math skills, and improving bilingual skills
handicaps: for English-speaking employees

➢ Perceivable: the program provides

3.15 Team Training
captions for multimedia and enables
them to see and hear content.
Team Training
➢ Operable: users have enough time to use ● Focused on technical, interpersonal, and
the content. team management issues.
● In terms of technical training, for
➢ Understandable: the text is readable and instance, management encouraged team
understandable. employees to learn each other’s jobs, to
encourage flexible team assignments.
➢ Robust: the program is compatible with ● Typically includes interpersonal skills
browsers and uses tools. training such as in listening,
communicating, handling conflict, and
negotiating.
3.14 Lifelong and Literacy Training ● Effective teams also require team
Techniques management skills, for instance, in
problem solving, meetings management,
Lifelong Learning consensus decision making, and team
● Provides employees with continuing leadership.
learning experiences over their tenure ● Many employers use team training to
with the firm, with the aims of ensuring build more cohesive management
they have the opportunity to learn the teams.
skills they need to do their jobs and to ● Some use outdoor “adventure” training
expand their occupational horizons. for this. This involves taking the
management team out into rugged

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terrain, perhaps to learn “survival” skills Job Rotation

and thereby foster trust and cooperation. ● A management training technique that
involves moving a trainee from
Cross training department to department to broaden
● Means training employees to do his or her experience and identify strong
different tasks or jobs than their own; and weak points.
doing so facilitates job rotation, as when ● The trainee may be a recent college
you expect team members to graduate, or a senior manager being
occasionally share jobs or parts of jobs. groomed for further promotion.
● In addition to providing a well-rounded
4.0 Implementing Management experience, job rotation helps avoid
Development Programs stagnation, through the constant
introduction of new points of view in
each department.
Management Development
● Periodic Job Changing can also improve
● Is any attempt to improve managerial
interdepartmental cooperation:
performance by imparting knowledge,
managers become more understanding
changing attitudes, or increasing skills.
of each other’s problems; and rotation
● It thus includes in-house programs like
widens one’s acquaintances among
courses, coaching, and rotational
management.
assignments
Coaching/Understudy Approach
4.1 Strategy’s Role in Management ● In this on-the-job method, the trainee
Development works directly with a senior manager or
with the person he or she is to replace;
the latter is responsible for the trainee’s
● Management development programs
coaching.
should reflect the firm's strategic plans.
● For example, strategies to enter new
Action Learning
businesses or expand overseas imply
● A training technique by which
that the employer will need succession
management trainees are allowed to
plans to obtain and/or develop managers
work full-time analyzing and solving
who have the skills to manage these new
problems in other departments.
businesses.
● Management development supports the
Stretch Assignments
employer’s succession planning process.
● Are assignments that “push employees
beyond their comfort zone,” placing
Succession Planning
them in jobs and assignments different
● Involves developing workforce plans for
from and more demanding than those to
the company’s top positions;
which they are accustomed.
● It is the ongoing process of
● Critical Issue: To understand the
systematically identifying, assessing,
employee’s capabilities.
and developing organizational
leadership to enhance performance.
4.3 Off-the-Job Management Training and
4.2 Managerial On-the-Job Training and Development Techniques
Rotation
Case Study Method
Managerial on-the-job training methods include
● A development method in which the
job rotation, the coaching/understudy approach,
manager is presented with a written
and action learning.
description of an organizational problem
to diagnose and solve.

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● The person then analyzes the case, general, the best corporate universities
diagnoses the problem, and presents his (1) actively align offerings with
or her findings and solutions in a corporate goals
discussion with other trainees. (2) focus on developing skills that
support business needs,
Management Game (3) evaluate learning and
● A development technique in which teams performance
of managers compete by making (4) use technology to support
computerized decisions regarding learning
realistic but simulated situations. (5) partner with academia
● Realistic decisions in simulated
situations. Dynamic Knowledge
● People learn best by being involved, and ● Is real-time content. . . such as e-mails,
games gain such involvement. instant messages, or conference calls.
● They also help trainees develop
problem-solving skills, and focus Moderated Content
attention on planning rather than just ● “Includes best practices, such as case
putting out fires. studies or wikis that capture information
● They can develop leadership skills and about situations where we did well and
foster cooperation and teamwork. how we did it.

University-Related Programs Codified Content

● Many universities provide executive ● More formal documentation of official
education in leadership, supervision, and company practices, and includes
the like. These can range from 1- to installation guides, help files, and formal
4-day programs to executive training or courses.
development programs lasting 1 to 4
months. Executive Coach
● An outside consultant who questions the
Role-Playing executive’s associates in order to identify
● A training technique in which trainees act the executive’s strengths and
out parts in a realistic management weaknesses, and then counsels the
situation. executive so he or she can capitalize on
● Aim: To create a realistic situation and those strengths and overcome the
then have the trainees assume the parts weaknesses.
(or roles) of specific persons in that
situation. Society for Human Resource Management
● When combined with the general (SHRM)
instructions and other roles, role-playing ● Encourages HR professionals to qualify
can trigger spirited discussions among for certification by taking examinations.
the trainees. The aim is to develop The society offers several preparatory
trainees’ skills in areas like leadership and training programs.
delegating. ● These include self-study, and a
● May also help someone to be more college/university option that includes
sensitive to others’ feelings. classroom interaction with instructors
and other learners.
In-house Development Centers
● Corporate Universities
4.4 Characteristics of Effective Leadership
● A company-based method for exposing
prospective managers to realistic Development Programs
exercises to develop improved
management skills. ● The best programs begin with a thorough
● As with management development in

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needs analysis to determine tangible ● To Lewin, all behavior in organizations

program goals; mandatory participation was a product of two kinds of forces:
in the program is as effective as those striving to maintain the status quo
voluntary participation; and those pushing for change.
● Self-administered programs are less ● Implementing change thus means
effective than trainer-based programs; reducing the forces for the status quo or
practice-based programs are more building up the forces for change.
effective than information based ● Lewin’s process consists of three steps:
programs;
● Providing feedback to trainees boosts 1) Unfreezing
the program’s effectiveness; on-site ○ means reducing the forces that
programs (at the company’s facilities) are striving to maintain the
are generally more effective than off-site status quo, usually by presenting
training programs; face-to-face a provocative problem or event to
leadership training programs are more get people to recognize the need
effective than virtually based programs; for change and to search for new
and leadership training is as effective for solutions.
senior-level leaders as for lower-level
ones. 2) Moving
○ Means developing new
5.0 Managing Organizational Change behaviors, values, and attitudes.
Programs ○ The manager may accomplish
this through organizational
● Top reasons included employees structure changes, through
resisting the changes, insufficient conventional training and
resources devoted to the effort, development activities, and
individual productivity declining as sometimes through the other
employees become distracted, leaders organizational development
resisting the changes, and the techniques.
organization chart changes but the
people are still working the same. 3) Refreezing
● In addition, clarity of purpose is ○ Means building in reinforcement
essential. to make sure the organization
● For example, two change experts say doesn’t slide back into its former
that most major change programs (or ways of doing things—for
“transformations”) aim to achieve one of instance, change the incentive
five basic purposes or “quests”: system.
1. Customer Focus
2. Nimbleness To bring about a desired organizational change
3. Innovation at work:
4. Sustainability
5. Boosting Global Presence. ■ Establish a sense of urgency. (Analyst’s
● The hardest part is often overcoming report)
employee resistance. Individuals, groups, ■ Mobilize commitment through joint
and even entire organizations tend to diagnosis of problems. (Task force)
resist change. ■ Create a guiding coalition.
■ Develop and communicate a shared
Lewin’s Change Process vision of what you see coming from the
● Kurt Lewin formulated a model to change. (Keep vision simple.)
summarize the basic process for ■ Help employees make the change.
implementing a change with minimal ■ Aim first for attainable short-term
resistance. accomplishments.
■ Reinforce the new ways of doing things

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with changes to the company’s systems Survey Research

and procedures. ● It requires having employees, usually
■ Monitor and assess progress. throughout the organization, complete
attitude surveys.
● The facilitator then uses those data as a
5.1 Using Organizational Development
basis for problem analysis and action
Beyond this process, there are many other ways planning.
to reduce resistance. ● Surveys are a convenient way to
unfreeze a company’s management and
Organizational Development employees. They provide a comparative,
● A special approach to organizational graphic illustration of the fact that the
change in which employees themselves organization does have problems to
formulate and implement the change solve.
that’s required.

1. It usually involves action research, which

means collecting data about a group,
department, or organization, and feeding
the information back to the employees
so they can analyze it and develop
hypotheses about what the problems
might be.
2. It applies behavioral science knowledge
to improve the organization’s
effectiveness.
3. It changes the organization in a
particular direction—toward 6.0 Evaluating the Training Effort
empowerment, improved problem
solving, responsiveness, quality of work,
and effectiveness. ● There are several things you can
measure: participants’ reactions to the
Team-Building Meetings program, what (if anything) the trainees
● Begins with the consultant interviewing learned from the program, and to what
each of the group members and the extent their on-the-job behavior or
leader before the meeting. results changed as a result of the
● They are asked what their problems are, program.
how they think the group functions, and ● There are two basic issues to address
what obstacles are keeping the group when evaluating training programs.
from performing better.
● The consultant then categorizes the (1) One is the design of the evaluation study
interview data into themes (such as and, in particular, whether to use
“inadequate communications”) and controlled experimentation.
presents the themes to the group at the (2) The second is, “What should we
start of the meeting. measure?”
● The group ranks the themes in terms of
importance, and the most important 6.1 Designing the Study
ones become the agenda for the
meeting. The group then explores and
discusses the issues, examines the ● In deciding how to design the evaluation
underlying causes of the problems, and study, the basic concern is this: How can
begins devising solutions. we be sure that the training (rather than,
say, a company-wide wage increase)
caused the results that we’re seeing?

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The time series design is one option. the store’s complaint department
more courteous toward
disgruntled customers?

4) Results
● Most importantly, ask, “What
results did we achieve, in terms
of the training objectives
previously set?”
● For example, did the number of
customer complaints diminish?
● Reactions, learning, and behavior
are important.
● But if the training program doesn’t
produce measurable
performance-related results, then
it probably hasn’t achieved its
goals.

Controlled Experimentation
● Formal methods for testing the
effectiveness of a training program,
preferably with before-and-after tests and
a control group.
● Uses a training group and a control group
that receives no training.

6.2 Training Effects to Measure

The widely used Kirkpatrick Model of training

evaluation (named for its developer) lists four
training affects employers can measure:

1) Reaction
● Evaluate trainees’ reactions to the
program.
● Did they like the program?
● Did they think it worthwhile?

2) Learning
● Test whether they learned the
principles, skills, and facts they
were supposed to learn.

3) Behavior
● Ask whether the trainees’
on-the-job behavior changed
because of the training program.
● For example, are employees in

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