TRAINING AND DEVELOPING EMPLOYEES

Employee Orientation

Also called onboarding, upon hiring a new employee, it is important to provide them with the information they need to function and help them appreciate the company’s culture and values. This aims to make sure employees know what to do in their job and how to do it.

HR specialists perform the first part by explaining the benefits, personnel policies, the daily routine, company organization and operations, safety measures, and regulations/

The supervisors explain the department’s organization, introduction to colleagues, and familiarize them with the workplace. A printed or Internet-based employee handbook covering matters like these should also be given to them.

Training

this refers to giving new or current employees the skills that they need to perform their jobs. Acquiring these skills improves employee’s performance and productivity which boosts company success.

In conducting this, the company’s goal should be identified first, then determining the employee behaviors and skills needed to reach those goals, and finally creating programs to develop those skills.

• it improves productivity more than performance appraisals (evaluations) or feedback.

• Only goal setting is slightly more effective than this in improving performance because goal setting tells them how to apply what they learned to reach a clear result. It taps motivation, focus, and responsibility

ADDIE

It is a training process model that training experts have used for years. It refers to analysis-design develop-implement-evaluate.

As an example, one training vendor describes its training process as follows:

• Analyze the training need.

• Design the overall training program.

• Develop the course (actually assembling/creating the training materials).

• Implement training, by actually training the targeted employee group using methods such as on-the-job or online training.

• Evaluate the courses effectiveness.

Instructional System

This is a system approach to training that gives important impetus to the establishment of objectives and evaluation criteria

It includes a step-by-step way of planning and delivering training effectively. It helps make sure training solves real problems and actually improves performance.

It is composed of:

1. Problem Diagnosis
   ➤ Identify the issue: What is not working well in the company? What problem needs solving?

2. Performance Analysis / Needs Analysis / Skills Gapping
   ➤ Analyze the gap: What should employees be able to do vs. what they are currently doing?
   ➤ Find out what skills or knowledge they are missing.

3. Program Design
   ➤ Plan the training: What content, activities, and methods will be used?
   ➤ Set clear objectives (what learners should achieve).

4. Program Delivery
   ➤ Implement or conduct the training: In-person, online, workshops, etc.

5. Program Evaluation
   ➤ Measure results: Did the training work? Did performance improve?

Needs Analysis

this is the first step in developing an employee training system. It is a way to determine what does the employee need for them to do their job better and meet the organization’s goals.

• Task analysis for new employees (to teach job tasks) and performance analysis for current employees (to check if training is truly needed or if something else is causing poor performance).

Performance Analysis

this refers to verifying that there is a performance deficiency and determining whether that deficiency should be corrected through training or through some other means (such as transferring the employee). It aims to uncover why performance is down.

Its process begins with comparing the person’s actual performance to what it should be and distinguishing between can’t do tasks and won’t do tasks.

Can’t do Task

In performance analysis, this means that the employee wants to do the task, but doesn’t know how; thus, training is needed.

Won’t do task

In performance analysis, this means that the employee knows how to do the task, but chooses not to; thus issue is not skills, but maybe:

• Low motivation

• No rewards or recognition

• Poor attitude

• Personal issues

Organizational Analysis

this refers to determining the organizational factors that either facilitate or inhibit training effectiveness. It focuses on identifying the goals of the organization, their ability to conduct training, and the extent to which employees are willing and able to be trained.

Designing

This part of developing a training program involves planning the overall training program flow, which includes training objectives, delivery methods, and program evaluation.

It summarizes how the training environment is planned to motivate trainees to both learn and apply it to their jobs.

It also includes possible training program content, training program budget, and the technology to be used.

Sub steps include:

• Setting performance objectives

• Creating a detailed training outline (all training program steps from start to finish)

• Choosing a program delivery method (such as lectures or Web)

• Verifying the overall program design with management

Setting Learning Objectives

This step in designing a training program involves identifying the desired learning outcomes and turning them into tangible programs.

It should clearly state what the trainee will be able to do afterward, and can be measured or observed

Example:

A new data entry clerk struggles with accuracy and speed.

⇒ After the training, the employee will be able to enter 50 records into the system with 98% accuracy.”

Developing the Program

This step in designing a training program involves assembling the program’s training content and materials.

• choosing the specific content to be presented

• designing/choosing the specific instructional methods

• training equipment and materials (gadgets and other tech)

Kirkpatrick Model

Whatever the training program, it’s important to evaluate the training effort.

This is a widely used framework for evaluating the effectiveness of training programs. It was developed by Donald Kirkpatrick in the 1950s and has four levels, each representing a different way to assess training outcomes:

1. Reaction

• What it measures: How participants feel about the training.

• Purpose: To find out if they liked it, found it engaging, and thought it was relevant.

• Example question: "Was the training enjoyable and useful?"

2. Learning

• What it measures: What knowledge, skills, or attitudes participants gained.

• Purpose: To determine if learning objectives were met.

• Example method: Pre- and post-tests, quizzes, or skill demonstrations.

3. Behavior

• What it measures: Whether participants apply what they learned in their jobs.

• Purpose: To see if the training resulted in behavior change on the job.

• Example method: Observations, performance reviews, or follow-up surveys.

4. Results

• What it measures: The final results or impact of the training on the organization.

• Purpose: To assess ROI or business outcomes like increased productivity, higher sales, or improved customer satisfaction.

On-the-Job Training

a training method that refers to having a person learn a job by actually doing it. Training is given at the actual workplace, where they are supervised by a trainer or an experienced employee.

It is combined with comprehensive initiation programs and continuing-education seminars.

Coaching

Also called the Understudy Method, a type of OJT that is short-term, goal-focused, where a coach (usually those in a higher position) helps an employee improve performance or develop specific skills.

Example:
A sales manager coaching an employee to improve their closing techniques.

Mentoring

A type of OJT that is long-term, usually lasting at a minimum of six months to several years. In this, a more experienced employee provides guidance, support, and career advice to a less experienced one.

It can cover both aspects of work and life.

Example:
A senior engineer mentoring a junior engineer on navigating career paths and workplace culture.

prone to “Guilt by Association," which means someone is judged negatively just because they are connected to someone or something unpopular or disapproved, even if they didn’t actually do anything wrong.

Apprenticeship Training

A type of OJT that includes a combination of on-the-job training and classroom instruction over a period of time.

Key Features:

• Structured and long-term

• Leads to certification or qualification

• Combines theory and hands-on practice

• Common in skilled trades (e.g., welding, plumbing, and electrician)

Example:
spends 2 years learning under a licensed plumber while attending technical classes.

Special Assignment

A type of OJT where firsthand experience in working on actual problem is given to lower-level executives.

Peer training

also called action learning, in this several employees will spend several days per week over several months learning what the technology or change will entail. Then, these employees spread the new skills and values to their colleagues back on the job

Informal System

also called as the buddy system, a type of OJT where learning occurs passively through experience and through interactions with little impact from formal training.

It has 70-20-10 notation:

• 70% of job learning occurs

• 20% on informally on or off the job social interactions (between employees)

• 10% on actual formal training

Example:

participating in meeting, coaching others, attending conferences, searching the net, working with customers, job rotation, reading books and journals, etc.

In-Basket Training

a type of OJT used to develop and evaluate managerial or administrative skills. Trainees are given a stack (or digital) of documents — like emails, memos, complaints, or reports — that they must review, prioritize, and respond to as if they were in a real managerial role.

Job Instruction Training

a type of OJT where someone is taught how to perform a task by breaking the task into a clear sequence of steps.

Behavior Modeling

a type of OJT that involves showing trainees the “model” way of doing something, letting trainees practice that way, and giving feedback

Basic procedure:

• Modeling - trainees watch live or video examples of models behaving in a problem situation

• Role-playing - trainees get roles to play in a simulated situation; they are to practice effective behaviors as demonstrated by the models

• Social reinforcement - trainer provides positive reinforcement through praise and constructive feedback

• Transfer of Training - trainees are encouraged to apply their new skills when they are back on their jobs

Stretch Assignments

a type of OJT that involves placing employees in jobs and assignments different from and other than those to which they are accustomed.

a project that's beyond the current level of knowledge or skills of the employees, which allows them to explore challenging roles and learn more without leaving their current positions.

It helps understand the employee’s capabilities. Assignments should be challenging, but not overwhelming

Off-the-Job Training

a training method conducted outside the regular work environment.

Key Features:

• Theoretical or simulated environment

• No job responsibilities during training

• Often led by professional trainers

Lecture

It is the most common off-the-job training method used to present knowledge to large groups of trainees.

Programmed Learning

it a type of off the job training that is self-paced learning using computer programs.

it consist of three parts:

• Presenting questions, facts, or problems to the learner

• Allowing the learner to respond

• Providing built-in feedback on the accuracy of answers, with instructions on what to do next

Vestibule training

a type of off-the-job training where employees are taught in a simulated work environment — often set up near or outside the actual workplace — using real equipment, tools, or machines without the pressure of real work.

Role-Playing

a type of off-the-job training where realistic situation is created and have trainees assume roles of specific persons in that situation.

It aims to develop trainees’ skills in leadership and delegating

9-Box Grid

a tool used in talent management to evaluate employees based on their performance and potential. It is a matrix with 9 squares (3 rows × 3 columns), where the X axis represents current performance (low, medium, high) and the Y axis represents future potential (low, medium, high).

This tool helps in succession planning, development planning, and promotion decisions. It encourages more strategic thinking about how to invest in employees and prepare them for future roles.

Organization Development

The process of improving organizational performance by making organization-wide changes rather than individual changes.

It involves making rationally planned and implemented changes to improve the organization, utilizing behavioral science principles and procedures.

It usually involves action research, which means collecting data about a group, department, or organization, and feeding the information back to the employees.

Although the hardest part of leading a change is overcoming the resistance to it.

Categories of Application:

1. human process

2. technostructural

3. human resource management

4. strategic applications
   

Lewis’s Change Process

This model introduces the basic process for implementing a change with minimal resistance.

It states that all behavior in organizations is a product of two kinds of forces: those striving to maintain the status quo and those pushing for change.

Thus, to implement change, forces for the status quo should be reduced or build up the forces for change. This process consists of three steps:

1. Unfreezing

2. Moving

3. Refreezing

Unfreezing Stage

this step of Lewis’s change process means reducing the forces that are striving to maintain the status quo, usually by presenting a provocative problem or event to get people to recognize the need for change and to search for new solutions.

Having established a sense of urgency, the leader may then create one or more task forces to diagnose the problems facing the company. Such teams can produce a shared understanding of what they can and must improve, and thereby mobilize commitment

Moving Stage

This step of Lewis’s change process means developing and communicating a new shared vision. This can be accomplished through creating guiding coalition where they work together as a team to act as missionaries and implementers.

From there, help employees make the change. Then, consolidate gains and produce more change.

Set attainable short-term accomplishments, achieving those builds trust, and then use that trust to make bigger and lasting changes that support the company’s long-term goals.

Refreezing Stage

This step of Lewis’s change process means building in the reinforcement to make sure the organization doesn’t slide back into its former ways of doing things.

Human Process

this is an organizational development (OD) techniques that aims to give employees the insight and skills required to analyze their own and others behavior more effectively, so they can then solve interpersonal and intergroup problems. These problems might include, for instance, conflict among employees.

Application of OD here include sensitivity training, team building, and survey research.

Sensitivity Training

this type of training aims to help people better understand their own behavior and how they affect others. It does this by creating a space where people can express their feelings openly and receive feedback in real time — not based on what they’ve done in the past, but on how they act and feel in the moment during the session.

Technostructural Intervention

this is an organizational development (OD) techniques that involves changing firms structures, methods, and job designs.

For example, in a formal structural change program, the employees collect data on the companys existing organizational structure; they then jointly redesign and implement a new one