August 14, 2022

Loews Hotels: Training for Four-Diamond Service and More Pages 274 – 275 (Chapter 7)ContentContent Read the Case Study entitled, ‘Loews Hotels: Training for Four-Diamond Service and More

Loews Hotels: Training for Four-Diamond Service and More
Pages 274 – 275 (Chapter 7)ContentContent

Read the Case Study entitled, "Loews Hotels: Training for Four-Diamond Service and More ” on pages 274-275 (Chapter 7) several times to get a good understanding of the case…

Write a COVER PAGE, then, write a short summary of the case, then, answer all of the questions at the end of the case. Do not forget your cover page as it will enhance your presentation and always number your answers..

I selected the most interesting and applicable case for the class. Please be sure to back up your answers to this case with facts from the textbook and other sources and remember to use references….

Please number each of your answers. This is very important so that I understand which questions you are responding to. 100 words are a good minimum word guideline for each case question response..

Remember, it is quality that counts so be brief, thorough, but to the point. Good Luck! Please be sure to back up your answers to case with facts from the textbook and other sources (please use APA format).

Snell_18e_PPT_Instructor_Ch07.pptx

Chapter 7 Training and Development

Learning Outcomes

After studying this chapter, you should be able to

Discuss the scope of training and development and its strategic aspects.

Describe how a training needs assessment should be done.

Describe the factors that must be taken into account when designing a training program.

Identify the types of training-delivery methods organizations use.

Explain how the effectiveness of training programs are evaluated, and describe some of the additional training programs conducted by firms.

Discussion Starter #1

Hamburger University, located at headquarters in Oak Brook, Illinois, is McDonald’s management training center.

What economic, social, and political forces have made employee training even more important today than it was in the past?

ANSWER: Increased global and domestic competition, rapid advances in technology, mergers and acquisitions, a focus on human-based competition, and occupational obsolescence are increasing the need for continuous training.

7.1 The Scope of Training

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 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.

7.1a A Strategic Approach to Training

Managers should keep a close eye on their firm’s goals and strategies and orient their training accordingly.

Managers should realize that:

Not all of a firm’s strategic initiatives can be accomplished with training.

Not all training programs—no matter how widely they are adopted by other organizations—will be a strategic imperative for the firm.

Chief learning officers – A high-ranking executive responsible for fostering employee learning and development within the firm

Figure 7.1: Strategic Model of Training and Development

Section 7.1a: A Strategic Approach to Training

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:

A needs assessment based on the firm’s competitive objectives: What training does the firm really need?

Program design: Given those needs, how should the training program be designed or structured?

Implementation: How should the program be delivered—that is, by what method?

Evaluation: How can the firm tell if the training program is really working?

Figure 7.1 presents these dilemmas.

7.2 Phase 1: Conducting the Needs Assessment

“Hard skills” – The tangible and teachable skills needed to do a job

“Soft skills” – Subjective skills that are harder to measure, requiring more discretion or judgment, but equally valuable in the workplace

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 training

Soft-Skills Training

Ethics training

Diversity training

Leadership training

Communications training

Team training

Time management training

Interpersonal skills training

Figure 7.2: Needs Assessment for Training

Section 7.2: Phase 1: Conducting the Needs Assessment

Figure 7.2 shows the three parts of a needs assessment: an organization analysis, a task analysis, and a person analysis.

7.2a Organization Analysis (slide 1 of 2)

Organization analysis – An examination of an organization’s environment, goals, strategies, performance, and resources so as to determine what training it should do

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.

7.2a Organization Analysis (slide 2 of 2)

Other issues include:

Technological change

Innovation

Globalization

Quality and process improvement

Mergers and acquisition

Restructuring

Economic issues

Public policy issues

Conducting an organization analysis also involves examining a firm’s resources—technological, financial, and human—available to conduct the training.

7.2b Task Analysis

Task analysis – The process of determining a training program’s content by studying the tasks and duties a job involves

Competency assessment – An analysis of the set of skills and knowledge needed for decision-oriented and knowledge-intensive jobs

7.2c Person Analysis

Person analysis – The process of determining the specific individuals who need training in an organization

A person analysis helps organizations avoid providing all employees training when some do not need it.

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 be used to conduct a person analysis.

Discussion Starter #2

What analyses should be done to determine the training needs of an organization?

After the needs are determined, what is the next step?

ANSWER: To determine the training needs of an organization, the analyses to be made are the organization analysis, the task analysis, and the person analysis. An organization analysis is an examination of an organization’s environment, goals, strategies, performance, and resources so as to determine what training it should do. A task analysis is the process of determining a training program’s content by studying the tasks and duties a job involves. A person analysis is the process of determining the specific individuals who need training in an organization.

7.3 Phase 2: Designing the Training Program

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:

The training’s instructional objectives

Instructional objectives – The desired outcomes of a training program

Readiness of trainees and their motivation

Principles of learning

Characteristics of instructors

Figure 7.3: Principles of Learning

Section 7.3c: Incorporating the Principles of Learning

All things considered, training programs are likely to be more effective if they incorporate the principles of learning shown in Figure 7.3.

Figure 7.4: A Typical Learning Curve

Section 7.3c: Incorporating the Principles of Learning

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.

7.4 Phase 3: Implementing the Training Program—Training Delivery Methods (slide 1 of 6)

Choosing the right training method depends on the KSAOs to be learned.

Multiple training methods are often used in conjunction with different types of learners.

Figure 7.5: Learning Outcomes Differ by Training Method

Section 7.4: Phase 3: Implementing the Training Program—Training Delivery Methods

Figure 7.5 shows a learning continuum of various training methods—from learning that is very reactive and passive to learning that is very active.

Figure 7.6: Training Delivery Methods

Section 7.4: Phase 3: Implementing the Training Program—Training Delivery Methods

As Figure 7.6 shows, traditional classroom instruction delivered by lecturers continues to be the number-one training delivery method for formally training employees.

7.4 Phase 3: Implementing the Training Program—Training Delivery Methods (slide 2 of 6)

On-the-Job Training

On-the-job training (OJT) – A method by which employees are given hands-on experience with instructions from their supervisor or other trainer

OJT is by far the most common informal method used to train employees.

Apprenticeship training – A system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work

Special Assignments

Special job assignments 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.

Figure 7.7: The PROPER Way to Do On-the-Job Training

Section 7.4: Phase 3: Implementing the Training Program—Training Delivery Methods

Figure 7.7 shows the basic steps of an on-the-job training program.

Video Highlight #1

The Kraft Heinz Corporate Management Trainee Program is designed to broaden your overall knowledge of how the multifaceted, multi-national corporation operates.

“The Corporate Management Training Program at The Kraft Heinz Company”

Section 7.4: Phase 3: Implementing the Training Program—Training Delivery Methods

VIDEO: The Corporate Management Training Program at The Kraft Heinz Company (2:02)

The Kraft Heinz Corporate Management Trainee Program is designed to broaden your overall knowledge of how the multifaceted, multi-national corporation operates.

https://www.youtube.com/watch?v=1Qg1XJTLHHc

TOPICS/CONCEPTS: on-the-job training, management training, training, training delivery methods

7.4 Phase 3: Implementing the Training Program—Training Delivery Methods (slide 3 of 6)

Cooperative Training, Internships, and Governmental Training

Cooperative training – A training program that combines practical on-the-job experience with formal educational classes

Internship programs are jointly sponsored by colleges, universities, and a variety of organizations, and offer students the chance to get real-world experience while finding out how they will perform in work organizations.

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.

Simulations

Simulations are used when it is either impractical or unwise to train employees on the actual equipment used on the job.

7.4 Phase 3: Implementing the Training Program—Training Delivery Methods (slide 4 of 6)

Games

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.

E-Learning

E-learning – Learning that takes place via electronic media

Learning management system (LMS) – Online system that provides a variety of assessment, communication, teaching, and learning opportunities

A major advantage of e-learning is that it is more efficient and cost effective.

Just-in-time training – Electronic training delivered to trainees when and where they need it to do their jobs

Microlearning – Training sessions that take place in a very short timeframe, usually 5 minutes or less

MOOC – An online course anyone can take

7.4 Phase 3: Implementing the Training Program—Training Delivery Methods (slide 5 of 6)

Behavior Modeling

Behavior modeling – A learning approach in which work behaviors are modeled, or demonstrated, and trainees are asked to mimic them

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.

Coaching

Coaching consists of a continuing flow of instructions, comments, and suggestions from the manager to a subordinate.

7.4 Phase 3: Implementing the Training Program—Training Delivery Methods (slide 6 of 6)

Case Studies

A particularly useful method used in classroom learning situations is the case study.

Seminars and Conferences

Seminars and conferences are good for raising points of debate and discussing issues that have no set answers or resolutions.

For this reason, seminars and conferences are often used when change is an organization’s goal.

Blended Learning

Blended learning – The use of both in-person classroom learning and online learning

Figure 7.8: Case Studies

Section 7.4: Phase 3: Implementing the Training Program—Training Delivery Methods

Figure 7.8 provides a set of guidelines for when and how to conduct case studies.

7.5 Additional Training and Development Programs

In addition to training to address the demands of a particular job, many employers develop training programs to meet the special needs of employees, such as:

Orientation training and onboarding

Basic skills training

Team training

Cross-training

Ethics and diversity training

7.5a Orientation and Onboarding

Orientation – The formal process of familiarizing new employees with the organization, their jobs, and their work units

Orientation is usually conducted by the organization’s HR department and includes the following:

An introduction to other employees

An outline of training

Attendance, conduct, and appearance expectations

The conditions of employment, such as hours and pay periods

An explanation of job duties, standards, and appraisal criteria

Safety regulations

A list of the chain of command

An explanation of the organization’s purpose and strategic goals

Onboarding – The process of systematically socializing new employees to help them get “on board” with an organization

Video Highlight #2

This video highlights Trivago’s onboarding program for new employees.

“Check-in at Trivago ”

Section 7.5a: Orientation and Onboarding

VIDEO: Check-in at Trivago (3:23)

This video highlights Trivago’s onboarding program for new employees.

https://www.youtube.com/watch?v=qqO02NLKCEI

TOPICS/CONCEPTS: onboarding, training and development, orientation

7.5b Basic Skills Training

To implement a successful program in basic and remedial skills, managers should do the following:

Explain to employees why and how the training will help them in their jobs.

Relate the training to the employees’ goals.

Respect and consider participants’ experiences and use them as a resource.

Use a task-centered or problem-centered approach so that participants learn by doing.

Give employees feedback on their progress toward meeting their learning objectives.

7.5c Team Training

Team training focused on team roles, group dynamics, and problem-solving provides skills needed to function effectively as a team.

Adventure-based learning – The use of adventures, such as games, trust activities, and problem-solving initiatives, for the personal and social development of participants

Figure 7.9: Team Training Skills

Section 7.5c: Team Training

The teamwork behaviors of effective teams are shown in Figure 7.9.

7.5d Cross-Training

Cross-training – The process of training employees to do multiple jobs within an organization

7.5e Ethics Training

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.

Workers who are responsible for areas that expose them to ethical lapses are likely to require special training.

Bringing in an outside expert trained in ethics 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.

Chief ethics officers – A high-ranking manager directly responsible for fostering the ethical climate within the firm

7.5f Diversity 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.

Three types of diversity training:

Awareness building

Training to prevent discrimination, harassment, and associated lawsuits

Skill building

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.

7.6 Phase 4: Evaluating the Training Program

The effectiveness of training can be evaluated on several criteria:

Participants’ reactions

The amount of learning they have acquired

Their behavioral changes on the job

Bottom-line results such as the program’s return on investment

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 7.10: Criteria for Evaluating Training

Section 7.6: Phase 4: Evaluating the Training Program

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.

Discussion Starter #3

Participants 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?

ANSWER: Questionnaires (reactions) often provide valuable suggestions that can be used to improve a training course. However, there is a tendency for participants to report favorably out of deference to the course leader or to management for providing the training opportunity. Evaluations should include a study of how the trainees’ knowledge, attitudes, and behaviors were changed vis-à-vis a matched control group that did not participate in the course.

Group Activity

Step 1: Divide into groups of three and search for information regarding the training programs of five companies that belong to different industries. (For example, compare a training program designed for an automobile company and that of an HR recruitment firm).

Step 2: Make a note of the type of training programs that are conducted for each organization along with the training delivery method that is implemented.

Step 3: Share the information that your group has gathered with the rest of the class.

Estimated class time: 45 minutes

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Loews Hotels: Training for Four-Diamond Service and More Pages 274 – 275 (Chapter 7)ContentContent Read the Case Study entitled, ‘Loews Hotels: Training for Four-Diamond Service and More

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