OL211-DQ - History
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Assignment: After reviewing the resources in the module Reading and Resources area, describe any four characteristics of adult learners and discuss how HR trends in corporate learning are responding to learners needs.
Include at least one citation and reference in your initial post
Reading and Resources
Textbook:
Managing Human Resources, Section 7.1: The Scope of Training and Section 7.2: Phase 1: Conducting the Needs Assessment
Click the Managing Human Resources e-text link in this module to access this resource.
Website: Society for Human Resource Management
- SHRM - The Voice of All Things Work
Review the website of the Society for Human Resource Management (SHRM), the world's largest association devoted to human resource management. Representing more than 275,000 members in over 140 countries, SHRM serves the needs of HR professionals and advances the interests of the HR profession. Consistent with its role in promoting professionalism in the HR field, SHRM's intent is to capture and codify the threshold customs, procedures, and practices of our most effective practitioners in HRM. Purchase your
student membership
to the SHRM via their website. You will need to access SHRM resources in order to complete assignments in this course, starting in this module.
Video: Goal Setting
Review this resource on SMART goals. Students will need to use their SNHU login information to access this resource.
We Learn by Doing, so Simulations that Let Us Experience Scenarios Help Us Learn and Remember Better. Enter Virtual Reality Training
- Why Virtual-Reality Training for Employees Is Catching On (shrm.org)
This article describes the role of Virtual Reality Training (VRT) in the workplace citing examples of VRT at Walmart, Honeywell and Pima County Sheriff’s Department. This resource supports the module discussion.
Key Trends Shaping the Future of Learning and Development
Review this resource for information about key trends in learning. This resource supports the module discussion.
How to Engage Modern Learners
This article provides information about ways to engage adult learners. This resource supports the module discussion.
In the last module, you looked at how organizations plan for their human resource requirements and how they fill open positions. In Module Three, you will explore training and development, processes organizations use to ensure their employees have the knowledge, skills, and abilities they will need to achieve their goals.
Before you begin, it will be helpful to learn about andragogy, defined as “the art and science of helping adults learn” by Malcolm Knowles, an American practitioner and theorist of adult education (Educational Technology and Mobile Learning, 2015). According to Knowles, adult learners:
· are internally motivated and self-directed
· apply their life experiences and knowledge when learning
· are goal oriented, focusing more on intrinsic rather than external factors
· need to see the relevance of what they are learning
· are practical and like to be respected (Educational Technology and Mobile Learning, 2015)
To understand how to apply these principles when designing adult learning programs, consider this comparison of traditional teaching methods, known as pedagogy, to andragogy.
Categories
Pedagogy
Andragogy
Self-Concept
· Children are dependent on teacher and enjoy dependence.
· Expects to be taught. Takes no responsibility of teaching self.
· Expects teacher to be dominant in determining what, when, and how something is to be learned.
· Adults expect and enjoy independence. They like to take control.
· Learning is a process of sharing with the teacher and one another.
· Teacher has responsibility to encourage and nurture the process of self-direction.
Need to Know
· Children need to know what the teacher teaches in order to pass and get promoted. Material does not need to be “life applicable.”
· Adult learners need to know why they need to learn something before undertaking to learn it.
Experience
· Children have few experiences relevant to what is being taught; therefore, teacher must create pertinent experiences.
· Teachers or experts are the transmitters of experience.
· Teachers seldom recognize experiences that children do have.
· Elicits little discussion in class-teacher to student, one-way communication.
· Have many experiences; therefore, teacher must draw on adult-learner experiences.
· Trade-off. Anyone in class also could share.
· In some areas, students may have more experience than the instructor.
· Elicits two- and three-way communication: instructor to student(s) and student to student.
Readiness to Learn
· Children are not necessarily ready to learn. Teacher must decide when it is time to learn specific skills or knowledge and tries to create motivation.
· We impose uniform curricula on children by classes and age groups.
· Adults normally come to class motivated and ready to learn, because they have chosen the training.
· Adults learn in order to cope with real-life tasks.
· Adults do not group by age or sex, but by experience.
Time Perspective
· Children study content for the future. (“Someday you will need this.”)
· Children are taught to only accept knowledge and
understanding level, not application level.
· Pragmatic—adults want application today.
· Can barely tolerate studying anything that cannot be applied to a task they expect to perform.
Orientation to learning
· Children and teachers of children are subject-centered and enjoy being so. (1:00 reading, 2:00 math, etc.)
· Learning is a process of acquiring subject matter content to be used at a later time in life.
· Adults and teachers are problem or task centered.
· Learning is a process of increasing competence to achieve full potential in life.
(Distant eLearning, 2015)
For a video summary of these concepts, view
Andragogy (Adult Learning)
by Janet Finlay.
- The captioned version of this video may be accessed in the following link:
OL-211: Andragogy (Adult Learning) (CC)
A valuable concept relevant to writing meaningful learning objectives is Bloom’s Taxonomy, which “provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work” (Bloom’s Taxonomy, n.d.).
Bloom’s Taxonomy classifies the following levels of learning to be addressed in order:
1. Knowledge - Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. Key words include write, list, label, name, and define.
2. Comprehension - Student translates, comprehends, or interprets information based on prior learning. Key words include explain, summarize, paraphrase, and describe.
3. Application - Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. Key words include use, compute, solve, demonstrate, apply, and construct.
4. Analysis - Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. Key words include analyze, categorize, compare, and contrast.
5. Synthesis - Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. Key words include create, design, hypothesize, and develop.
6. Evaluation - Student appraises, assesses, or critiques on a basis of specific standards and criteria. Key words include judge, recommend, critique, and justify (Gilmore & Menden, n.d.).
Finally, for an entertaining application of Bloom’s Taxonomy, watch this
video
on Bloom’s Taxonomy according to Seinfeld.
- The captioned version of this video may be accessed in the following link:
OL-211: Blooms Taxonomy According to Seinfeld (CC)
References
Educational Technology and Mobile Learning. (2015). Awesome chart on "pedagogy vs andragogy." Retrieved from http://www.educatorstechnology.com/2013/05/awesome-chart-on-pedagogy-vs-andragogy.html
Gilmore, L., & Menden, H. (n.d.). Teaching others what you know—survival training for subject matter experts [PowerPoint slides]. Retrieved from http://www.astdatlanta.org/Resources/Documents/TeachingOthers/Module_2_Participant_Handout_Final.pdf
Bloom's Taxonomy. (n.d.). Retrieved from http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
Distant eLearning. (2015). Pedagogy vs andragogy. Retrieved from http://www.distantelearning.com/great-resources/pedagogy-vs-andragogy/
22 | AUGUST 2016 | TRAINING & DEVELOPMENT WWW.AITD.COM.AU
T
he world is evolving rapidly. Learning
and development professionals risk
being left behind the pace of change
unless they can adapt their skill set
to ensure their continued relevance
and survival in this new environment.
Here are seven key trends Mercer has
identified as part of the 2016 Mercer
Global Talent Trends Study, which need
to be considered holistically to deliver
meaningful results into the future.
Development in Neuroscience
Have you ever entered a room only to
forget why you are there?
Despite all the progress in scientific
discovery, the human brain has evolved
very little in the past 10,000 years.
Science has helped us understand how
the brain learns and retains information,
and how the environment where we
learn impacts our knowledge retention.
One aspect of recent neuroscience
research called the Doorway Effect
suggests that 80% of our short-term
memory is lost when we change location
such as walking through a door into
another space. Studies have shown that
similar results occur when changing
from one technological device to
another.
So what does this mean for learning
and development within organisations?
The location and environment in which
learning occurs has a significant bearing on
an individual’s short- to long-term memory.
Being aware the brain wants to forget will
impact where optimal training should take
place. Yet, it is often overlooked as part of
the holistic learning experience.
Era of the Individual
One thing that science repeatedly
demonstrates is that everyone’s brain
works differently. In spite of this, there’s
been a prevailing desire to categorise
people into recognisable, typically
generational, groups such as Baby
Boomers, Generation X, Millennials and
Post-Millennials. While conventional,
this grouping is no longer functional. We
are now living in a world where the sum
of what differentiates us from others in
the same age group is greater than the
sum of our shared experiences.
Organisations are recognising this and
successfully shifting from an Employee
Value Proposition (EVP) for job families or
level based cohorts, to an Individualised
Value Proposition (IVP) for each
employee. An IVP approach embraces
the employee’s specific learning needs
and aligns them to career development
outcomes that will be mutually beneficial.
KEY TRENDS
SHAPING THE
FUTURE OF
LEARNING AND
DEVELOPMENT
BY ANDREW FLETCHER
AND EPHRAIM SPEHRER-PATRICK
Source: Mercer
TRAINING & DEVELOPMENT | AUGUST 2016 | 23WWW.AITD.COM.AU
Digital Transformation
Digital transformation is omnipresent in
senior leadership discussions when it
comes to future-proofing organisations
for survival and growth. As new
technology redefines the way we work, it
also changes the way we learn.
Organisations that incorporate digital
micro-learning can provide tailored
training situations to clearly defined
learning cohorts rapidly. By embracing
digital as part of an employee’s everyday
experience, this helps to reinforce an
organisational commitment to a learning
culture.
Traditional learning and development
roles have been impacted greatly by
social platforms and devices allowing
people to collaborate quickly and
often outside of traditional means.
Organisations facilitating and embracing
digital learning techniques for all
employees are also broadening the
opportunity to leverage everyone’s
knowledge as a part of regular learning.
Big Data
Big data is a common buzz phrase that
many organisations talk about but rarely
use effectively. Only 10% of organisations
leverage predictive analytics today,
according to the study. Less than one in
five organisations in Australia report that
they are currently leveraging advanced
workforce analytics on a regular basis.
An evidence-based approach to
insights will become the norm for training
decisions, which makes exploring and
understanding data two critical skills
required within the learning ecosystem.
Ecosystems
The classical employment model of hiring
permanent employees to manage work
activities is breaking down as employee
preferences change. Organisations need
to leverage capabilities beyond traditional
talent pools, which are now far broader
than just the people sitting under the
same roof.
As talent ecosystems grow, the scope
of learning and development needs to
grow also. Outside of the internal talent
pool there are many people involved in
the delivery of an organisation’s offering.
Relationships with freelances,
external partners, crowdsources or
even collaboration with competitors are
often considered outside of traditional
responsibility. Considering educating
all elements making up the talent value
chain helps avoid pockets of educational
neglect, while also unlocking often
overlooked opportunities that education
and discussion create.
A key challenge for learning and
development is to determine the
extent and responsibility of learning
by considering talent ecosystems and
asking “What will be the impact on our
clients if we do not engage in education?”
Investment in Learning and
Development
The 2016 Mercer Global Talent
Trends Study highlighted that “82%
of organisations plan to develop and
promote from within”, while a separate
report from Degreed, an education and
technology company that tracks on
individual’s learning, states that “only
23% of employees had completed a
course at their company in the last two
years”. Despite more resources being
provided within organisations, fewer
employees are experiencing learning
and development organised learning.
An organisation’s learning and
development team needs to look at
ways it can increase its usage by more
employees, but more importantly how
it can increase its relevancy across the
whole organisation.
Fortunately both employees and
employers want the same thing, an
alignment of skills. This alignment can
be seen from the top three in-demand
skills from the Study, as both employees
and employers identified developing
leadership, analytical and coaching/people
development skills as the main priorities.
Leadership and the Role of
Learning and Development
As a priority, conversation between
HR and executives needs to occur
regularly to establish a relationship of
trust. Executives are looking to develop
holistic value-adding initiatives, and
many current learning and development
offerings from HR are not seen as doing
this well enough.
The Study indicates that over 60% of
organisations’ learning budgets are held
within HR, but only 4% of HR professionals
view their relationship as strategic. This
should be a wakeup call to fix a very
apparent misalignment of values.
Learning and development
transformation is not just HR’s
responsibility. The CEO and executive
team also play a critical role. In fact, if
learning and development could do
this independently, then many more
organisations would have done so by now.
If transformation is to occur,
information and tools are required,
but to drive real change it has to be an
enterprise-wide commitment, sponsored
and championed from the top.
Impactful learning and development in
organisations is the result of a successful
joint venture between the executive team,
line managers, HR and the learning and
development experts that form such a
critical component of the HR team.
References
Brenner C B, Zacks JM 2015, Why walking through
the doorway makes you forget http://www.
scientificamerican.com/article/why-walking-
through-doorway-makes-you-forget/
Degreed 2016, How The Workforce Learns in
2016 Report http://get.degreed.com/how-the-
workforce-learns-in-2016-report
Mercer 2016, 2016 Mercer Global Talent Trends
Study http://www.mercer.com/our-thinking/
global-talent-hr-trends-infographic.html
Andrew Fletcher is the Pacific
Learning Leader for Mercer. Contact
via: https://au.linkedin.com/in/
andrewfletchermelbourne
Ephraim Spehrer-Patrick is the Leader of
Workforce Strategies and Organisational
Performance in the Pacific and Europe
for Mercer.
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Training and Development
·
Chapter Introduction
· 7.1
The Scope of Training
· 7.1a
A Strategic Approach to Training
· 7.2
Phase 1: Conducting the Needs Assessment
· 7.2a
Organization Analysis
· 7.2b
Task Analysis
· 7.2c
Person Analysis
· 7.3
Phase 2: Designing the Training Program
· 7.3a
Developing Instructional Objectives
· 7.3b
Assessing the Readiness and Motivation of Trainees
· 7.3c
Incorporating the Principles of Learning
· 7.3d
Characteristics of Instructors
· 7.4
Phase 3: Implementing the Training Program—Training Delivery Methods
· 7.5
Additional Training and Development Programs
· 7.5a
Orientation and Onboarding
· 7.5b
Basic Skills Training
· 7.5c
Team Training
· 7.5d
Cross-Training
· 7.5e
Ethics Training
· 7.5f
Diversity and Inclusion Training
· 7.6
Phase 4: Evaluating the Training Program
· 7.6a
Criterion 1: Reactions
· 7.6b
Criterion 2: Learning
· 7.6c
Criterion 3: Behavior
· 7.6d
Criterion 4: Results, or Return on Investment (ROI)
·
Chapter Review
·
Summary
·
Key Terms
·
Discussion Questions
·
HRM Experience
·
Case Study 1
·
Case Study 2
Chapter Introduction
Beto Chagas/Shutterstock
Learning Outcomes
After studying this chapter, you should be able to
· LO 1Discuss the scope of training and development and its strategic aspects.
· LO 2Describe how a training needs assessment should be done.
· LO 3Describe the factors that must be taken into account when designing a training program.
· LO 4Identify the types of training-delivery methods organizations use.
· LO 5Explain how the effectiveness of training programs are evaluated, and describe some of the additional training programs conducted by firms.
Workplace training used to be rather boxlike. It focused on teaching employees to do particular activities—operate machines, process work, and so forth. However, as the workplace has shifted from “touch labor” to “knowledge workers” (see Chapter 1), the focus of training has shifted as well. Companies are realizing that workers need not only operational knowhow but also superior job expertise; knowledge about competitive, industry, and technological trends; and the ability to continually learn and utilize new information. These characteristics better help an organization adapt and innovate to compete far more effectively in today’s fast-paced global business world. Because training plays a central role in nurturing, strengthening, and expanding the capabilities of a firm in this way, it has become part of the backbone of strategic management.
The Scope of Training
LO 1
Many new employees come equipped with most of the knowledge, skills, and abilities needed to start work. Others require extensive training before they are ready to make much of a contribution to the organization. The term training is often used casually to describe almost any effort initiated by an organization to foster learning among its members. However, many experts distinguish between training, which tends to be more narrowly focused and oriented toward short-term performance concerns, and development, which, as you learned in Chapter 5, tends to be oriented more toward broadening an individual’s skills for future responsibilities. The two terms tend to be combined into a single phrase—training and development—to recognize the combination of activities organizations use to increase the knowledge and skills of employees.
Research shows that an organization’s revenues and overall profitability are positively correlated to the amount of training it gives its employees. According to Training magazine’s ongoing industry report, U.S. businesses provide each of their employees between 35 and 55 hours, on average, of training annually. By contrast, the 100 best U.S. companies to work for, as cited by Fortune magazine, provide their employees with approximately double that amount of training and sometimes even more. New employees hired by the Ritz Carlton hotel chain get over 300 hours of training. The greatest proportion of training is spent on rank-and-file employees and supervisors.
It’s not unusual for large corporations to have their own “universities” where they train their employees and future managers. Hamburger University, operated by McDonald’s Corporation near Chicago, is probably the best known corporate university. General Electric has a 53-acre training campus north of New York City, where about 10,000 people attend classes each year. The Campbell’s Soup Company operates Campbell University, which has a 2-year program focused on personal leadership development for both aspiring and seasoned managers.
Hamburger University, located at headquarters in Oak Brook, Illinois, is McDonald’s management training center.
Qilai Shen/Getty Images
So how much does all of this corporate training cost? About $70 billion annually. That’s a significant amount of money, so firms want to ensure it’s well spent.
U.S. businesses spend nearly four times as much on informal instruction as they do formal instruction, however. The informal instruction ranges from simple, on-the-job instruction to sophisticated skills training conducted on multimillion-dollar simulators. Other types of training include regular training given to new hires, customer service and communication-skills training, and compliance training—training employees must receive as a result of various legal mandates, such as EEO requirements or OSHA requirements. Airline attendants must undergo mandatory safety training designated by the Federal Aviation Administration. Train crews must annually undergo training mandated by the Federal Railroad Administration.
7.1aA Strategic Approach to Training
Managers should keep a close eye on their firm’s goals and strategies and orient their training accordingly. Is it the firm’s goal to develop new product lines? If so, how should this goal affect its training initiatives? Is the firm trying to lower its costs of production so it can utilize a low-cost strategy to capture new business? If so, are there training initiatives that can be undertaken to deliver on this strategy?
Unfortunately, some organizations fail to make the connection between training and an organization’s goals. Instead, they do whatever the competition is doing or what is the latest trend. As a result, training programs are often misdirected, poorly designed, and inadequately evaluated—not to mention a waste of money. One, not all of a firm’s strategic initiatives can be accomplished with training. Two, not all training programs—no matter how widely they are adopted by other organizations—will be a strategic imperative for your firm.
Because business conditions change rapidly, as does technology, keeping abreast of the types of training a firm’s employees need to remain competitive can be a challenge. If employees consistently fail to achieve their productivity objectives, this might be a signal that training is needed. Likewise, if organizations receive an excessive number of customer complaints, this, too, might suggest a firm’s training is inadequate. Larger firms typically have
chief learning officers
, who are high-ranking executives responsible for ensuring a company’s training is timely, well designed, and focused on the firm’s strategic issues.
To ensure a firm’s training and development investment has the maximum impact possible, a strategic and systematic approach should be used that involves four phases:
1. A needs assessment based on the firm’s competitive objectives: What training does the firm really need?
2. Program design: Given those needs, how should the training program best designed or structured?
3. Implementation: How should the program be delivered—that is, by what method?
4. Evaluation: How can the firm tell if the training program is really working?
Figure 7.1 presents these elements. We will use it as a framework for organizing the material in this chapter.
Figure 7.1Strategic Model of Training and Development
7.2Phase 1: Conducting the Needs Assessment
LO 2
If you own or manage a business, how would you figure out what types of training your employees need and how much of it? The following are some of the most common types of training employees are given. “Hard skills” refer to the tangible and teachable skills needed to do a job. Learning to operate a machine is an example. “Soft skills” refer to subjective skills that are harder to measure, requiring more discretion or judgment, but equally valuable in the workplace. Working well with other people is an example of a soft skill.
Hard-Skills Training
· On-the-job training for new hires
· Basic skills training
· Budgeting and accounting training
· Machinery operating training
· IT/computer training
· Customer service training
· Compliance (regulations) training
Soft-Skills Training
· Ethics training
· Diversity training
· Leadership training
· Communications training
· Team training
· Time management training
· Interpersonal skills training
To determine what type of training your firm needs, you must conduct a training needs assessment. However, a study conducted a few years ago by the American Society for Training and Development found that organizations conduct needs assessments less than 50 percent of the time. This situation has improved somewhat, in part because tighter training budgets have forced firms to ensure that their training is well aligned with their objectives. Being able to quickly assess the training your employees need is especially important for small businesses that may not have the time or resources to do lengthy needs assessment analyses. Doing a needs assessment does not need to be a laborious task, as this chapter’s small-business feature shows. As Figure 7.2 shows, a needs assessment consists of three parts: an organization analysis, a task analysis, and a person analysis. Each of these steps will be discussed next.
Figure 7.2Needs Assessment for Training
7.2aOrganization Analysis
An
organization analysis
is an examination of a firm’s environment, goals, strategies, performance, and resources so as to determine what training it should do. For this purpose, HR personnel typically collect data such as information on the quality of a firm’s goods or services, its absenteeism, turnover, and number of accidents. The availability of potential replacements and the time required to train them are important factors in organization analysis. Other issues include technological change, innovation, globalization, quality and process improvement, mergers and acquisition, and restructuring—all of which necessitate training. Why? Because they frequently require employees and managers to take on new roles and responsibilities and adjust to new cultures and ways of doing business.
Economic and public policy issues influence corporate training needs as well. For example, terrorist and cyber attacks continue to change the training that airport and airline workers need, as well as police, IT and transportation employees, nuclear power plant employees, and even security staff at theme parks. Finally, trends in the workforce itself affect a firm’s training needs. As older workers near retirement, younger workers need the training and knowledge to take their place.
Conducting an organization analysis also involves examining a firm’s resources—technological, financial, and human—available to conduct the training. HR departments are under constant pressure to make the most of their training dollars. When budgets are tight, training and development are usually the first programs to be cut. Companies such as Darden Restaurants, Ford, and Merck have used information technology to significantly cut their training budgets. Other companies outsource their training programs, or at least part of them, to external firms to cut costs or to take advantage of expertise the firm lacks. Other organizations purchase “off the shelf” course materials developed by training companies rather than develop their own. Another trend is for companies to partner with firms in their supply chains to jointly train their employees more cost effectively.
Small Business Application
A Small Business’s Guide to Quickly Assessing Its Training Needs
· Do environmental scanning. Continually look at what is going on in your industry and organization to anticipate upcoming training needs. Enlist the help of employees and managers in the process. Question managers about their strategic goals and their impact on the organization, and gear your analysis accordingly.
· Do internal scanning. Determine what skills are most important to acquire in terms of your organization’s current and future needs. Which ones will provide the biggest payback?
· Gather organizational data. Performance data for your firm (such as errors, sales, and customer complaints) and staffing data (such as turnover and absenteeism) can be very helpful as a starting point.
· Develop a plan. Once the training need has been identified, identify various ways to deliver it and consider the costs and benefits of each. Determine what kind of growth or other measure is a reasonable result of the training.
· Utilize state and local government programs. Many state and local governments have programs to help small businesses train their employees. For example, the Texas Workforce Commission will pay small businesses in Texas up to $1,800 annually in tuition and fees for each new full-time employee hired and trained at a local college. (For a current employee, the program covers tuition and fees up to $900 annually.)
· Make the needs-assessment process ongoing. Repeat these activities as your business needs change.
Sources: Patti Greene, “Five Affordable and Effective Ways Small Business Owners Could Better Train Employees,” Forbes (October 21, 2016), https://www.forbes.com; “TWC Launches Small Busin.ess Employee Training Program,” Your Houston News (November 20, 2010), http://www.yourhoustonnews.com; “Employee Training Tips,” dnb.com, http://smallbusiness.dnb.com; Ron Zemke, “How to Do a Needs Assessment When You Think You Don’t Have Time,” Training 35, no. 3 (March 1998): 38–44.
7.2bTask Analysis
The second step in training-needs assessment is task analysis. A
task analysis
involves reviewing the job description and KSAOs of a particular position, including the specific actions and behaviors required to do it. In other words, a task analysis goes beyond just the “what” of a job and also includes the “how.”
If the job is new or jobs are changing, the first step in a task analysis is to list all the tasks or duties included in the job. The second step is to list the steps the employee needs to take to complete each task. The type of performance for each task (i.e., manipulation, speech, and discrimination), along with the skills and knowledge necessary to do it, can then be identified. For example, in the task of taking a chest X-ray, a radiologist correctly positions the patient (manipulation), gives special instructions (speech), and checks the proper distance of the X-ray tube from the patient (discrimination). The types of skills and knowledge that trainees need can be determined by observing and questioning skilled jobholders or by reviewing job descriptions. This information helps trainers select program content and choose the most effective training methods.
Jobs are changing so quickly today that instead of focusing on a fixed sequence of tasks, firms are finding that their employees need more flexible sets of competencies to adapt. A
competency assessment
focuses on the sets of skills and knowledge employees need to be successful, particularly for decision-oriented and knowledge-intensive jobs. A competency assessment goes beyond simply describing the traits employees must have to successfully perform the work. It also captures elements of how those traits should be used within an organization’s context and culture. That might include the motivation levels of employees, their interpersonal skills, and so on. “It’s easy for top performers to become experts in a certain niche, but ‘talent factories’ focus on creating generalists,” explains one HR consultant. “To get the most from talented employees, they should know how to handle a wide range of functions.”
Instead of offering a laundry list of training plans as it used to, Amway has established job competencies for its employees around the world. The competencies denote the particular skills each employee needs for his or her job and a training “road map” to get them there. Highlights in HRM 1 shows an example of a partial competency assessment tool used for evaluating a manager.
Highlights in HRM 1
A Competency Assessment for a Managerial Position
For each item, select the number that best describes the manager’s characteristics. For items that do not apply, select NA (not applicable). For other items for which you lack sufficient observations or documentary evidence, select DK (don’t know).
· 4 – Exemplary
· 3 – Proficient
· 2 – Progressing
· 1 – Needs Assistance
· NA – Not Applicable
· DK – Don’t Know
2. Competency 1: Behaves professionally and encourages other staff members to do likewise.
4 3 2 1 NA DK
Evidence:
3. Competency 2: Behaves ethically and encourages staff members to do likewise.
4 3 2 1 NA DK
Evidence:
4. Competency 3: Uses a variety of modes of communication and conveys information fully and clearly.
4 3 2 1 NA DK
Evidence:
5. Competency 4: Seeks input from all levels and demonstrates fairness and consistency.
4 3 2 1 NA DK
Evidence:
6. Competency 5: Engages in an open style of management and is open to criticism from supervisors and subordinates.
4 3 2 1 NA DK
Evidence:
7. Competency 6: Searches for and embraces innovative solutions to improve department’s programs and products.
4 3 2 1 NA DK
Evidence:
7.2cPerson Analysis
A
person analysis
is the process of determining which employees require training and, equally important, which do not. This helps organizations avoid providing all employees training when some do not need it. In addition, a person analysis helps managers determine what prospective trainees are able to do currently so that the programs can be designed to provide training that will benefit them.
Performance appraisal information can also be used to conduct a person analysis. However, although performance appraisals might reveal which employees are not meeting the firm’s expectations, for example, they typically do not reveal why. If the performance is due to ability problems, training is likely to be a good solution. If the performance is due to poor motivation or factors outside an employee’s control, training might not be the answer. Conducting a deeper performance diagnosis is discussed in Chapter 8 on performance appraisals. Ultimately, managers have to sit down with employees to talk about areas for improvement so that they can jointly determine the training or other approaches that will have maximum benefit. A person analysis along with appraisal information can also be used to determine the training someone needs for a new position, a promotion, or to take on new responsibilities.
7.3Phase 2: Designing the Training Program
LO 3
Once you have assessed your firm’s training needs, the next step is to design the training program. Experts believe that the design of training programs should focus on at least four related issues:
1. the training’s instructional objectives,
2. readiness of trainees and their motivation,
3. principles of learning, and
4. characteristics of instructors.
7.3aDeveloping Instructional Objectives
After conducting organization, task, and person analyses, managers should have a more complete picture of their firms’ training needs. On the basis of this information, they can more formally state the desired outcomes of training via written
instructional objectives
, which describe the skills or knowledge to be acquired and/or the attitudes to be changed. The learning objectives at the beginning of this chapter are examples of instructional objectives.
The objectives should be performance centered. Performance-centered objectives typically include precise terms, such as “to calculate,” “to repair,” “to adjust,” “to construct,” “to assemble,” and “to classify.” For example, the stated objective for one training program might be, “Employees trained in team methods will be able to perform the different jobs of their team members within six months.”
7.3bAssessing the Readiness and Motivation of Trainees
Two preconditions for learning affect the success of those who are to receive training: readiness and motivation. Trainee readiness refers to whether or not the experience and knowledge of trainees have made them ready to absorb the training. Do they have the background knowledge and the skills necessary to absorb what will be presented?
It is often desirable to group individuals according to their readiness, as determined by test scores or other assessment information, and to provide alternative types of instruction for those who need it. The receptiveness and readiness of participants in training programs can be increased by having them complete questionnaires about why they are attending training and what they hope to accomplish as a result of it.
The other precondition for learning is trainee motivation. The organization needs to help employees understand the link between the effort they put into training and the payoff. Why is the training important? What will happen if it does not occur? Moreover, what is in it for the individual employee? By focusing on the trainees themselves, managers can create a training environment that is conducive to learning. Unless they are nearing retirement, most employees are motivated by training if it can help them perform better, advance their careers, or both.
7.3cIncorporating the Principles of Learning
What makes some types of training more effective than others? Training has to build a bridge between employees and the organization. One important step in this transition is giving full consideration to the psychological principles of learning—that is, the characteristics of training programs that help employees grasp new material, make sense of it in their own lives, and transfer it back to their jobs. All things considered, training programs are likely to be more effective if they incorporate the principles of learning shown in Figure 7.3.
Figure 7.3Principles of Learning
Goal Setting
In some cases, goal setting can simply take the form of a “road map” of the course or program, its objectives, and its learning points. When trainers take the time to explain the training’s goals and objectives to trainees—or when trainees are encouraged to set goals on their own—the level of interest, understanding, motivation, and effort directed toward the training is likely to increase. Allowing employees to undergo training in areas that they want to pursue can be very motivating, as can enlisting employees to train other employees with the information they learn. Who in an organization does not want to be called upon for their expertise?
Meaningfulness of Presentation
Trainees will be better able to learn new information if it is presented using terminology they can understand and the training is connected with things already familiar to them. This is the reason why trainers frequently use colorful examples to which trainees can relate. The examples make the material meaningful. In addition, material should be arranged so that each experience builds on preceding ones. In this way, trainees are able to integrate the experiences into a usable pattern of knowledge and skills.
Modeling
The old saying “A picture is worth a thousand words” applies to training. Just as examples increase the meaningfulness of factual material or new knowledge in a training environment, modeling increases the salience of behavioral training. In other words, people learn by mimicking other people. For example, if you were learning to ride a horse, it would be much easier to watch someone do it—and then try it yourself—than to read a book or listen to a lecture and hope you can do it right.
Modeling can take many forms. Real-life demonstrations and recorded demonstrations, visual aids, pictures, and drawings can get the message across. In some cases, modeling the wrong behavior can even be helpful if it shows trainees what not to do and then clarifies the right behavior.
Individual Learning Differences
People learn at different rates and in different ways. Visual learners absorb information best through pictures, diagrams, and demonstrations. Verbal learners absorb information best through spoken or written words. Similarly, some learners who do horribly in large lecture settings excel in small discussion groups.
Trainers can help accommodate different learning styles in a variety of ways. The key is to avoid delivering the material in only one way. So, for example, instead of delivering a monologue, trainers should incorporate variety into their presentations. They should use visual aids, encourage the participation of learners by including them in demonstrations, and ask them questions about their own experiences. Hands-on activities and breaking large groups into smaller groups for specific activities can also help trainers accommodate different learning styles.
Active Practice and Repetition
Trainees should be given frequent opportunities to practice what they will ultimately be expected to do. An individual being taught how to operate a machine should have an opportunity to practice on it. A manager being taught how to train should be given supervised practice in training.
Practice causes behaviors to become second nature. For example, when you first learned to drive a car, you focused a great deal on the mechanics: “Where are my hands, where are my feet, and how fast am I going?” As you practiced driving, you began to think less about the mechanics and more about the road, the weather, and the traffic. Other forms of learning are no different—by practicing, a trainee can forget about distinct behaviors and concentrate on the subtleties of how they are used.
Experiential Learning
Experiential learning
refers to the process of learning by experience or “doing,” often outside the classroom and without traditional ready-made learning content. Experiential learning might sound like hands-on learning, which can be a part of experiential learning, but it is more than that. It involves not only engaging in an activity, but reflecting on it, critically analyzing it—and potentially improving upon it—and then applying it in new situations or settings. Benjamin Franklin once said, “Tell me and I forget, teach me and I remember, involve me and I will learn.” Experiential learning corresponds to the “involve me and I will learn” part of Franklin’s statement. Simulations, games, and special assignments, which we will discuss later in the chapter, fall into the category of experiential learning.
Whole-versus-Part Learning
Most jobs and tasks can be broken down into parts that lend themselves to further analysis. Learning to sell a product is an example. The process can essentially be broken down into a few discrete steps: finding customer opportunities; uncovering a prospective customer’s needs by learning the proper questions to ask him or her; presenting the firm’s product in a way that meets those needs; and finally, learning how and when to ask the customer to buy the product (closing the deal). If the task can be broken down successfully, it probably should be to facilitate learning; otherwise, it should probably be taught as a unit.
Programmed instruction, which is also referred to as self-paced learning, is often used to break down learning into sequences for employees to learn at their own pace. After being presented with a small segment of information, the trainee is required to answer a question, either by writing in a response or selecting one on a computer. If the response is correct, the trainee is presented with the next step (or screen) in the material. If the response is incorrect, further explanatory information is given, and the trainee is told to try again.
Massed, Distributed, and Continuous Learning
Another factor that determines the effectiveness of training is the amount of time devoted to practice in one session. Should trainees be given training in five 2-hour periods or in ten 1-hour periods? It has been found in most cases that spacing out the training will result in faster learning and longer retention. This is the principle of distributed learning. Rather than a serious of events, continuous learning is an ongoing process whereby employees are continually acquiring new skills and knowledge via training, observing more experienced workers, and asking for help from others when they need it.
A person’s training progress, measured in terms of either mistakes or successes, can be plotted on a learning curve like the one in Figure 7.4. In many learning situations, there are times when progress does not occur. Such periods show up on the curve as a fairly straight horizontal line called a plateau. A plateau can occur because of reduced motivation or because a person gets discouraged when he or she does not always perform a new task as well as hoped. It is a natural phenomenon, and learners usually experience a spontaneous recovery later, as Figure 7.4 shows.
Figure 7.4A Typical Learning Curve
Feedback and Reinforcement
Can any learning occur without feedback? Some feedback comes from trainees themselves via self-monitoring, whereas other feedback comes from trainers, fellow trainees, and the like. Feedback can help individuals focus on what they are doing right and what they are doing wrong. Think about when you first learned how to throw a baseball, ride a bicycle, or swim. Someone, perhaps a parent, told you what you were doing right and what things to correct. As you corrected those things, you perhaps got better.
As a follow-up to training or as part of the training itself, managers can use relatively simple rewards to discourage undesired behaviors and encourage and maintain desired behaviors. Doing so is a form of behavior modification.
Behavior modification
operates on the principle that behavior that is rewarded, or positively reinforced, will occur more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency. The retailer Nordstroms has found that nothing more than words of encouragement and feedback are needed to strengthen employee behaviors. This approach is often used in smaller companies that don’t have particularly formal or sophisticated rewards systems. However, more tangible rewards such as prizes, awards, and ceremonies can help reinforce desirable behaviors.
Encouragement is most effective when it is given immediately after a trainee successfully accomplishes a certain task. This is why some employers, including Nordstroms and Whole Foods, have instituted
spot rewards
programs, which award employees “on the spot” when they do something particularly well during training or on the job. The awards can consist of cash, gift cards, time off, or anything else employees value.
7.3dCharacteristics of Instructors
The success of any training effort will depend in large part on the teaching skills and personal characteristics of the people doing the training. What separates good trainers from mediocre ones? Often a good trainer is one who shows a little more effort or demonstrates more instructional preparation. However, training is also influenced by the trainer’s personal manner and characteristics such as his or her knowledge of the subject, enthusiasm and sincerity, interest in trainees, sense of humor, ability to communicate clearly, and willingness to provide individual assistance to trainees. Because they can have a huge impact on the workforce, organizations should reward managers who are excellent trainers. Too often managers are not recognized for their contributions to this important aspect of HRM.
7.4Phase 3: Implementing the Training Program—Training Delivery Methods
LO 4
Have you ever sat through a less-than-great training session and thought to yourself, “There has got to be a better way to get this material across”? Perhaps what was lacking was the right training method. Choosing the right one depends on the KSAOs to be learned. To organize our discussion of various training methods, we have placed them along the learning continuum shown in Figure 7.5—from learning that is very reactive and passive to learning that is very active. For example, if the material is mostly factual or designed to create a shift in employee attitudes, methods such as lecture, classroom, or online instruction may be fine. However, if the training involves a large behavioral or skill component, more hands-on methods such as on-the-job training or a special job assignment are likely to work better. In other words, the method should be matched to the learning outcome you are trying to achieve.
Figure 7.5Learning Outcomes Differ by Training Method
Keep in mind that many of the methods are used to train both nonmanagers and managers, although some are more used predominantly for one group than the other. In addition, multiple training methods are often used in conjunction with different types of learners. Using multiple methods is referred to as blended learning. As Figure 7.6 shows, traditional classroom instruction delivered by lecturers continues to be the number-one training delivery method for formally training employees. However, its popularity has been steadily dropping relative to electronic-based methods, which we will discuss shortly.
Figure 7.6Training Delivery Methods
Source: Adapted from “2016 Training Industry Report,” Training (November–December 2016): 36.
On-the-Job Training
By far the most common informal method used to train employees is
on-the-job training (OJT)
. By some estimates, 80 to 90 percent of employee learning occurs via OJT. OJT has the advantage of providing hands-on experience under normal working conditions and an opportunity for the trainer—a manager or senior employee—to build good relationships with new employees. Figure 7.7 shows the basic steps of an OJT program.
Figure 7.7The PROPER Way to Do On-the-Job Training
Source: Scott Snell, University of Virginia.
Although it is used by all types of organizations, OJT is sometimes poorly implemented because of its informal nature. To overcome these problems, training experts suggest firms develop realistic goals and measures for the training as well as plan a specific training schedule for each trainee. Conducting periodic evaluations after the training is completed can help ensure employees have not forgotten what they have learned.
KLM Royal Dutch Airlines uses OJT to train its flight attendants. The airline places trainees in the classroom for a certain period and then gives them additional training during evaluation flights. On these flights, experienced flight attendants provide OJT based on a list of identified job tasks. Some tasks, such as serving meals and snacks, are demonstrated during the actual delivery of services to passengers. Other tasks are presented to trainees, away from passengers, between meal service.
An extension of OJT is
apprenticeship training
. With this method, individuals entering the skilled trades are given thorough instruction and experience, both on and off the job. Machinists, aviation mechanics, and electricians are examples of people who hold skilled-trade jobs. Generally, an apprentice is paid 50 percent of a skilled journey worker’s wage to start with, but the wage increases at regular intervals as the apprentice’s job skills increase. When the apprentice successfully completes the apprenticeship, he or she becomes a certified journey-level worker earning full pay. Case Study 2 at the end of the chapter explains how Whirlpool Corporation is utilizing apprenticeships to hire new employees.
Apprenticeship programs originated in Europe centuries ago and are still used extensively there. In the United States, tens of thousands of organizations have registered their programs with the U.S. Department of Labor’s Office of Apprenticeships and state agencies. There are apprenticeships available in a wide range of industries, including construction and manufacturing and the telecommunications, arts, and health fields.
Special Assignments
Special job assignments (discussed in Chapter 5) involve assigning trainees, who are often but not always on managerial tracks, to different jobs in different areas of a firm, often in different regions and countries. In some cases, they are groomed by other managers in understudy assignments to do important job functions. Job rotation and lateral transfers also provide trainees with a variety of hands-on work experiences. Special projects, task forces, and junior boards give trainees an opportunity to study an organization’s challenges, make decisions about them, discuss what aspects of the projects went right and wrong, and plan and work on new initiatives.
Cooperative Training, Internships, and Governmental Training
Similar to apprenticeships,
cooperative training
programs combine practical on-the-job experience with formal classes. For example, a student might alternate work at an organization for one semester (for pay) and then go to school the next semester. Many organizations, including Fannie Mae, General Motors, Burger King, Champion International, Cray, Inc., and the insurance company UNUM, have invested millions of dollars in educational cooperative training programs in conjunction with high schools and colleges.
Internship programs, which we discussed in Chapter 5, are jointly sponsored by colleges, universities, and a variety of organizations. The programs offer students the chance to get real-world experience while finding out how they will perform in work organizations. Organizations benefit by getting student-employees with new ideas, energy, and eagerness to accomplish their assignments. Some universities and community colleges allow students to earn college credits for successfully completing internships.
Apprenticeships are a good way to recruit and train employees.
© runzelkorn/ Shutterstock.com
The federal government and various state governments work together with private employers to sponsor training programs for new and current employees at career centers nationwide that take place at American Job Centers, which are also known as “Career One Stop” centers, or “Workforce Development” centers. The centers help workers find jobs, help employers find qualified workers, and provide job training and other employment services all under one roof (hence the name One Stop). 3M, Honeywell, and General Mills are just a few of the companies involved in the One Stop program.
Simulations
Simulations are used when it is either impractical or unwise to train employees on the actual equipment used on the job. An obvious example is training employees to operate aircraft, spacecraft, and other highly technical and expensive equipment. Southwest Airlines has 10 full-motion 737 flight simulators at its training center adjacent to Southwest’s headquarters at Dallas’s Love Field. During each 4-hour training situation in a simulator, a flight crew faces more abnormal flight situations than it would in a lifetime. The Federal Aviation Administration developed a simulator to dramatically speed up the training of air traffic controllers, a process that used to take as long as 5 years. Variables such as wind speed, precipitation, and the number of airplanes to be guided can be adjusted on the simulator to test the ability of trainees.
The distinction between simulators like the cockpits at Southwest Airlines that move/jostle flight crews about and computer-based simulations has blurred. To train its forklift operators, the aluminum company Alcoa uses a computer simulation called Safedock. In the simulation, trainees perform common tasks such as moving loads from one end of a loading area to the other. If a trainee makes a wrong move, he or she instantly sees the consequences: The forklift might end up driving off the dock or crashing into another forklift. Medical students and doctors are putting on virtual reality headsets to train for different types of trauma care, too.
Simulations can also be used to help employees and managers make tactical decisions. Marriott International has a computer program called Business Acumen to train its managers on the finer points of hotel operation. The program simulates hotel operation scenarios such as budgetary decisions. The Federal Emergency Management Agency has used simulations to help managers better respond to crises. In one computer simulation, a chemical cloud engulfs a city, and managers attempt to respond dynamically to the various problems it creates.
Pilots are trained with flight simulators to help them make the right decision for critical situations without the risk.
Arterra/Getty Images
Games
Games are becoming more popular for training purpose, a phenomenon that’s being referred to as to the “gamification” of learning. Sometimes the games resemble actual tasks done in the workplace. At other times, the games communicate principles that can be transferred to the job. Because games have a competitive component and are fun, trainers have found people are more likely to want to engage with them as well as remember what they learned from them. Generation Zers and millennials tend to like them. To train its retail employees, many of whom are younger, Bloomingdales uses games they can load on a wide variety of devices and play during slow times on the job. Employees report that the games have given them more confidence in their selling skills and increased their desire to participate in corporate training.
Games (and simulations) do not always require a computer, however. Motorola developed a noncomputer-based simulation called “Equal Employment Opportunity: It’s Your Job” to teach the basic principles of equal employment opportunity to managers. Trainees get caught up in the competitive spirit of the game and at the same time absorb and remember government regulations. They also become aware of how their own daily decisions affect their employer’s compliance with these regulations.
E-Learning
The training methods we just discussed are evolving into what trainers today refer to as e-learning.
E-learning
covers a wide variety of electronic applications such as Web and computer-based training (CBT), and social networks. It includes the delivery of content via the Internet, intranets and extranets, mobile devices, DVDs, podcasts, and “virtual classrooms” found in the gaming platform Second Life. E-learning need not be expensive. Many e-learning training programs use existing applications employees are familiar with such as PowerPoint, Word, Adobe Acrobat, and audio and video files that can be easily uploaded and viewed or listened to online using computers and mobile devices.
Virtual reality headsets are being used to train people in different occupations, including people in medical occupations.
iStockphoto.com/yoh4nn
Increasingly, e-learning involves the use of a
learning management system (LMS)
, which combines a company’s e-learning, employee assessment tools, and other training functions into one electronic tool, often custom built for the firm by software vendors. Using the software, managers can assess the skills of employees, register them for courses, deliver interactive learning modules directly to employees’ desktops when they need or want them, evaluate and track their progress, and determine when they are ready to be promoted.
A major advantage of e-learning is that it allows the firm to bring training to employees, which is generally more efficient and cost effective than the other way around. The nuclear power plant industry is a case in point: Nuclear power plant training is frequent and time consuming. For workers just to remove their protective gear and commute to a separate training venue can take an hour or more. One nuclear power company that switched to e-learning reported that it saved nearly $1 million and 10,000 employee-hours in a single year by doing so.
Just-in-Time Training and Microlearning
E-learning also allows companies to offer individual training to employees exactly when and where they need it, which is referred to as
just-in-time training
. Just-in-time training helps alleviate the boredom trainees experience during full-blown training courses, and employees are more likely to retain the information when they can immediately put it to use.
Microsoft has created hundreds of short audio and video clips the company’s sales professionals can download onto their mobile devices as they need them. Long training courses pulled people away from making sales, and with so many products continually being launched, it was difficult for them to keep up to date if they had to take frequent training sessions. Also, employees didn’t remember the training if they could not put it to use immediately.
To be sure, shorter training sessions are definitely a growing trend. Duolingo is one of a number of e-learning companies that offers microlearning training sessions.
Microlearning
refers to training sessions that take place in very short timeframes, usually 5 minutes or less. Between rides, Uber drivers in Colombia, Brazil, and Mexico can use the Duolingo app to improve their English-language skills. When the drivers complete a certain number of lessons, they are allowed to provide rides to English-speaking riders. Microlearning and just-in-time training are examples of distributed learning rather than mass learning.
MOOCs
Recall from Chapter 1 that a MOOC is an online course anyone can take. Although they were initially used in academia, MOOCs are now being used by businesses. To help its client companies find web developers with coding experience, the recruiting company Aquent launched a MOOC. Thousands of people signed up for a coding course Aquent hosted. A couple of hundred went on to get jobs.
Rather than developing their own MOOCs, Bank of America, Qualcomm, and other firms are assigning employees content aligned to their training in already-existing MOOCs. There are literally thousands of MOOCs. Udacity, edX, Coursera, and Khan Academy are some of the major MOOC providers.
Like other types of online learning, the lack of contact with other people can be a problem for some learners. Some MOOCs allow students to have classroom discussions virtually with other people. Others include application assignments and projects. Still others allow instructors to record audio comments or videos about what’s going on in the course each week, which can help keep learners engaged.
Social Media
About 5 percent of the training hours delivered to employees involve social media sites, such as blogs and wikis (sites where people can post information as they can on Wikipedia). When U.S. soldiers were having problems using a grenade launcher, a unit commander posted a question on one of the Army’s internal social media sites. Shortly thereafter, someone who had experienced a similar problem posted a simple solution. The Cheesecake Factory restaurant chain trains employees by letting them upload and share video snippets on job-related topics, including how best to prepare certain foods and provide good customer service.
Workplace by Facebook and Yammer are two corporate social media tools firms can use, but even a basic community page on LinkedIn or Facebook will work: A trainer can set up a page to provide information about an upcoming training session, post materials for it, and engage participants by allowing them to ask questions, volunteer answers, and collaborate with one another before and after the session.
Behavior Modeling
Behavior modeling
is a learning approach in which work behaviors are modeled, or demonstrated, and trainees are asked to mimic them. Behavior modeling consists of four basic components:
1. Learning points. For example, the learning points might describe the skill, why it’s important for trainees to learn, and when it should be utilized.
2. Modeling. Participants might view a video in which a manager deals with an employee in an effort to improve his or her performance. The manager would model how specifically to deal with the situation and demonstrate the learning points.
3. Practice. Trainees then practice the behaviors modeled.
4. Feedback and reinforcement. The trainer and other trainees reinforce the behavior with praise, approval, encouragement, and attention. Digitally recording the sessions can also be very instructive.
Behavior modeling seems to work, according to various studies. Military training is a classic example of how behavior modeling can work. Drill sergeants model the behavior expected of new recruits, who, in turn, by emulating them, develop discipline and confidence.
Role-Playing
Role-playing consists of playing the roles of others, often a supervisor and a subordinate who are facing a particular problem, such as a disagreement or a performance problem. Role-playing is used not only for managers, but also to train salespeople to question customers to understand their needs for goods and services. Health care professionals also use role-playing to learn to question patients and be empathetic and sensitive to their concerns. Virgin America uses role-playing exercises to help employees lean how to deal with irate or unruly passengers.
Computer programs that simulate role-playing have also been developed. Virtual Leader, a product by SimuLearn, is one such program: Management trainees interact with animated “employees”—some of whom are more cooperative than others. The trainees are then given feedback as to how well they applied their managerial skills to each situation.
Coaching
Coaching consists of a continuing flow of instructions, comments, and suggestions from the manager to a subordinate. Coaching is more than just a flow of instruction though. It is a flow of encouragement and support meant to help people not just do their jobs right and get ahead but become leaders.
Part of coaching involves talking to one’s employees about what their goals are and being excited about their achieving those goals, even if it means good employees will ultimately leave your department and you will have to replace them with new ones and begin the process anew. Once a manager understands the employee’s goals, the manager can design ways to help them grow their skills by taking on new leadership responsibilities, training and mentoring other employees, spearheading projects, and then providing the individual with performance feedback on.
One way to coach employees being groomed as managers is to allow them to participate in managers’ staff meetings. This can help them become more familiar with the problems and events occurring outside their immediate areas and how they are handled by exposing them to the ideas and thinking of other managers. Note, however, that coaching is important for all employees to receive—not just employees who are on managerial tracks. Many top managers as well as rank-and-file employees say that without coaching they would never have accomplished for their organizations what they might have.
Case Studies
A particularly useful method used in classroom learning situations is the case study. The FBI’s Integrated Case Scenario method is used as part of a multiweek training program for all new FBI agents. Using documented examples, case-study participants learn how to analyze (take apart) and synthesize (put together) facts, become conscious of the many variables on which management decisions are based, and, in general, improve their decision-making skills. Figure 7.8 provides a set of guidelines for when and how to conduct case studies.
Figure 7.8
Case Studies
When Using Case Studies …
· Decide which goals can best be achieved by using case studies.
· Identify available cases that might work or consider writing your own.
· Set up the activity—including the case material, the room or place, and the schedule.
· Give all participants a chance to take part in the discussions and activities and try to keep the groups small.
· Bridge the gap between the theories presented in case studies and how they can actually be put into practice in your organization.
Source: Adapted from Albert A. Einsiedel Jr., “Case Studies: Indispensable Tools for Trainers,” Training and Development (August 1995): 50–53.
Seminars and Conferences
Seminars and conferences, like classroom instruction, are useful for bringing groups of people together for training and development. Seminars and conferences can be used to communicate ideas, policies, or procedures, but they are also good for raising points of debate and discussing issues (usually with the help of a qualified leader) that have no set answers or resolutions. For this reason, seminars and conferences are often used when change is an organization’s goal.
Outside seminars and conferences are often conducted jointly with universities and consulting firms. Associations and third-party organizations, such as the American Management Association, the Conference Board, and the Center for Creative Leadership, also offer many different types of management seminars. The construction and mining equipment manufacturer Caterpillar is one company that, in conjunction with an outside consulting firm, has developed a training program to groom new managers so it would have enough of them to effectively run the company in the coming decade. Caterpillar began with a series of high-level meetings and strategy sessions. Out of those meetings 11 characteristics were identified that the company seeks in its managers and leaders.
Classroom (Lecture) Instruction
You might wonder why firms use classroom training when so many other interactive (often electronic) methods are available. Some of the advantages of classroom instruction relate to motivation and attendance. Have you ever taken a self-paced course that lacked a classroom setting? If so, you might have had a hard time completing it. As one professor put it, “When it comes to learning, just getting to class is half the battle.” In addition, if a trainee experiences problems, a live instructor is generally in the best position to help the trainee.
Classroom training need not necessarily take place in a classroom per se. Electronic Data Systems uses videoconferencing to train its employees wherever they are in the world rather than having them travel to one location. The company conducted a “coaching skills for leaders” program for 1,500 managers in 41 countries via videoconferencing.
Blended Learning
Blended learning
is the use of both in-person classroom learning and online learning. Blended learning is effective because different people learn better in different ways, and it breaks up the tedium of a single learning technique. For example, to instruct flight crew trainees, airlines play actual cockpit audio recorded on airplanes involved in accidents. After listening to the recordings, the trainees discuss the behavior of the crew during the crisis. Recordings of trainees themselves can also be used. Golf and tennis coaches frequently record their students to let them see their mistakes and then provide them with verbal instructions for improvement. Figure 7.6 shows blended learning is the third most common way firms deliver training to their employees.
Apply What You Learned: Types of Training
Complete the following activity.
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7.5Additional Training and Development Programs
LO 5
In addition to training to address the demands of a particular job, many employers develop training programs to meet the special needs of employees. In this final section, we summarize some of these programs, including orientation training and onboarding, basic skills training, team training, cross-training, and ethics and diversity training. Intercultural training will be covered in Chapter 15.
Apply What You Learned: Team Training Skills
Complete the following activity.
Copyright © Cengage Learning. All Rights Reserved.
7.5aOrientation and Onboarding
Orientation
is the formal process of familiarizing new employees with the organization, their jobs, and their work units. Like training, which emphasizes the what and the how, orientation often stresses the why. It outlines the organization’s philosophy and is designed to influence employee attitudes about their role and work they will be doing.
An organization’s HR department ordinarily is responsible for coordinating orientation activities and providing new employees with information about their conditions of employment, pay, benefits, and other areas not directly under a supervisor’s direction. Those responsible for conducting the orientation often use checklists so no aspect of the orientation is overlooked. The checklist would include such things as
1. an introduction to other employees,
2. an outline of training,
3. attendance, conduct, and appearance expectations,
4. the conditions of employment, such as hours and pay periods,
5. an explanation of job duties, standards, and appraisal criteria,
6. safety regulations,
7. a list of the chain of command, and
8. an explanation of the organization’s purpose and strategic goals.
Highlights in HRM 3 shows the types of materials new hires can be given and the various steps that can ease their transition into the workplace. To be sure no materials are forgotten, companies often post orientation materials on their intranets and then provide new hires with passwords to access the sites.
Some organizations combine orientation programs with computer-based training. Macys cut its orientation training time in half this way, orienting 2,500 new employees in just 6 weeks. New hires at SumTotal Systems, an e-learning company based in Bellevue, Washington, go online for virtual tours of the company’s various departments with introductions to company leaders sprinkled throughout. Of course, these types of programs supplement—but do not replace—the value of face-to-face orientations.
Onboarding
is the process of systematically socializing new employees to help them get “on board” with an organization. Onboarding goes beyond just orienting new employees to their new environment. It brings them into the organization’s fold so that they truly feel as if they are a part of it. This is important because new hires are at a high risk of quitting.
Highlights in HRM 2
Checklist for Orienting New Employees
Orientation Items
· Welcome information outlining the company background’s, corporate vision, and mission statement
· Map of the facility, including parking information
· Computer passwords, security cards, and parking decals
· Current organizational chart
· Information about where to find the firm’s corporate news, intranet sites, and bulletin boards
· Phone numbers, email addresses, and locations of key personnel and help desk personnel
· A copy of the employee’s specific job goals and job description
· Lists of unique terms in the industry, company, and job
· Training class schedules
· Safety and emergency procedures
· The organization’s policy handbook, including the firm’s EEOC policies, office hours, dress code, vacation, and email and Internet rules
· List of employee benefits, including insurance plans
· Holiday schedule
Follow-Up Activities
· Ensure that employee has completed the required paperwork, including benefit enrollment forms
· Revisit the employee’s performance standards
· Schedule the employee’s first performance appraisal meeting
Many new hires quit their jobs not because they can’t handle the job tasks but because they are going through culture shock within the new organization. When new employees quit soon after being hired, companies are then forced to begin recruiting, interviewing, and screening candidates all over again. The best recruiting and selection processes are therefore of little value if a firm is not able to retain the people it hires.
To help new hires avoid culture shock, some companies make videos and podcasts available to them before they even begin work. The mission and goals of an organization, a mini-tour of its facilities, and interviews with current employees talking about what they like about the organization are featured. Executives are often featured as well, which helps new hires develop an early understanding of who’s who in the organization.
In some firms, experienced coworkers serve as volunteer “sponsors,” or buddies, for incoming employees. In addition to providing them with practical help they are an important source of information about the culture of the organization, different workgroups, and what is expected of employees. These relationships help with the socialization of new employees and contribute significantly to their long-term success within the organization. PepsiCo has a buddy system for new hires. The company’s Barcelona unit created a YouTube video explaining where they need to go on their first day and what to expect. They also get a set of written information, and a box of PepsiCo chips and sodas as a welcome gift.
Southwest Airlines approaches onboarding as a welcoming party. “It was so much fun and so informative,” remarked one eager new employee after Southwest’s onboarding process. New employees always start on Fridays at CityMax.com, a build-your-own-website service in Vancouver, British Columbia. On Fridays, people are in a better mood, more relaxed, and are more willing to spend time getting to know new hires.
Highlights in HRM 3
Benchmarking HR Training
Measurement
How To Calculate
Percent of payroll spent on training
Total training expenditures ÷ total payroll
Training dollars spent per employee
Total training expenditures ÷ total employees served
Average training hours per employee
Total number of training hours (hours × participants) ÷ total employees trained
Percent of employees trained per year
Total number of employees receiving training ÷ total employee population
HRD staff per 1,000 employees
Number of human resource development staff ÷ total employee population × 1,000
Cost savings as a ratio of training
Total savings in scrap or waste ÷ dollars invested expenses in training
Profits per employee per year
Total yearly gross profits ÷ total number of employees
Training costs per student hour
Total costs of training ÷ total number of hours of training
7.5bBasic Skills Training
Remedial, or basic skills, training for adults has grown to be a full-blown educational industry on which businesses now spend billions of dollars annually. A report by the National Endowment for the Arts recently concluded that employers ranked the lack of reading and writing skills as the top deficiencies in new hires. Although literacy levels today are similar to what they were in 1970, the economy has changed drastically since then. Most U.S. workers today need to be able to read and analyze complex, often very technical material to succeed. Recently the Pew Research Center conducted a survey of young people between the ages of 18 and 34 and found that most of them felt they lacked the education and training to get ahead, a situation exacerbated by the high cost of college. “Jobs that don’t have much in the way of skills have moved out of the United States or are not living-wage jobs,” says Timothy Shanahan, a professor of urban education and reading at the University of Illinois at Chicago. The basic skills employees need in addition to reading, writing, and computing include speaking, listening, problem-solving, working in teams, and leading other people.
Smith & Wesson, Hewlett-Packard, Motorola, and the City of Phoenix instituted basic skills assessment programs to teach reading, math, and communication skills to employees who show some level of deficiency. Ford, Polaroid, United Technologies, and AT&T are among the many companies who now offer remedial courses to their employees, many of which are conducted in-house.
The National Institute for Literacy connects employers, learners, volunteers, social service providers, and others with literacy programs in all 50 states and U.S. territories. Employees and employers need only go to the institute’s online directory and type in their locations to find the literacy help centers nearest them. A number of states offer businesses tax credits for conducting remedial training (and other types of training) for their employees.
Recognizing that the skills gap is increasing, colleges and companies have begun teaming up to bridge the gap. For example, Pierce College, a 2-year college in California (which had previously concentrated on preparing students for 4-year colleges), now provides remedial instruction to employees at the offices of more than 30 companies in the San Fernando Valley area, where the college is located.
To implement a successful program in basic and remedial skills, managers should do the following:
1. Explain to employees why and how the training will help them in their jobs.
2. Relate the training to the employees’ goals.
3. Respect and consider participants’ experiences and use them as a resource.
4. Use a task-centered or problem-centered approach so that participants learn by doing.
5. Give employees feedback on their progress toward meeting their learning objectives.
7.5cTeam Training
As we discussed earlier in the book, organizations rely on teams to help them attain their strategic and operational goals. Whether the team is an aircrew, a research team, or a manufacturing or service unit, the contributions of the individual members of the team are not only a function of the KSAOs of each individual but also of the interaction of the team members. The teamwork behaviors of effective teams are shown in Figure 7.9. Team training focused on team roles, group dynamics, and problem-solving provides skills needed to function effectively as a team.
Figure 7.9Team Training Skills
Games are often used in team training as is adventure-based learning.
Adventure-based learning
is the use of adventures, such as games, trust activities and problem-solving initiatives for the personal and social development of participants. Combine the TV shows The Amazing Race and Survivor with corporate training, and you will get an idea of what adventure-based learning is. Adventure-based learning is a type of experiential learning (learning by experience). Facebook, Google, Reebok, Coca-Cola, and Dell are among the companies that have utilized adventure-learning for team-building purposes.
AdVenture Games is a San Diego-based company that provides companies with adventure-based games. The games are designed to improve employees’ strategic leadership and creativity, among other things.
iStock.com/BluIz60
How effective is the adventure-based learning method? It depends. “The most creative way to teach valuable lessons of leadership and communication is to engage employees in an unexpected activity that is carefully designed and backed by parallels to real-life situations,” says Chad Michael, the founder of AdVenture Games, a San Diego company that provides corporate training. “If the team building activity does not come with lessons learned and a creative way to instill valuable skill sets, the investment is no more effective than an afternoon at the park.”
7.5dCross-Training
Closely related to team training is
cross-training
. Cross-trained employees learn how to do different jobs within an organization as well as their own. Part of the motivation for cross-training is that it gives firms flexible capacity. Workers can be shifted when and where they are needed. Cross-training represents a shift from Henry Ford’s assembly line production to flexible production. Coca-Cola’s Fountain Manufacturing Operation (which makes the syrup for Coke and Diet Coke) developed team training for its manufacturing employees. The program focuses on three skill categories:
1. technical,
2. interpersonal, and
3. team action.
The technical component, called Four-Deep Training, requires each individual to learn four different jobs to allow for team flexibility.
Some companies have used cross-training to keep their workers and plants in the United States versus offshoring them. Pace Worldwide, a Maryland-based company that sells soldering equipment, watched all of its competitors move offshore. To compete with its low-cost rivals abroad, Pace grouped workers into teams and trained each team to build an entire product as well as different products. “Some of the people could only do certain things, and if they had no work, they would just sit and wait,” said one Pace manager. “Now they have ownership of it all.” Employees have an incentive to learn because their hourly wages get bumped up as they master more skills.
Now Pace builds products to meet actual customer demand rather than storing inventory, which is more costly, and it has been able to shorten its production times and move its operations into one building versus two.
By keeping workers interested and motivated, cross-training can cut turnover, increase productivity, pare down labor costs, and lay the foundation for careers rather than dead-end jobs. At Boston’s The Gourmet Pizza, employees begin cross-training their first day on the job. They cycle through every function in the back and front of the restaurant and then plot their own course. If they are interested in the bar, they have the opportunity to work there in various positions; those who want to become managers or franchise owners learn the entire operation, a process that takes 8 to 12 months. In addition to making them more productive, research shows that cross-training gives employees the “big picture,” making them more creative and better problem-solvers.
7.5eEthics Training
Ethics training became more prevalent in companies following a number of high-profile corporate scandals in the early 2000. Corporate scandals are, of course, not new to the twenty-first century. The most common forms of ethics violations, such as harassment, health and safety, and wage-and-hour violations, are related to employment laws.
Government contractors and subcontractors with contracts that last for 120 days or more and are more than $5 million are required by law to have business ethics codes and compliance policies and procedures. Other organizations are not legally required to. However, in the event of a violation, those that have “effective programs to prevent and detect violations of law” will face reduced penalties under U.S. federal sentencing guidelines.
Workers who are responsible for areas that expose them to ethical lapses are likely to require special training. Employees who do the purchasing for their firms are one example. Likewise, some firms offer special training to their overseas personnel who work in countries in which corruption and bribery are prevalent. (We will talk more about bribery in Chapter 15, which covers international topics.) Bringing in an outside expert trained in ethics or values-based management can be helpful as can surveying employees, managers, and sometimes even customers about what they believe the ethical state of their companies are and where improvements could be made. Other efforts a firm can take to ensure employees at all levels are behaving ethically and legally include establishing toll-free ethics hotlines and secure email addresses where employees can confidentially report violations they have noticed.
Some firms have
chief ethics officers
—high-ranking managers directly responsible for fostering the ethical climate within their firms and ensuring compliance. The Business Roundtable Institute for Corporate Ethics, the Ethics Resource Center, and Ethics & Compliance Officer Association are some additional sources human resource managers can turn to in order to develop ethics training programs. Keep in mind, however, that employees take their cues from top managers and mirror their behavior. If these people don’t behave ethically, no ethics training program within a company can be effective.
7.5fDiversity and Inclusion Training
Diversity training programs were designed in response to an increase in globalization, an awareness of the varied demographics of the workforce, challenges of affirmative action, dynamics of stereotyping, changing values of the workforce, and potential competitive payoffs from bringing different people together for a common purpose. There are basically three types of diversity training:
1. awareness building, which helps employees appreciate the benefits of diversity;
2. training to prevent discrimination, harassment, and associated lawsuits, which for some firms is a major reason why they conduct them; and
3. skill building, which provides employees with the KSAOs necessary for working with people who are different from them with regard to race, gender, and age.
The San Francisco 49ers football team underwent diversity training after Lindsey McLean, a retired gay trainer with the team, admitted publicly that he was gay and that he had endured taunts and humiliation from players at times during his 24 years with the 49ers. “We’re trying to create an environment where we can talk about these things and eliminate the problems and violence that can take place and help them understand that they can create an environment that people can work in, even if they are different,” said one 49ers manager.
The effectiveness of diversity training has come to be debated, however. A comprehensive review of 31 years of data from 830 midsize to large U.S. workplaces found that following diversity training even fewer minorities and women were being promoted into management at firms. But that does not necessarily mean that diversity training in and of itself has led to fewer promotions for women and minorities. Moreover, not all diversity training was ineffective, the review found. Rather, it showed that mandatory programs—solely avoiding liability in discrimination lawsuits—were the problem. When diversity training is voluntary and undertaken to increase awareness of the problem and advance a company’s business goals, it can be quite effective. This is one of the reasons why companies are increasingly focusing on inclusion. An inclusive workplace is one in which people are treated fairly and with respect, and are supported and encouraged to participate in all aspects of the organization.
7.6Phase 4: Evaluating the Training Program
How can you figure out whether the training program you conducted was successful? A variety of methods are available to assess the extent to which a firm’s training programs improve learning, affect behavior on the job, and impact the bottom-line performance of an organization.
Figure 7.10
shows that four basic criteria are available to evaluate training:
1. reactions,
2. learning,
3. behavior, and
4. results.
Some of these criteria are easier to measure than others, but each is important in that it provides different information about the success of the training. The combination of these criteria can give a total picture of a training program to help managers decide where problem areas lie, what to change about the program, and whether to continue it.
Figure 7.10Criteria for Evaluating Training
7.6aCriterion 1: Reactions
One of the simplest approaches to evaluating a training program is to assess participants’ reactions to it. In addition to indicating whether they enjoyed the training, they can give insights into the content and techniques they found most useful. They can critique the instructors, suggest ways to improve the training, and indicate whether or not it should be continued.
However, positive reactions to a training session are no guarantee it has been successful. It may be easy to collect glowing comments from trainees, but as gratifying as this information is, it may not be useful to the organization unless it translates into tangible, improved on-the-job performance based on the firm’s strategic goals. Reaction measures should not stop with assessing the training’s entertainment value.
7.6bCriterion 2: Learning
Beyond what participants think about the training, did they actually learn anything? Testing the knowledge and skills of trainees before and after a training program will help determine their improvement. The skill and knowledge levels of employees who have undergone a training program can also be compared to employees who have not. Federal Express took this approach. The company studied 20 van drivers who attended a weeklong new hire training program. The company then compared the performance of these drivers with a control group of 20 drivers who had received only OTJ training. FedEx found that the drivers who had been formally trained made fewer package processing errors, saving the company about $500 per trained driver.
7.6cCriterion 3: Behavior
The
transfer of training
refers to how well employees apply what they have learned to their jobs. There are several ways to assess the transfer of learned skills back to the job. At Xerox, trainers observe trainees once they return to their regular positions, interview the trainees’ managers about their progress later on, and examine their post-training performance appraisals.
You might be surprised to learn that much of what is learned in a training program never gets used back on the job. To maximize the transfer of training, managers and trainers can take several approaches:
1. Feature identical elements. Have conditions in the training program come as close as possible to those on the job. For example, instead of verbally explaining a manufacturing process, it is better to demonstrate it on a factory floor.
2. Focus on general principles, if necessary. When jobs change or the work environment cannot be matched exactly, trainers often stress the general principles behind the training rather than focusing on rote behavior. This approach helps trainees learn how to apply the main learning points to varying conditions on the job.
3. Establish a climate for transfer. In some cases, trained behavior is not implemented because old approaches and routines are still reinforced by people within the organization. To prevent this kind of problem, firms need to encourage their managers to embrace the strategic changes their organizations are seeking to implement and reinforce and reward trainees for applying the new skills or knowledge.
4. Give employees transfer strategies. Particularly in settings that are not conducive to transfer, managers should provide trainees with strategies and tactics for dealing with their transfer environment. One approach, called relapse prevention (RP), teaches individuals how to anticipate and cope with the inevitable setbacks they will encounter back on the job—that is, a relapse into former behaviors.
7.6dCriterion 4: Results, or Return on Investment (ROI)
Human resource managers are under pressure from top managers to show that their training programs produce bottom-line results. Most organizations today measure their training in terms of its return on investment (ROI), which is also sometimes referred to as the utility the firm gets for its training dollars. A company’s ROI refers to the benefits it derives from training compared to what it costs.
The benefits can include higher revenues generated, increased productivity, improved quality, lower costs, more satisfied customers, higher job satisfaction, lower employee turnover, and greater innovation. To put a dollar value on these benefits, HR managers use various types of data such as sales data, human resources and financial data, and employee survey and control group data gathered from various sources within the organization.
To put a dollar value on the firm’s training costs, the company calculates the direct costs of the programs (materials, software, employee travel and meals, meeting site costs, equipment, trainers’ salaries or fees, etc.) as well as the indirect costs of the programs (participants’ salaries and the productivity they lose while they are attending the training).
Recall that benchmarking is the practice of comparing data and statistics from your operations, such as training, against those of recognized leaders in your industry. The American Society of Training has developed training benchmarks from hundreds of different companies to which other firms can compare the data on their training costs, staffing, administration, design, development, and delivery of training programs. Benchmarks such as these can help organizations evaluate their current and future training programs. Highlights in HRM 3 shows several aspects of training that can be benchmarked.
As e-learning continues to change training, the benchmarks for it are changing as well. Measures such as the extent to which learning content has been accessed, downloaded, and the ratings given it by users are likely to become new measures of how well a firm’s training programs are working.
Some HR experts think managers can get overly preoccupied with ROI calculations and benchmarking. Why? Because often the benefits of training can be intangible or take a long time to appear. Measuring participants’ reactions can be done immediately, of course. However, measuring improved employee skills, customer satisfaction, and so forth can take somewhat longer, and factors other than training can also affect these measures. Finally, the development of groundbreaking new products or processes can also be sparked by training but take years to develop, making them hard to attribute to training. Developments such as these nonetheless can transform organizations.
The key to improving a training program’s effectiveness is continually evaluating it. The information generated by the evaluations then feeds back into Phase 1 of the training process, as shown in Figure 7.1. By tying the training closely to key performance metrics and then measuring the training’s impact against them, a firm will be in a better position to improve its programs over time.
Apply What You Learned: Team Training Skills
Complete the following activity.
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Chapter Review
Summary
· LO 1The types of training given employees range from simple, on-the-job instruction to sophisticated skills training conducted on multimillion-dollar simulators. Training programs cover a broad range of subjects and involve personnel at all levels. The goal of training is to contribute to an organization’s overall strategic goals. To be effective, training programs need to be developed systematically. This approach consists of four phases:
· •needs assessment
· •program design
· •implementation
· •evaluation
·
· LO 2The needs assessment phase begins with an organization analysis. Managers must establish a context for training by deciding where training is needed, how it connects with their firms’ strategic goals, and how their companies’ resources can best be used in terms of training. A task analysis is used to identify the knowledge, skills, and abilities employees need. A person analysis is used to identify which people need training.
·
· LO 3When designing a training program, managers need to consider the two preconditions for learning: the readiness and motivation of trainees. In addition, the principles of learning should be considered to create an environment that is conducive to learning. These principles include goal setting, the meaningfulness of presentation, modeling, individual differences, active practice and repetition, experiential learning, whole-versus-part learning, massed, distributed, and continuous learning, and feedback and reinforcement.
·
· LO 4A wide variety of methods are available to train personnel. On-the-job training is one of the most commonly used methods. Apprenticeship training and internships are especially effective. On-the-job experiences include coaching, understudy assignments, job rotation, lateral transfers, project and committee assignments, and staff meetings. Off-the-job experiences include analysis of case studies, role-playing, and behavior modeling.
· Classroom training is still the most popular way to train employees. However, e-learning methods, such as simulations, games, just-in-time learning, microlearning, and social media are rapidly becoming more popular. Using multiple methods, or what is called blended learning, has been found to be most effective.
·
LO 5Employers develop different training programs for various purposes. Orientation training allows new hires to more quickly acquire the knowledge, skills, and attitudes that increase the probabilities of their success within the organization. Onboarding programs help new hires feel like they truly are a part of a firm. This is important because new hires are at a high risk of quitting. Basic skills training, team and cross-training, ethics training, and diversity training are other programs commonly conducted by organizations.
·
· LO 6The effectiveness of training can be evaluated on several criteria: participants’ reactions, the amount of learning they have acquired, their behavioral changes on the job, and bottom-line results such as the program’s return on investment. The transfer of training is measured via examination of the degree to which trained skills are demonstrated back on the job. Benchmarking and utility analysis help evaluate the impact of training and provide the information for further needs assessment.
Chapter Review
Key Terms
·
adventure-based learning
·
apprenticeship training
·
behavior modeling
·
behavior modification
·
blended learning
·
chief ethics officer
·
chief learning officers
·
competency assessment
·
cooperative training
·
cross-training
·
e-learning
·
experiential learning
·
instructional objectives
·
just-in-time training
·
learning management system (LMS)
·
microlearning
·
on-the-job training (OJT)
·
onboarding
·
organization analysis
·
orientation
·
person analysis
·
spot rewards
·
task analysis
·
transfer of training
Chapter Review
Discussion Questions
· LO 1What economic, social, and political forces have made employee training even more important today than it was in the past?
· LO 2What analyses should be done to determine the training needs of an organization? After the needs are determined, what is the next step?
· LO 3Which principles of learning do you see demonstrated in your own classes? In what ways might you bring other principles into them?
· LO 4Suppose that you are the manager of an accounts receivable unit in a large company. You are switching to a new system of billing and record-keeping and need to train your three supervisors and 28 employees in the new procedures. What training method(s) would you use? Why?
· LO 5Participants in a training course are often asked to evaluate the course by means of a questionnaire. What are the pros and cons of this approach? Are there better ways of evaluating a course?
HRM Experience
HRM Experience
Training and Learning Principles
Even though it is not difficult to do so, a surprising number of training programs don’t explicitly incorporate the principles of learning (goal setting, modeling, individual differences, and feedback). To prove incorporating them is not difficult to do, complete the following assignment for building a paper airplane.
Assignment
1. Form teams of four to six members. Identify someone on the team who knows how to make a paper airplane. That person will be the trainer.
2. Identify someone who will be the observer/recorder. That person will not participate in the training but will write down how many (and how effectively) principles of learning are used in the instruction:
1. Goal setting
2. Modeling
3. Meaningfulness
4. Individual differences
5. Whole versus part learning
6. Mass versus distributed learning
7. Active practice
8. Feedback
9. Experiential learning
3. Give the trainer 10 to 15 minutes to train the group in making a paper airplane. The observer/recorder will keep notes of effective and ineffective training techniques (demonstrated learning principles).
4. Have someone from each team—not the trainer—volunteer to come before the class for a friendly competition. The instructor will give each team member 2 minutes to make a paper airplane. Then, just for fun, they can compete by seeing which one flies the farthest. (No wagering, please.)
5. To finish the exercise, the observers/recorders will lead a discussion of the learning principles that were demonstrated. If the principles were incorporated for this activity, discuss why they might not be incorporated in other training settings.
Chapter Review
Case Study 1
Case Study 1
Whirlpool Mixes Up Its Managerial Training: Closed-Looped Method Brings Learning Full Circle
Most Americans are familiar with Whirlpool. Whirlpool, which is based in Benton Harbor, Michigan, and has been in business for more than century, is perhaps best known for the washers and dryers it makes. But the company also makes refrigerators, freezers, and cooking appliances that it sells under various other brand names around the world (Amana, Maytag, KitchenAid, and Roper are some of them).
During the last economic recession appliance sales plummeted, and Whirlpool was forced to lay off thousands of workers. Although budgets were being slashed, Whirlpool needed to develop managers who could lead the company through the downturn as well as provide training that would have a measurable impact at a lower cost.
Previously Whirlpool University, the company’s 100-acre learning division located at its corporate headquarters, had used mainly classroom learning. The university now has a learning management system and conducts online training. A series of 30-minute modules are used to help familiarize and onboard new hires. In addition, Whirlpool now takes a “closed-loop” approach to training. Instead of just doing popular types of training other companies were doing, it surveys managers to find out what types of training Whirlpool truly needed and what types it didn’t and then designs training programs based on those specific needs.
Because they are central to the training and development of their employees and in the best position to observe and coach rank-and-file employees, to train managers, Whirlpool utilizes a 12-month-long intermittent training program called Leading People. The program consists of blended learning, including prework modules managers do online, followed by classroom training, business projects, and seminars with top managers. A manager’s direct reports provide an initial baseline assessment of his or her skills, and then the manager is assessed again following the training. James Crawford, in Whirlpool’s Chicago division, said the training helped him become a better leader. “It helped me pinpoint weak spots in my leadership practices and then gave me a strategy for turning those weaknesses into strengths,” Crawford says. The managers are later surveyed as to how well the training is working and what can be done to improve it. In other words, there is a feedback system in place, hence the “closed-loop” moniker. That way, the design, delivery, and redesign of the training is a continuous circle and constantly being improved over time.
The closed-loop feedback system has helped Whirlpool continue to assess and alter its training to adapt to new conditions. For example, today Whirlpool isn’t laying off employees; it’s trying to hire more of them as its older workers retire. To attract millennials, the company has partnered with high school and colleges to offer an onsite apprenticeship program called “Work, Earn, and Learn.” In 2017, Whirlpool’s CEO, Jeff Fettig, was one of a number of corporate executives who met with President Donald Trump to talk about saving American jobs and encourage the support of vocational training for the high-tech skills manufacturers today need. “The jobs are there, but the skills are not,” said one executive at the meeting.
Questions
1. Why are a needs assessment and ongoing training important for firms like Whirlpool to conduct?
2. How do you think Whirlpool’s training strategy will need to change in the future?
Source: Greg Sowinski, “Manufacturers Prep to Replace Retiring Workforce,” LimaOhio.com (March 5, 2017), http://limaohio.com; Christopher S. Rugaber, “U.S. Factory CEOs to Trump: Jobs Exist; Skills Don’t,” Chicago Tribune (February 24, 2017), http://www.chicagotribune.com; Garry Kranz, “Whirlpool Adopts E-Learning for Leadership,” Workforce (November 14, 2012), http://www.workforce.com; Tamara Patrick, “Unleashing a Learning Partnership with Managers,” ATD (August 16, 2012), http://www.astd.org; Tamara Patrick, “Whirlpool University Re-Invents in the Face of the Recession,” Management Innovation Exchange (September 16, 2011), http://www.managementexchange.com.
Chapter Review
Case Study 2
Case Study 2
Loews Hotels: Training for Four-Diamond Service and More
Most people expect to receive great service at four-diamond hotels. But that’s not good enough for Loews. The New York–based hotel chain, which has properties in 16 cities across the United States and Canada, tries to “wow” every one of its guests with high-quality accommodations, impressive surroundings, personalized service, and thoughtful amenities for a luxurious experience.
A key element of success at Loews is the extensive training it provides its employees. Whether they work at the front desk, as housekeepers, accountants, or marketing managers, they learn about the big-picture goals of the company and how the quality of service differentiates one company from another in the hotel business. “The key is to train all departments of your organization to be customer-centric,” says Jon Tisch, the company’s co-chairman. “Thinking about customers can’t be left to marketing and sales alone. Manufacturing, R&D, strategy, management, all have to be focused on the needs and desires of the customer.”
Customer-facing employees at Loews undergo classroom training, including role-playing and simulations to learn how to deal with customers. “Living Loews,” a 2-day training program, teaches employees not only the finer points of etiquette but how to really sell the Loews experience—even when things go wrong. “We’re all human, so mistakes can happen,” Tisch explains. “But when they do, we train our coworkers to impress our guests with an extraordinary recovery that we hope they’ll remember even more.”
Training sessions such as “Green” training, “Loews Meeting Experience,” “Loews Pool Concierge” program, “Spa 101,” and the “YouFirst” guest loyalty program ensure that customers of all types who use the hotel’s various services get top-notch service.
The training does not end with the sessions, though. Once it is over, training managers go out on the front lines to do spot checks and offer feedback to employees to make sure the training really “sticks.” A train-the-trainer program and other managerial workshops such as “Communicating Loews” help managers promote the hotel brand and inspire their employees to do so as well. A comprehensive executive training program covers topics ranging from communication and salesmanship to public speaking and presentation skills.
Loews also tries to “grow” its own talent. Most training managers, for example, are promoted from line-level jobs or from operations, so they know the company’s processes and culture firsthand. The company also has a tuition assistance program.
To recruit undergraduates, Loews offers paid summer internships. Interns work in a variety of areas such as the rooms division, food and beverage department, sales and marketing, and human resources. Each intern is assigned a mentor and given opportunities to network by attending operational meetings. At the conclusion of their internships they complete a report on their experience. Successive year internships give them exposure to additional functional areas, project work, supervisory experience, and ultimately the opportunity to join the company’s management training program.
So successful is the training at Loews that even trainers are impressed. Douglas Kennedy, the founder and president of the Kennedy Training Network, which specializes in hospitality training, says he was knocked out by his experience while conducting training at Loews’s various properties. Kennedy says he’s gotten very spoiled during his overnight stays at Loews hotels: “I’m sure it will be a rude awakening next month when I return to staying in more typical upscale hotels.”
Questions
1. How do the training programs at Loews relate to the company’s business strategy?
2. Why does the company encourage its employees to focus on the customers’ needs versus other metrics?
Sources: Amy Bertrand, “Luxury Hotel Trends to Watch,” St. Louis Today (February 4, 2014), http://www.stltoday.com; Jill Busch “Training Reveals Rankings for 2011 Top 125,” Training Magazine (February 8, 2011), http://www.trainingmag.com; Ann LaGreca, “Loews Hotels CEO Jonathan Tisch on the Essence of Customer Service: Experience, Service and Quality,” [email protected] (July 11, 2007), http://knowledge.emory.edu; “Loews Hotels Named Among ‘Top 125’ by Training Magazine,” Hotel and Motel Management (March 9, 2009), http://www.hospitalityworldnetwork.com; Holly Dolezalek, “We Train to Please” Training 45, no. 3 (March–April 2008): 34–35.
L E A R N I N G A N D D E V E L O P M E N T P H I L I P P A D O N N I T H O R N E - N I C H O L L S
How to engage
modern learners
Today, searching online for almost anything is easy. What is a circle? Just Google it. How do I draw a circle? Watch it on YouTube. Should
my circle be red or green? Poll your peers
on Linkedln. Here's my circle: what do you
think? Ask your friends on Facebook.
Tap, tap, swipe, ping and there is
your answer. While immediate access to
information and learning opportunities
across a range of platforms has its
benefits it also has its disadvantages.
This is particularly so for Learning and
Development facilitators where hooking
the attention of employees and keeping it is
essential. It is their role to train employees
to meet organisation objectives and to
remain competitive and in touch with their
increasingly digital customers' expectations.
Let's look first at a couple of the key
obstacles L&D facilitators face when
engaging the modern learner. Information
deluge is the first. Subscribing to the torrent
of industry tweets, Ted-talk notifications and
text updates combined with accessing work-
related webmail, websites and webinars all
vie for learners' attention. Whilst employees
will contend they want to keep their
knowledge current, the pings and dings
of notifications are distracting and lead to
employees being impatient and prioritising
what they read and assimilate while
carrying on with their day-to-day work.
The second key issue is that employer
and employee expectations are askew.
As dubbed by Forrester, one of the most
influential research and advisory firms in the
world, today is 'the Age of the customer'.
Customers have been empowered by digital
technologies and near limitless choice. To
compete it is vital employers build a robust
collaborative team of employees who keep
their technical knowledge current and stay
on top of changing customer expectations.
However, the reality for many organisations
is that they have to make sales to survive
and profits to thrive. Many do not have
the time or resources to dedicate to the
learning initiatives their often geographically
dispersed employees need. Employees want
to learn however, so search elsewhere for
on-demand answers to work-related queries.
So how do L&D facilitators develop
corporate learning initiatives designed for
the modern learner on the back of these and
other obstacles?
A good place to start is by familiarising
themselves with Bersin by Deloitte's
research Meet the Modern Learner. It is
a snapshot of current research into who
modern learners are and how they behave.
Engaging modern learners: How?
Mobile learning is essential. According
to Bersin, people check their smartphones
nine times an hour and 'people are
increasingly turning to their smartphones
to find just-in-time answers to unexpected
problems.' Modem learners are looking for
learning on the go, at their own pace and
in context. Many are working remotely and
structuring work in non-traditional ways.
Making learning accessible anywhere and
anytime on any device, online or offline is
essential as is the ability to log on and return
to where the learner left off.
Keep it short. T don't have time!' is a
common complaint from learners who
believe training takes them away from their
core job functions. A theme of Bersin's
infographic is the fractured nature of
the modern attention span. It says 'most
learners won't watch videos longer than four
minutes.' Micro-learning is gaining traction
as a strategy for quickly closing skill and
knowledge gaps. Offering micro four-minute
nuggets of training means learners can grasp
new knowledge manageably without feeling
overwhelmed and distracted.
Point of need learning. Traditionally L&D
facilitators had a content first mentality and
built comprehensive training programmes
around what they think employees should
know and then made this information
available on intranets. Today 70 percent of
employees access answers to on-the-job
questions through search engines. That is
because Google is the most readily-available
tool at the learner's 'point of need'. Linkedln
and other social media sites are being used
to poll peers on more personalised career
and business-related advice. L&D facilitators
must meet modern learners on their own
turf. Picture your employees searching your
organisation's instructional content for
on-demand support.
Interaction is vital. L&D facilitators must
avoid 'passive tools', says Ruth Garside,
an Adult Educator in Human Resources
at Ara Institute of Canterbury. She says
actively getting learners to carry out a task
and problem solve until they are able to
act independently is essential for driving
participation and applying what they learn.
Debate, forums and discussing ideas as a
group are key interactive tools.
Create experiences. Modern learners
are tired of stale PDFs filled with black
text. They expect to be visually stimulated.
Engaging lessons might include slideshows,
images, diagrams, infographics, excerpts of
8 HUMAN RESOURCES | W I N T E R 20 17
L&D Facilitators must be modern learners
themselves and subscribe to the w orld o f
opportunities digital technology provides
THE GLOBAL DEMAND FOR
QUALIFIED COACHES IS GROWING
ff
white paper text, book excerpts, illustrations and short videos. The
design should be clean, contemporary and free of unnecessary
distractions.
Make time for training: According to Bersin, employees have
only one percent of their typical work week to focus on training
and development. Because of this 'more and more people are
looking for options on their own,' often outside work hours. With
only 38 percent of workers saying they have opportunities for
learning and growth at work, this is no wonder. In fact, 62 percent
of IT professionals paid for training out of their own pockets.
Skills-training is essential and employers must make time for it.
Organisations should have a dedicated period of time each week
which employees can dedicate to learning.
Make it fun. Attention spans are shorter today than in the past.
It is time to make learning fun. Professor Karl Kapp's well-known
infographic '8 Game Elements to Make Learning Fun' is colourful
but has a serious message. It is about giving people effective
learning solutions that cut through the noise of their day-to-day
work lives. Kapp encourages the use of mystery, action, challenge,
risk, uncertainty, opportunity, visible signs of progress and
emotional content when designing learning experiences.
Incorporate virtual reality (VR). This is the most exciting and
game-changing tool for modern learning. As the quality improves
and the price of the hardware reduces, software providers are
quickly moving to maximise the potential of this technology
and education will be a lucrative market for those who can meet
the needs of L&D facilitators. The power of VR is that it allows
the user to become immersed in an environment that is free
from distractions of the modern world. With a VR headset and
headphones on, the normal barrage of a workplace can give
way to a world that is created by the L&D facilitator with the sole
purpose of conveying information in a manner that is suitable to
the learning style of the user.
An example is the interactive STIHL training course which
won the eLearning Award in 2017. It allows employees in 160
countries to look at and try out new brand-name tools in a
virtual environment including an interactive STIHL shop, a
fictitious laboratory and in a forest. Employees wearing the VR
headsets can disassemble the tools and look at the parts. Globally,
thousands of employees are experiencing the same learning tool
and will give consistent advice to customers. Whilst it may seem
like a pipedream, imagine what this technology could mean for
training in your organisation.
Summary
People are hungry to learn and keep pace with global peers in
increasingly connected workplaces. Employees know they must
remain up-to-date in their skillsets to keep the organisations they
work for competitive. Learning is vital yet the art of learning
takes time and resources. Both employees and employers lack
both. Key for L&D facilitators is to jump enthusiastically onto the
modern learners' turf and celebrate corporate learning as worthy
of time and resources. They must be a modern learner themselves
and subscribe to the world of opportunities digital technology
provides. It is only then that they can connect with their intended
audiences by adjusting for changes in attention spans, competing
with information overload and experiencing the power of social
connectivity for the benefit of their trainees.
So, go on and Google how you can establish modern training
initiatives unique to your industry and organisation. Perhaps even
poll your L&D and HR peers on Linkedln. HR
Philippa Donnithorne-Nicholls (LL.B. B.Com, CMHRINZ,
M lnstD ) is a L aw yer a n d HR Professional.
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W I N T E R 2017 | HUMAN RESOURCES 9
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Discussion Rubric: Undergraduate
Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful
connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own
thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment.
For your initial post (1), you must do the following:
Compose a post of one to two paragraphs.
In Module One, complete the initial post by Thursday at 11:59 p.m.
Eastern Time.
In Modules Two through Eight, complete the initial post by Thursday at
11:59 p.m. of your local time zone.
Take into consideration material such as course content and other
discussion boards from the current module and previous modules, when
appropriate (make sure you are using proper citation methods for your
discipline when referencing scholarly or popular resources).
For your response posts (2), you must do the following:
Reply to at least two different classmates outside of your own initial
post thread.
In Module One, complete the two response posts by Sunday at 11:59
p.m. Eastern Time.
In Modules Two through Eight, complete the two response posts by
Sunday at 11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating that “I agree”
or “You are wrong.” Guidance is provided for you in each discussion
prompt.
Rubric
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant detail
(100%)
Develops an initial post with a
point of view or idea using
adequate organization and
detail (85%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (55%)
Does not develop an initial post
with an organized point of view
or idea (0%)
40
Timeliness Submits initial post on time
(100%)
Submits initial post one day late
(55%)
Submits initial post two or more
days late (0%)
10
Engagement Provides relevant and meaningful
response posts with clarifying
explanation and detail (100%)
Provides relevant response
posts with some explanation
and detail (85%)
Provides somewhat relevant
response posts with some
explanation and detail (55%)
Provides response posts that
are generic with little
explanation or detail (0%)
30
Writing
(Mechanics)
Writes posts that are easily
understood, clear, and concise
using proper citation methods
where applicable with no errors in
citations (100%)
Writes posts that are easily
understood using proper
citation methods where
applicable with few errors in
citations (85%)
Writes posts that are
understandable using proper
citation methods where
applicable with a number of
errors in citations (55%)
Writes posts that others are not
able to understand and does
not use proper citation
methods where applicable (0%)
20
Total 100%
Discussion Rubric: Undergraduate
Rubric
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Marketing
Engineering
Statistics
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Reading
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Architecture and Design
Government
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Geography
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ach
e. Embedded Entrepreneurship
f. Three Social Entrepreneurship Models
g. Social-Founder Identity
h. Micros-enterprise Development
Outcomes
Subset 2. Indigenous Entrepreneurship Approaches (Outside of Canada)
a. Indigenous Australian Entrepreneurs Exami
Calculus
(people influence of
others) processes that you perceived occurs in this specific Institution Select one of the forms of stratification highlighted (focus on inter the intersectionalities
of these three) to reflect and analyze the potential ways these (
American history
Pharmacology
Ancient history
. Also
Numerical analysis
Environmental science
Electrical Engineering
Precalculus
Physiology
Civil Engineering
Electronic Engineering
ness Horizons
Algebra
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Physical chemistry
nt
When considering both O
lassrooms
Civil
Probability
ions
Identify a specific consumer product that you or your family have used for quite some time. This might be a branded smartphone (if you have used several versions over the years)
or the court to consider in its deliberations. Locard’s exchange principle argues that during the commission of a crime
Chemical Engineering
Ecology
aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less.
INSTRUCTIONS:
To access the FNU Online Library for journals and articles you can go the FNU library link here:
https://www.fnu.edu/library/
In order to
n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading
ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.
Key outcomes: The approach that you take must be clear
Mechanical Engineering
Organic chemistry
Geometry
nment
Topic
You will need to pick one topic for your project (5 pts)
Literature search
You will need to perform a literature search for your topic
Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
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The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
Optics
effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test
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One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
Chen
Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident