Ch. 8

• Determining Training Needs


  1. Conduct Need Analysis

  2. Organizational Analysis

  3. Task Analysis

  4. Person Analysis
• Need Analysis


  First step in developing an employee training system to determine the types of training needed and the extent to which training is a practical means of achieving an organization's goal
• Organizational Analysis


  • Determine organizational factors that facilitate or inhibit training effectiveness, including the goals the organization wants to achieve, the extent to which training will help achieve those goals, the organization's ability to conduct training, and the extent to which employees are willing and able to be trained
• Task Analysis


  • Use job analysis to identify the tasks performed by each employee, the conditions under which these tasks are performed, and the competencies needed to perform the tasks under the identified conditions
• Person Analysis


  • Determining which employees need training and in which areas, based on performance appraisal scores, surveys, interviews, skill and knowledge tests, and critical incidents
• Developing a Training Program

  1. Establishing Goals and Objectives

  2. Motivating Employees

  3. Choosing the Best Training Method
• Training Goals and Objectives

  Must be obtainable given the time and resources allocated, and state what the learners are expected to do, the conditions under which they are expected to do it, and the level at which they are expected to do it
• Ways to Motivate Employees

  • Require them
  • Relate the training to their immediate job
  • Make the training interesting
  • Increase employee buy-in
  • Provide Incentives
  • Provide Good Feedback
  • Reduce the stress associated with attending
  • Skill-based pay
• Skill-based pay


  An employee participates in a training program that is designed to increase a particular skill they need either to be promoted or receive a pay raise
• Types of Skill-based Pay Plans

  • Vertical Skill Plans
  • Horizontal Skill Plans
  • Depth Skill Plans
  • Basic Skills Plans
• Classroom Training


  • Most common training method, including decisions on who will conduct the training, where it will be held, and how long it should be
• Preparing for Classroom Training

  1. Consider the size, demographics, and ability of the audience

  2. Research the topic, develop a training outline, create visuals, handouts, and obtain or create supporting materials
• Delivering the Classroom Training

  1. Introduce the trainer and training session

  2. Use icebreakers and energizers

  3. Make the presentation

  4. Use case studies to apply knowledge

  5. Use simulation exercises to practice new skills

  6. Practice interpersonal skills through role play and behavior modelling
• Distance Learning


  • May result in increased working hours for employees, but can be effective through programmed instruction, computer-based training, and web-based training
• On-the-Job Training


  1. Learning by Modeling Others

  2. Learning through Job Rotation

  3. Learning through Apprentice Training

  4. Learning through Coaching and Mentoring
• Ensuring Transfer of Training

  • The more similar the training situation is to the actual job situation, the more effective training will be
  • Have the trainee practice the desired behavior as much as possible
  • Overlearning - practicing a task even after it has been successfully learned
  • Practice many different situations as possible
  • Employees must be given the opportunity and encouraged to apply what they have learned
• Evaluation of Training Results

  1. Research Designs for Evaluations

  2. Evaluation Criteria
• Research Designs for Evaluations

  • Pre-test - Post-test with control group
  • Solomon four-groups design
• Evaluation Criteria


  • Content Validity
  • Employee Reactions
  • Employee Learning
  • Application of Training
  • Business Impact
  • Return on Investment