Training for Improved PerformanceChapter 9 .docx

Training for Improved Performance
Chapter 9
LEARNING OBJECTIVES After reading this chapter you
should be able to:Explain how employee training practices can
be aligned with an organization’s competitive strategy.Describe
how partnering and using a systematic process for developing
training helps an organization benefit from training.Discuss the
different ways organizations determine their training
needs.Describe various training methods and explain how to
make each more effective.Explain why the purpose of a training
evaluation should be used to guide the evaluation process.
HOW CAN STRATEGIC EMPLOYEE TRAINING IMPROVE
AN ORGANIZATION?What is Training?It is a planned effort
by a company to help employees learn job-related knowledge,
skills, and attitudes. Most organizations offer some type of
training. Various formats are used. Such asLarge group lectures
given by an expertOn-the-job training delivered by a
supervisorSimulations guided by a computer programSmall

group projects coordinated by an executive or online
discussions with colleagues from around the country
Training is a planned effort by a company to help employees
learn job-related knowledge, skills, and attitudes.
The vast majority of companies offer training programs, and
they come in many shapes and sizes: large group lectures given
by an expert; on-the-job training delivered by a supervisor;
simulations guided by a computer program; small group projects
coordinated by an executive; or on-line discussions with
colleagues from around the country.
The common element that defines training is that employees go
through a structured experience that helps them to learn
something they can use to improve their performance at work.
Improving Organizational EffectivenessTraining, when designed
and delivered properly, can improve the overall effectiveness of
an organization in three ways:
1. It can boost employees’ commitment and motivation.
2. Training helps employees perform their work more
effectively and efficiently.
3. Training benefits organizations is by helping them to meet
their strategic objectives
Training, when designed and delivered properly, can improve
the overall effectiveness of an organization in three ways.
First, it can boost employees’ commitment and motivation.
Opportunities to learn new skills are important in today’s
economy, so employees appreciate learning opportunities

offered by training. As a result, companies that offer more
training foster employee commitment.
Second, training helps employees perform their work more
effectively and efficiently, so the organization is able to
function better on a day-to-day basis. If you’ve ever been to a
grocery store where the cashier had not been trained to use the
cash register efficiently, then you’ve been a victim of poor
training (or, if you were really unlucky, it might have been a
combination of poor employee selection and poor training
Third, training benefits organizations is by helping them to
meet their strategic objectives. It does so by providing
employees with the specific knowledge, skills, and attitudes
necessary to make strategic initiatives a reality. In other words,
by making effective decisions regarding training, companies
ensure that the right people have the right skills for achieving
the competitive advantage sought by the strategy.
HOW IS EMPLOYEE TRAINING STRATEGIC? Training
should be aligned with the cost and differentiation strategies.A
cost leadership strategy, including both the Bargain Laborer and
Loyal Soldier strategies, requires that employees have
knowledge, skills, and attitudes that help reduce costs and
improve efficiencyBy training their employees on quality
control principles and practices, companies have been able to
become more efficient, thereby reducing costs and increasing
profits
Figure 9.1 Strategic Framework for Employee Training

HOW IS EMPLOYEE TRAINING STRATEGIC?Differentiation
strategy, including both Free Agent and Committed Expert
strategies, requires that employees be able to deliver services or
make products that are superior to the services or products
offered by competitors.Companies with this strategy work to
offer training in team-focused creativity and customer service.
A cost leadership strategy, including both the Bargain Laborer
and Loyal Soldier strategies, requires that employees have
knowledge, skills, and attitudes that help reduce costs and
improve efficiency. For example, a local restaurant that is
trying to compete based on low-cost menu items must have
employees who know how to do their work efficiently with little
waste
A differentiation strategy, including both Free Agent and
Committed Expert strategies, requires that employees be able to
deliver services or make products that are superior to the
services or products offered by competitors
Visible and hidden training costs
David Van Adelsberg and Edward A. Trolley, Running Training
Like a Business: Delivering Unmistakable Value (San
Francisco: Berrett-Koehler, 1999); National Court Appointed
Special Advocate Association, “Tips to Keep Volunteer
Training Costs Down,” 2001, retrieved online at
http://www.casanet.org on April 4, 2007.

WHAT ARE KEY PRINCIPLES FOR GETTING BENEFITS
FROM TRAINING? Transfer of training – application on the
job of knowledge, skills, or attitudes learned in
training.PartnershipSystematic ProcessTraditional modelRapid
model
The first fundamental practice for ensuring learning and transfer
is to operate training as a partnership among employees, their
managers, and human resource professionals. A partnership
between HR professionals and employees is critical because
these professionals cannot determine employees’ knowledge and
skill levels without their help. Without the support of
management, HR professionals are unlikely to be able to change
the actual behavior of employees on the job
*
Powerful Influence on Job Performance
Source: Information from Geary A. Rummler and Alan P.
Brache, Improving Performance: How to Manage the White
Space on the Organization Chart, 2nd ed. (San Francisco:
Jossey-Bass, 1995).
Figure 9.2 Two Processes for Designing Training Programs

HOW ARE TRAINING NEEDS DETERMINED? Through
Needs AssessmentTwo Types:Proactive needs assessment is a
systematic process for determining and prioritizing the training
programs to be developed and delivered by an organization. It
has three steps—organization analysis, task analysis, and person
analysis.Reactive needs assessment is a problem-solving
process used to determine whether training is necessary to fix a
specific performance problem and, if training is necessary, what
training should be delivered.
How does an organization determine what training to offer and
who should be trained?
This process is called needs assessment, and it occurs in two
different ways. First, needs assessments may be done on a
regular basis as training programs are planned and budgets are
set. This planning process requires a proactive approach to
determining training needs and developing training plans.
Second, needs assessments may also be done in a reactive
fashion in response to requests for particular training programs.
The reactive and proactive approaches are described in more
detail below.
Proactive Needs Assessment
Proactive needs assessment is a systematic process for
determining and prioritizing the training programs to be
developed and delivered by an organization. It generally has
three distinct steps—organization analysis, task analysis, and
person analysis. Each step requires different types of data.
Organization Analysis. Organization analysis requires
information about the organization’s strategic goals,
environment, resources, and characteristics. With this
information, an organization can determine whether certain
types of training would be useful for employees and for the
organization as a whole. The organization’s strategy is relevant

to decisions about training because different strategies require
different knowledge, skills, and attitudes on the part of
employees.
How to Determine Training NeedsOrganization AnalysisA
process used to identify characteristics of the organizational
environment that will influence the effectiveness of
training.Transfer of training climateEnvironmental factors that
support training, including policies, rewards, and the attitudes
and actions of management and coworkers.
How to Determine Training NeedsThrough a process known as
Task analysis.Which involves identifying the tasks performed
by trainees and the knowledge and skill necessary to perform
the tasks effectively. Who performs task analysis?Groups of job
incumbents develop lists of the tasks performed. Human
resource professionals group tasks into clusters based on
similarity. Groups of managers generate knowledge and skill
statements for each task cluster.Surveys, given to a new sample
of incumbents, verify the task, task cluster, knowledge, and
skill lists.
How to determine Training Needs.
Through a process known as Task analysis is a form of job
analysis that involves identifying the tasks performed by
trainees and the knowledge and skill necessary to perform the
tasks effectively (see Chapter 4). The methods used in task

analysis vary depending on the task being analyzed. The most
common process used when the task analysis is being done to
help design training is the following:
Groups of job incumbents develop lists of the tasks performed.
Human resource professionals group tasks into clusters based on
similarity.
Groups of managers generate knowledge and skill statements for
each task cluster.
Surveys, given to a new sample of incumbents, verify the task,
task cluster, knowledge, and skill lists.
To avoid bias in the data collection, it is generally suggested
that multiple panels and multiple assessors be involved.[ Of
course, in smaller organizations or for jobs that don’t exist yet,
it may be impossible to get information from people already
doing the job.
Three Types of Task AnalysisCompetency modeling similar to
task analysis but results in a broader, more worker-focused (as
opposed to work-focused) list of training needs, most frequently
used with managerial jobs. Cognitive task analysis examines the
goals, decisions, and judgments that employees make on the job.
Team task analysis involves examining the task and
coordination requirements of a group of individuals working
together toward a common goal.
There are three common variations of task analysis: competency
modeling, cognitive task analysis, and team task analysis.
Competency modeling is similar to task analysis but results in a
broader, more worker-focused (as opposed to work-focused) list
of training needs. The process was described in Chapter 4.
Competency modeling is most frequently used with managerial
jobs. One benefit of using a competency model for needs
assessment is lower cost, because this type of analysis does not

involve determining specific competencies for a particular job.
Cognitive task analysis examines the goals, decisions, and
judgments that employees make on the job. While traditional
task analysis focuses on observable tasks and behaviors,
cognitive task analysis delves into the thought processes that
underlie effective performance of a task. Experts are asked to
think out loud while they perform each step of the task. Team
task analysis involves examining the task and coordination
requirements of a group of individuals working together toward
a common goal. It is important to use team task analysis in
situations where the performance of interest to the organization
is largely determined by coordinated efforts.
How to Determine Training NeedsPerson analysis is a process
used to identify who needs training and what characteristics of
those individuals will influence the effectiveness of
training.Involves answering three questions:Is training
necessary to ensure that employees can perform tasks
effectively?If training is needed, who needs the training?Are
potential trainees ready for training?
More successful training

Reactive Needs Assessment
Problem-solving process
Reactive Needs AssessmentProblem DefinitionCausal Analysis
Solution
Implementation
Prioritizing and Creating ObjectivesDetermining
PrioritiesCreating ObjectivesEffective Learning Objectives have
three components.PerformanceConditionsCriteria

Figure 9.3 Sample Prioritization Worksheet Using Knowledge,
Skill, and Attitude Statements.
Effective and Ineffective Learning Objectives
HOW IS EFFECTIVE TRAINING DESIGNED AND
DELIVERED?
Figure 9.4 Snapshots of Training Practices in the US

HOW IS EFFECTIVE TRAINING DESIGNED AND
DELIVERED? (LO4)
Figure 9.4 Snapshots of Training Practices in the US
Methods used in trainingThe various ways of organizing content
and encouraging trainees to learn are referred to as training
methods. Training methods vary in terms of how active the
learner is during training.Methods should be selected primarily
based on their usefulness in helping achieve the training
program’s objectives.
The various ways of organizing content and encouraging
trainees to learn are referred to as training methods. Training
methods vary in terms of how active the learner is during
training. More passive methods can be useful, but they should
seldom be used without the addition of at least one more active
method. Methods should be selected primarily based on their

usefulness in helping achieve the training program’s objectives.
Table 9.7 provides a summary of which training methods are
generally suited to which training objectives, along with the
relative costs of the methods.
Training Methods
Training MethodsPresentation is the primary passive method of
instruction. A presentation involves providing content directly
to learners in a noninteractive fashion. The most common type
of presentation is a lecture given by an instructor. Discussions
represent a more active training method. Discussions allows for
two-way communication between trainer and trainees.
Discussion can help trainees to accomplish several things:
Recognize what they do not know but should know.Get their
questions answered.Get advice on matters of concern to
them.Share ideas and develop a common perspective.Learn
about one another as people.

Presentation is the primary passive method of instruction. A
presentation involves providing content directly to learners in a
noninteractive fashion. It is a passive method because learners
do little other than read or listen and (hopefully) make sense of
the material. The most common type of presentation is a lecture
given by an instructor. Lectures are an efficient way for many
learners to receive the same content and gain the same
knowledge. This means that presentations can be useful when
the learning objective of training is for trainees to gain
knowledge, such as an understanding product features. A
disadvantage of presentations is that learners are not given any
formal opportunity to test or apply what they are learning.
Discussions represent a more active training method.
Discussions increase trainees’ involvement by allowing for two-
way communication between trainer and trainees and between
trainees. Discussion can help trainees to accomplish several
things:
Recognize what they do not know but should know.
Get their questions answered.
Get advice on matters of concern to them.
Share ideas and develop a common perspective.
Learn about one another as people.
Discussions can be used to build knowledge and critical-

thinking skill, but they are best used to help improve motivation
and change attitudes. Discussions must be facilitated by a
trainer in order to allow everyone an opportunity to participate.
Training MethodsCase Study is an active training method in
which trainees discuss, analyze, and solve problems based on
real or hypothetical situations. Discovery is an active method
that involves presenting trainees with a task that offers rich
opportunities to learn new skills. Role Playing – When trainees
engage in role playing, each participant acts out a part in a
simulated situation. This active method offers an opportunity
for trainees to practice new skills in the training environment.
Case Study is an active training method in which trainees
discuss, analyze, and solve problems based on real or
hypothetical situations. Cases can be used to help teach basic
principles and to improve motivation and change attitudes.
Generally, however, the primary objective is to develop skill in
analysis, communication, and problem solving Discovery is an
active method that involves presenting trainees with a task that
offers rich opportunities to learn new skills. For example,
employees might be given access to a new computer program

and asked to figure out for themselves how to do their work
tasks using the program. When trainees engage in role playing,
each participant acts out a part in a simulated situation. This
active method offers an opportunity for trainees to practice new
skills in the training environment. It is most often used to help
trainees acquire interpersonal and human relations skills. Role
playing typically has three phases:
Development involves preparing and explaining the roles and
the situation that will be used in role playing.
Enactment involves the time that trainees take to become
familiar with the details of the role and then act them out.
Enactment can be done in small groups, with two actors and an
observer, or with larger groups, with a small set of actors and
the rest of the audience serving as observers. Of course, for
skill building to occur, all trainees must have an opportunity to
serve as an actor at some point.
Debriefing, in which trainees discuss their experiences, is
considered the most important phase of role playing.
Discussions should address the connections among the role-
playing experience, the desired learning outcomes, and the
desired organizational outcomes. Trainers must provide
feedback to ensure that trainees learn from the role-playing
experience. In other words, trainers must offer constructive
criticism to trainees, explaining what they did well and where
they need more practice.

Training MethodsSimulation. Simulations are active methods
that reproduce events, processes, and circumstances that occur
in the trainee’s job. A simulation gives trainees the opportunity
to experience at least some aspects of their job in a safe and
controlled environment and build skills relevant to those aspects
of the job. Behavior Modeling – draws together principles of
learning from many different areas. The basic process is
simple:Trainer explains key learning pointsTrainer or model
performs a task while trainees observeTrainees practice
performance while trainer observesTrainer provides feedback to
traineesOn-the-Job Methods
Simulation. Simulations are active methods that reproduce
events, processes, and circumstances that occur in the trainee’s
job. Participating in a simulation gives trainees the opportunity
to experience at least some aspects of their job in a safe and
controlled environment and build skills relevant to those aspects
of the job. For example, pilots can be trained with mechanical
flight simulators. Simulations can also involve role playing with
many actors or interactive computer technology. To achieve the
greatest benefits, simulations should be designed to replicate as
closely as possible both the physical and psychological

conditions that exist on the job. Behavior modeling works
particularly well when the model is someone whom the trainees
see as credible and when that model shows both positive and
negative examples of the task performance.On-the-Job Methods.
Training can also occur on the job. Effective training using this
method is structured and systematic.
TRAINING MEDIATraining media are the means by which
content and methods are delivered to traineese-learning is
training delivered online
TRANSFER-ENHANCEMENT TECHNIQUESBefore
TrainingBehavioral contract: Spells out what both the
employees and the managers expect to happen during and after
trainingDuring Training: two approachesfocus training on
general principles and varying the situations under which skills
are practicedrelapse prevention trainingAfter Traininggive
positive reinforcement for using trained skills, arrange for
practice sessions, support trainee reunions, publicize successes

in the use of trained skills, and provide opportunity to perform
HOW DO ORGANIZATIONS DETERMINE WHETHER
TRAINING IS EFFECTIVE?Training effectiveness refers to the
extent to which trainees benefited from training. The training
evaluation process consists of four steps:
determining the purpose of the evaluation
deciding on relevant outcomes
choosing an evaluation design
collecting and analyzing the data and reporting the results
Training evaluation is the process used to determine the
effectiveness of training programs.Training effectiveness refers
to the extent to which trainees (and their organization) benefit
as intended from training. The training evaluation process
typically involves four steps: (1) determining the purpose of
the evaluation, (2) deciding on relevant outcomes, (3) choosing
an evaluation design, and (4) collecting and analyzing the data
and reporting the results.
Figure 9.7 The Three Primary Targets of Evaluation

Kurt Kraiger, “Decision-Based Evaluation,” in Kurt Kraiger
(Ed.), Creating, Implementing, and Managing Effective Training
and Development (San Francisco: Jossey-Bass, 2002), pp. 331-
376. Used with permission.
Evaluating the Training ProgramThe first step in evaluation is
to determine the purpose of the evaluation. Most of the reasons
to evaluate training fit into three primary categories: provide
feedback to designers and trainers that helps improve the
training; provide input for decisions about whether to continue
providing or discontinue providing the training; and provide
information that can be used to market the training program.
The first step in evaluation is to determine the purpose of the
evaluation.
Most of the reasons to evaluate training fit into three primary
categories: (1) provide feedback to designers and trainers that
helps improve the training; (2) provide input for decisions about
whether to continue providing or discontinue providing the
training; and (3) provide information that can be used to market

the training program.
Evaluating the Training ProgramTraining outcomes can be
divided into four categories—reactions, learning, transfer, and
organizational results.Reaction - Evaluates how the trainees felt
about training: Did they like it? Did they think it was
interesting and useful? Learning - Involves knowledge, skills,
or attitudes, and each of these can be assessed.Knowledge can
be assessed with traditional tests, such as multiple-choice, fill-
in-the-blank, or open-ended tests. Skills can be measured by
scoring role-plays, simulations, and behavior-modeling
exercises for the use of the desired skills.Attitudes can be
assessed by asking trainees about their beliefs and their
motivation, as well as by watching trainees’ behavior for
evidence of the desired attitude.
Training outcomes can be roughly divided into four
categories—reactions, learning, transfer, and organizational
results Reactions. Trainee reactions capture how the trainees
felt about training: Did they like it? Did they think it was
interesting and useful? Learning. As noted earlier, learning is a
change that occurs from experience. Learning can involve
knowledge, skills, or attitudes, and each of these can be

assessed. Knowledge can be assessed with traditional tests,
such as multiple-choice, fill-in-the-blank, or open-ended tests.
Evaluating the Training ProgramTransfer - refers to applying
learning acquired in training to behavior on the job. To assess
transfer, evaluators can ask employees about their own post-
training behavior or they can ask trainees’ peers and managers
about the trainees’ behavior. Organizational Results -
Organizational results are, of course, outcomes that accrue to a
group or the organization as a whole. To assess organizational
results, we can use basic measures of effectiveness, such as an
increase in sales for the whole company or a decrease in
turnover, or we can use efficiency measures, which balance
benefits with costs.
Transfer. Transfer, as we have seen, refers to applying learning
acquired in training to behavior on the job. To assess transfer,
evaluators can ask employees about their own post-training
behavior or they can ask trainees’ peers and managers about the
trainees’ behavior. In some cases, existing records can be used
to examine transfer. For example, if sales training encourages
trainees to sell items with both high and low profit margins, the

records of employees’ sales can indicate whether their actual
sales move in that direction.
Organizational Results. Organizational results are, of course,
outcomes that accrue to a group or the organization as a whole.
To assess organizational results, we can use basic measures of
effectiveness, such as an increase in sales for the whole
company or a decrease in turnover, or we can use efficiency
measures, which balance benefits with costs.
The Training Evaluation ToolPost-test Only – The designs most
commonly used in organizations.This means that training
outcomes are measured only at the end of training for the
training group.Pre-test and Post-test with Control Group –
Evaluators test employees at the beginning and at the end of
training (to look for change) and can compare trained
employees with untrained employees with similar characteristics
(to verify that training caused the change).
The designs most commonly used in organizations are called
post-test only designs. This means that training outcomes are
measured only at the end of training for the training group. The
group is given a survey or test after training, and we examine

the results to see if the results are as expected.
Pre-test and Post-test with Control Group. To provide greater
certainty about whether training was effective, evaluators can
test employees both at the beginning and at the end of training
(to look for change) and can compare trained employees with
untrained employees with similar characteristics (to verify that
training caused the change).
The Training Evaluation ToolOnce the purpose, outcomes, and
design of evaluation have been specified, the evaluation can be
conducted. The data is collected and analyzed and reports are
generated. Depending on the purpose of the evaluation, the
reports may be widely disseminated or simply summarized for
the trainer.
Once the purpose, outcomes, and design of evaluation have been
specified, the evaluation can be conducted. The data collected
must be analyzed and reports generated. Depending on the
purpose of the evaluation, the reports may be widely
disseminated or simply summarized for the trainer. It is
important to revisit the purpose of the evaluation and make sure
that the right people see the report so that the information
gained from the evaluation is used as intended.

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