CHAPTER 8: DESIGNING AND EVALUATING TRAINING SYSTEMS

8.1 Determining Training Needs

Remarks Definitions Terms

A planned effort by an organization to facilitate the learning job-
related behavior on the part of its employees.
Training

The “systematic acquisition of skills, rules, concepts, or

attitudes that result in improved performance” (Goldstein &
Ford, 2002).

It is essential for an organization because it ensures that

employees have the knowledge and skills necessary to perform
the job.
The first step in developing an employee training system (Noe,
2013).
Needs Analysis

The process of determining the training needs of an

organization.
The process of determining the organizational factors that will
either or inhibit training effectiveness.
Organizational
Analysis
For example, an organization may view training as important
but may not have the money to fund its training program, may
be unable to afford the employee time away from work to be
trained, or may not wish to spend money on training because
employees leave the organization after a short period of time.
The purpose of this is to use the job analysis method and to
identify the tasks performed by each employee, the conditions
Task Analysis
under which these tasks are performed, and the competencies
(knowledge, skills, abilities) needed to perform the tasks under
identified conditions.

The most common job analysis methods used for this purpose
include interviews, observations, and task inventories.
The third and final step in the needs analysis. This is the
process of identifying the employees who need training and
determining the areas in which each individual employee needs
to be trained. Person Analysis

It is based on the recognition that not every employee needs

further training for every task performed.
For example, trainers at Applebee’s restaurants test
management trainees on essential on-the-job tasks. When the
trainees demonstrate proficiency, the training ends. Thus, some
trainees complete the management training program in half the
time it takes others.
The easiest method of needs analysis. A rating representing Performance
some aspects of an employee’s work performance. Appraisal Scores

Questionnaires asking employees about the areas in which they

feel they need training. Surveys

Are not used as extensively as surveys but can yield even more
in-depth answers to questions about training needs (Patton &
Interviews
Pratt, 2002).

A test that measures an employee’s level of some job-related Skill Test

skill.
A test that measures the level of an employee’s knowledge
about a job-related topic. Knowledge Test

The fifth method for determining training needs is the critical-

incident technique. To use this technique for needs
Critical Incidents
assessment, the critical incidents are sorted into dimensions
and separated into examples of good and poor performance.

8.2 Establishing Goals and Objectives

Remarks Definition Term

The importance of this process cannot be emphasized enough, Goals and

as the training goals will determine the resources allocated to Objectives
the training, the methods used to deliver the training, and the
methods used to evaluate the success of the training.

Training goals and objectives should concretely state the

following (Mager, 1997):
 What learners are expected to do
 The conditions under which they are expected to do it
 The level at which they are expected to do it

8.3 Choosing the Best Training Method

Remarks Definitions Terms

Are a good training source if the goal is for employees to obtain
knowledge, but unless they are accompanied by such
Lectures
techniques as simulations and role-plays, they are not usually
effective at teaching skills.
A training technique in which employee’s usually in a group, are
presented with a real or hypothetical workplace problem and
Case Study
are asked to propose the best solution.
 A case study based on a real situation rather than a
hypothetical one. Living Case
An exercise designed to place an applicant in a situation that is
similar to one that will be encountered on the job. Simulation
A training technique in which employees act out simulated Role-play
roles.
A training technique in which employees observe correct
behavior, practice that behavior, and receive feedback about
Behavior Modeling
their performance.

Similar to role-play except that trainees role-play ideal behavior

rather than the behavior they might normally perform.
The employee behaviors necessary to correct the problems and
are essentially rules to follow in solving a problem. Learning Points

8.4 Delivering the Training Program

8.4.1 Conducting Classroom Training

Remarks Definitions Terms
Concentrating learning into a short period of time. Massed Practice
 The most common goals for icebreakers are to get people to
know one another, to get them talking, to wake them up, and to
Using Icebreakers
get them thinking about the topic.
and Energizers

8.4.2 Conducting Training Through Distance Learning

Distance learning programs in which employees can complete Asynchronous

the training at their own pace and at a time of their choosing. Technologies
Distance learning programs that require employees to complete
the training at the same time and at the same pace although Synchronous
they may be in different physical locations. Technologies
A training technique in which an employee is presented with a
videotaped situation and is asked to respond to the situation
Interactive Video
and then receives feedback based on the response.
A training method in which employees learn information at their Programmed
own pace. Instruction
Short for “web seminar”, an interactive training method in which
training is transmitted over the internet. Webinar
A noninteractive training method in which the trainer transmits
training information over the internet. Webcast
A website in which the host regularly posts commentaries on a
topic that readers can respond to.
 Blog
A collection of web pages in which users can create web pages
on a topic and readers can freely edit those pages. Wiki
A program that automatically distributes e-mail messages to a
group of people who have a common interest. Listserv

8.4.3 Conducting On-the-Job Training

Learning through watching and imitating the behavior of others. Modeling

A system in which employees are given the opportunity to
perform several different jobs in an organization. Job Rotation
Teaching employees how to perform tasks traditionally
performed by other employees. Cross-training
A training program, usually found in the craft and building
trades, in which employees combine formal coursework with
Apprentice Training
formal on-the-job-training.
It is another popular method of training new employees and
typically takes one of the two forms experienced employees
Coaching
working with new employees and professional coaches who
work with all employees.
A formal method of coaching in which excellent employees
spend a period of time in the training department learning Pass-through
training techniques and training employees. Programs
A form of coaching that has recently received much attention. Mentoring
An experienced employee who advises and looks out for a new
employee.

Mentor
A veteran in the organization who takes a special interest in a
new employee and helps him not only to adjust to the job but
also to advance in the organization.
Using performance appraisal for both training and determining
raises and promotions can be difficult. As pointed out by
Kirkpatrick (1986), three factors account for this difficulty. First,
the focus on salary administration is on past behavior, whereas
the focus for training is on future behavior. Second,
performance appraisal for salary administration often is Performance
subjective and emotional, whereas such appraisal for training is Appraisal
objective and unemotional. Finally, salary administration looks
at overall performance, whereas training looks at detailed
performance. Because of these differences, Kirkpatrick (1986)
suggests the use of two separate performance appraisal
systems in an organization, one for salary administration and
the other for training.
Chapter 8: Designing and Evaluating Training System
MULTIPLE-CHOICE QUESTIONS.

1. General Electric employees in New York use actual information about a problem within the company. Trainees not only discussed
the problem but interviewed employees to gather more information. What type of case study should be used to make their study
more realistic?
a. Exploratory case
b. Descriptive case
c. Living case
d. Intrinsic case

2. Which of the following is a benefit of employee training?

a. Improves morale.
b. Helps people identify with organizational goals.
c. Provides a good climate of learning, growth, and coordination.
d. None of the above

3. Which of the following is a method of on-the-job training?

a. Group discussion
b. Job instruction
c. Role play
d. Case study
4. Which of the following help a manager identifies which employees need training?
a. Person analysis
b. Organizational analysis
c. Task analysis

5. Organization level needs analysis.

a. Examines individuals' training needs.
b. Involves determining appropriateness of training, resources available for training and level of support.
c. Involves identifying the tasks that compose jobs and the KSAOS needed to perform them.
d. Should always be the last level of analysis conducted.

6. Determining whether performance deficiencies result from lack of knowledge or skills is shown by:
a. Organizational analysis
b. Person analysis
c. Gap analysis
d. Ask analysis

7. Interviewing as a needs assessment technique:

a. Is less expensive than most other assessment methods.
b. Can explore unanticipated issues that come up.
c. Only provides information directly related to questions asked.
d. Minimizes interruption of work.

8. _____ analysis asks the questions, "Will employees perceive the training program as an opportunity or waste of time? Which
persons or groups (employees, managers, vendors,) have an interest in seeing training succeed?"
a. Benchmark
b. Task
c. Person
 d. Organizational

9. The first step in task analysis is to:

a. Develop a preliminary list of tasks performed on the job.
b. Interview all job incumbents.
c. Select the job or jobs to be analyzed.
d. Identify the KSA's important for successful task performance.

10. Which of the following is not an issue to determine whether training is the best solution?
a. Is the performance problem important?
b. Can employees demonstrate the correct behavior?
c. Were other solutions too expensive or unrealistic?
d. Are employees approaching retirement age?
ANSWER KEY:
1. C. Living Case
2. B. Helps people identify with organizational goals.
3. C. Role play
4. A. Person Analysis
5. B. Involves determining appropriateness of training, resources available for training and level of support.
6. B. Person analysis
7. B. Can explore unanticipated issues that come up.
8. D. Organizational
9. C. Select the job or jobs to be analyzed.
10. D. Are employees approaching retirement age?

Organization level needs analysis

A. examines individuals' training needs.
B. involves determining appropriateness of
training, resources available for training and level
of support.
C. involves identifying the tasks that compose jobs
and the KSAOs needed to perform them.
D. should always be the last level of analysis
conducted.
Organization level needs analysis
A. examines individuals' training needs.
B. involves determining appropriateness of
training, resources available for training and level
of support.
C. involves identifying the tasks that compose jobs
and the KSAOs needed to perform them.
D. should always be the last level of analysis
conducted
FILL IN THE BLANKS.

1. ________________ is essential for an organization because it ensures that employees have the knowledge and skills necessary to
perform the job.
2. A ___________ is formal method of coaching in which excellent employees spend a period of time in the training department
learning training techniques and training employees.
3. Using _____________ for both training and determining raises and promotions can be difficult.
4. A _________ is a system in which employees are given the opportunity to perform several different jobs in an organization.
5. The most common goals for _____________ are to get people to know one another, to get them talking, to wake them up, and to
get them thinking about the topic.
6. A _________ is a veteran in the organization who takes a special interest in a new employee and helps him not only to adjust to the
job but also to advance in the organization.
7. A _________ is a test that measures an employee’s level of some job-related skill.
8. The purpose of ___________ is to use the job analysis method and to identify the tasks performed by each employee, the
conditions under which these tasks are performed, and the competencies (knowledge, skills, abilities) needed to perform the tasks
under identified conditions.
9. _______ are not used as extensively as surveys but can yield even more in-depth answers to questions about training needs.
10. A case study based on a real situation rather than a hypothetical one is called ________.
11. _________ is a training program, usually found in the craft and building trades, in which employees combine formal coursework
with formal on-the-job-training.
12. Concentrating learning into a short period of time is called __________.
13. A _________ is a website in which the host regularly posts commentaries on a topic that readers can respond to.
14. _________ is a program that automatically distributes e-mail messages to a group of people who have a common interest.
15. A noninteractive training method in which the trainer transmits training information over the internet is called __________.
FILL IN THE BLANKS ANSWER KEY:
1. TRAINING
2. PASS-THROUGH PROGRAMS
3. PERFORMANCE APPRAISAL
4. JOB ROTATION
5. ICEBREAKERS
6. MENTOR
7. SKILL TEST
8. TASK ANALYSIS
9. INTERVIEWS
10. LIVING CASE
11. APPRENTICE TRAINING
12. MASSED PRACTICED
13. BLOG
14. LISTSERV
15. WEBCAST