Académique Documents
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CMHR 523
Training & Development Research Project Report
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Table of Contents
Introduction
01 03 06 09 11 15 16 17
Summary Background
Works Cited
Appendix
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INTRODUCTION
average and less than 30% of adult workers in Canada participate in job-related education and training, as opposed US which levels and 45% (Goldenberg, 2006). In general, the US invests approximately 50% more on training than Canadian firm (Goldenberg, 2006). Therefore, it is relevant to assess the perceived vs. actual effectiveness of training programsultimately to understand how that results in organizational performance. Perhaps mandatory training has become prescribed and commoditized but does not necessarily guarantee high performance. The real challenge for institutions is reconciling modern methods, identifying disparate needs of the organizations, and creating implement effective long term HR strategies (Smith, 2002).
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There are many contributing factors that have led to this trend in Canada. However, the purpose of this paper is to particularly focus on the correlation between training methodologies and how they affect employee performance. This paper assumes that is the simplest and most direct way to gain a better understanding how and if employees are prepared in their respective workplace environments.
SUMMARY BACKGROUND
PARTNER (HUMAN) RESOURCES DEPT. Starbucks has rigorously invested in their training to ensure consistency of quality. They understand that selecting the right people and respecting them as equals would lead to success. Their HR structure is horizontal and flat with regional divisions (Appendix 1) and then further dividing into Senior, Associate, and District Manager, and finally Manager positions. Since our focus is on Training, the focus will be on the Corporate Store Trainer who acts as the bridge from Corporate to local stores. PARTNER TRAINING Partners are required to complete the 100 Barista Training Program, which educates partners on coffee (history, roasting, blending), beverages making, and delivery of customer service (Evans & Hansen 2010). The training program begins with short discussions and then focuses on Barista hands-on practice (Ahmed, 2011). The paid training is divided into 3 modules and lasts from 2 weeks to a month. Partners are provided on-going training (i.e. management) if they choose and are also on a 3 month probationary period (Ahmed, 2011).
HR PROFESSIONAL INTERVIEWED Viliyat Ahmed has been working at Starbucks for the past 8 years, as an on-site extension of Partner Resources as the Corporate Store Trainer. His role is to provide training and orientation and facilitate store openings in Toronto. He has valuable insights on both the Trainer/Trainee side as he first began as a Barista. He facilitates and certifies 100 Barista training in Ontario. He reports to the Toronto District Manager who works/reports to Partner Resources to manage new partner development strategies. MAJOR HR ISSUES IN TRAINING A common issue for any retail store is reducing employee turnover, because of the minimum wage. Starbucks actively counters by providing strong benefits and an on-going positive and learning environment (Ahmed, 2011). Diversity management is a challenge; being able to find a balance in aligning other cultures with Starbucks culture (Ahmed, 2011). Starbucks spends much more time and resources for their partners which does affect bottom line; the main challenge is balancing partner interests and at a reasonable cost (Ahmed, 2011).
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ADECCO (Canada)
Adecco is the world leader in human resource solutions with over 50 years of experience and more than 50 locations in Canada alone. Adecco connects people with permanent, temporary, and contract opportunities. HUMAN RESOURCES DEPT. Adeccos Human Resources department is led by Nicollete Mueller, the VP for Canada. The structure is more vertical moves down to Directors, who overlook divisions such as Professional Placement, Recruitment services for all of Adeccos services (Ratte, 2011). Within each division are Managers and Directors who work in-line with employees that they are staffing for their clientele (Ratte, 2011). EMPLOYEES IN TRAINING Employees are must complete training for stock control, manual handling, packaging, workflow, WHIMIS, and equipment handling (Ratte, 2011). Seminars and presentations are the main ways to communicate policies and procedures and supplemental handouts provide additional information. Employees are paid for training for 2 weeks and can participate in specialty training (i.e. Forklift Training) under a 3 month probation. HR PROFESSIONAL INTERVIEWED Ash Ratte is the Senior Coordinator/On Site Manager at Adecco Canada and specifically leads hiring, orientation, and safety training for business clients in the warehousing and manufacturing sector. In addition she deals with administrative duties such as payroll, scheduling and specializes in in conflict resolution within the workplace. She facilitates and certifies employees for her clients. MAJOR HR ISSUES IN TRAINING The major issue to overcome is countering negative employee attitudes (Ratte, 2011). Since the job is monotonous and repetitive, it is difficult to inspire employees to do more than expected. Also, the training program has a large emphasis on safety which is not the most riveting topic for employees. Therefore, the challenge is to make sure everyone is aware of procedures to prevent workplace incidents and accidents (Ratte, 2011).
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THEORETICAL CONCEPTS
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(The Journal for Quality and Participation, 2000) GENERAL BEST PRACTICES IN TRAINING According to the IMPA HR Benchmarking Committee, there are several recommendations best practices to ensure success in a training program. First, to develop the competencies needed an organization, it is important to align strategic objectives to training and development procedures (Bjornberg, 2002). This is logical since the existence of training and development is to ensure performance. An example would be creating a set of long/short term goals, performance appraisals, and creating a lifelong learning environment (Bjornberg, 2002). Secondly, an effective structure must be established in order to accurately assess skills and behaviours in the workplace. This provides criteria to assess whether employees are working effectively towards the goals initially established. Examples of structural initiatives would be mandatory training sessions, professional development sessions, tuition reimbursement, educational leaves, etc (Bjornberg, 2002). Third, the function of the program must ensure that employees are equipped with the skills,
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knowledge, and abilities in order to perform effectively (Bjornberg, 2002). Some examples of functions that requires training are: organizational learning process improvement, resource management, facilitating change, and managing liability (Bjornberg, 2002). Lastly, there must be a method of assessing the Transfer of Learning, to determine if employees have retained the training and whether they can apply them in the workplace (Bjornberg, 2002). Annual meetings, feedback from trainers, and customer reviews, are examples to measure the application of the training program. Most importantly, there must be a strong commitment from managers to provide leadership and guidance of the training program (Bjornberg, 2002). TRAINING FRANCHISE MANAGERS Franchise Managers are unique in that they hold the interests of the licensor and the franchisor (Davis, 2004). The challenge for Training managers in a franchise organization is to be resourceful, persuasive, and creative to uphold company values, as most of them bring in personal beliefs (Davis, 2004). Another challenge is that franchisees are usually running different businesses and are too busy for training (Davis, 2004). To successfully design training for franchisees, the program must align with business goals, for example a 5-year plan for the company (Davis, 2004). Next, support and development must be tailored for each individual, considering their strengths and experiences to meet their specific needs (Davis, 2004). TRAINING TEMPORARY AGENCY WORKERS Because of the complex employment structure of temporary workers, they are more susceptible to behave in extreme results: either the worker engages in organizational citizenship or negative counterproductive attitudes (Connelly, 2011). Evidence supports that Interpersonal Justice (perceived fairness) from the agency and client organization is a major factor that influences worker behaviours (Connelly, 2011). Therefore, to curb these attitudes, agencies should offer supportive programs outside the scope of the, development training for employees to gain skills to become more competitive, and a positive working environment (Connelly, 2011). The individuals own personality and motivations plays a role as well, therefore a careful screening process should be in place to ensure good job performance (Connelly, 2011).
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TRAINING ASSESSMENT MODEL (BASIS FOR EVALUATION) Based on the IPMA Benchmarking committee, Ive established criteria based on the results of the 20012002 HR Benchmarking survey. The committee has indicated that an effective training program is successful over time, produces qualitative and/or quantitative results, results in positive outcomes, facilitates innovation, and is replicable (Bjornberg, 2002). More specifically, the IPMA/NASPE benchmarking subcommittee developed diagnostic operational questions to identify different aspects of training programs, which establishes criteria to assess the training program and the level of effectiveness. (See Below) Evaluation for Training Programs 1. Strategic Alignment 2. Structure & Reportability 3. Function 4. Assessment and Transfer Description How training and development align with the organization's strategic plan Description of the organization's training and development structure The primary focus of training and development efforts Assessing training needs and ensuring that skills/attitudes/behaviors taught during training/learning events are applied on the job. (Bjornberg, 2002) Evaluation for Training Effectiveness 1. Trainee Perception 2. Evaluating Learning 3. Evaluating Behaviour 4. Impact & Results Description How did participants feel about the training? Test the trainees after the training to determine what new skills they acquired or what knowledge they obtained. Has actual job behavior changed as a result of the training? Collect data and determine whether there has been an improvement in organizational results. (Bjornberg, 2002) This will be the framework used to assess both training programs but also the employee performance. As recommended by the study, to collect information, surveys must be conducted with a sample group that have undergone Adecco and Starbucks training. The results of these employee surveys will provide insights to compare and contrast the effectiveness of both organizations.
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ADECCO (Canada)
Stage 1: Needs Analysis ! Application is the first indicator of the skills and knowledge of the employee ! Licenses (i.e. Forklift License) and certifications (i.e. WHIMIS) are recommended ! If not, the training program provides the resources to acquire these qualifications Stage 3: Resource the Program/Validation ! The training proven to be successful, becoming one of the leading firms worldwide ! Facilitates their own in-house certification courses and training, employees can simply sign up and training is paid for Stage 5: Evaluation and Follow-Up ! Employee is tested to work independently and the trainer assesses whether the employee knows policy and procedures ! ! Employees are given a 3-month probation Additional training is provided as needed ! ! Stage 4: Implementation ! Training begins with a presentation/lecture to provide new employees information Employee job shadows a current employee to witness first hand experience and to have a mentor for guidance Additional Notes ! Extremely structured training process with strong emphasis on safety procedures Less emphasis on establishing corporate/company culture and results in less engaged attitudes from employees ! Stage 2: Instructional Design ! ! Orientation to acquaint employees with job Provide documents, booklets, and brochures for more information Information is relayed mostly through lectures and presentations using Powerpoint
4 4 5 5
Encourages a stronger company culture/value system Casual environment, structured performance measures Training is more engaging and stronger on-going initiatives Multi-dimensional construct is the Five Ways of Being
3 5 3 4
Generally focuses on the needs and wants employees only Strict structure and stringent policies and procedures Teaching is less engaging, no on-going mentorship Continuous testing and performance appraisals
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Comparative Analysis
It is important to consider that cognitive ability is a good indicator of training performance but not necessarily job performance (Salas, 2001). Therefore it is necessary to first contrast the individual 5-Step Training Programs and then to contrast job performance. Job effectiveness was assessed based on a small survey conducted from two training groups from Adecco and Starbucks. The sample size was 10 people per group and each member has been trained in the past month. Ratings and levels use a 5-point system where 1 ranks the lowest and 5 ranks the highest score. Comparative scores reflect the average rating of the sample. The data had no outliers, thus the survey is accurately portraying perceptions and attitudes of newly trained employees in this sample group.
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Conducting an organizational analysis is necessary to identify the structural and system components that affect the delivery of the training program (Salas, 2001). The established organizational climate can likely predict whether trainees retained and learned new skills (Salas, 2001). In the case of Adecco, they have a stringent policy on safety and as a result, the level of stakes and expectations are high. Adeccos strategic position to communicate that the training is to protect employees, which in turn establishes a caring organizational climate and trainees positively respond to this. Furthermore, Adecco provides inhouse training and also in an organized manner that makes it simple for employees to participate in gaining certifications. As a result, the structure is extremely effective. In the same respect, Starbucks does an excellent job in creating an effective learning environment but is less stringent. Starbucks distinctly establishes a serve first attitude and coffee enthusiasm creates a fun and positive environment for employees. Though quality control is highly valued at Starbucks, the training climate established by Adecco to maintain high safety standards takes precedence because of the risk factor (Rynes, 2002).
Criteria 3: Function
Both programs have in-depth training that results in effective knowledge transfer. Their instructional approaches vary, largely attributed to the difference in job duties/expectations. Thus the only point of critique is evaluating which program embodies an on-going learning environment to encourage development (Smith, 2002). To promote this process, the training methodology must: (a) present relevant information/concepts, (b) demonstrate the knowledge/skills learned, (c) create opportunities for trainees to practice, and (d) provide feedback to trainees during and after practice (Salas, 2001). The Starbucks module program excels as it divides the skills as attainable goals while using a kinesthetic approach to further reinforce learning. Also, their on-going mentorship/team training program provides more support than Adeccos job shadowing approach. Studies have shown positive results as it improves teamwork, changes team attitudes, and continues to impart company culture and objectives (Salas, 2001).
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There are conditions that must exist to maximize the transfer of training, factors such as: learning environment, opportunity to perform, peer and supervisor support, intervention strategies, team leadership, and if the training is conceptualized as a multi-dimensional construct. (Salas, 2001). Both organizations score high in all of these aspects but the key point of difference is designing the training into a multi-dimensional construct. Starbucks Five Ways of Being (Be Welcoming, Be Genuine, Be Considerate, Be Knowledgeable, Be Involved) are the guiding principles of every employee. Not only does this further reinforce values but is designed to align with personal values and motives. This reduces the responsibility on management to supervise actions of employees and puts the onus on the individuals to have personal reflection and assessment (Subedi, 2004). This also relates to the Partner concept Starbucks establishestreating employees as equals. This strategy has the greatest impact as it instills deep-rooted behaviours and attitudes that more reliably predict employee performance (Subedi, 2004).
In general, Adecco employees expressed that the overall training program was well organized, structured, provided lots of information, and was lastly relevant because of the safety factor. The communication method was effective but since it was in lecture format, breaks would have been helpful to assist in retaining all the procedures. The teaching method was only appealing to some individuals. Starbucks employees expressed that the quality and relevance of the information was particularly strong as was the communication method. However two factors reduced the overall score, they were the organization and preparation of the materials. This is mostly a reflection on the manager not the trainer.
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Starbucks employees enjoyed the teaching method. Since Baristas were required to discuss, read, and teach all the material (as if they were the trainer), it effectively reinforced all the concepts and the skills in the three modules. Furthermore, there was team collaboration and hands-on application at the end of each module. In contrast, Adecco employees must be first certified before than can practice operating equipment, which creates a longer learning cycle. Research has shown that simulated and collaborative learning reduces required instructor time and resources as opposed to only observational learning opportunities (Salas, 2001). Generally, the more methods and opportunities for learning, the better.
Effective training establishes learned behaviours to lead to better job performance, rather than just focusing on the task itself (Subedi, 2004). There is no formulaic answer, however maintaining learner interest, engagement, and feedback generally results in positive behaviours (Martin, 2009). Starbucks has a stronger maintenance of behaviours because of their workplace environment and follow-up techniques (i.e. goal setting, team-building). Adecco lack these techniques, which has led to apathetic behaviours. It is also difficult to manage temporary workers; studies have shown that desires for permanent position or scheduling is not as important as a positive environment, which affects their engagement (Connelly, 2011). Interpersonal justice is a considerable factor for temporary workers attitudes (Connelly, 2011).
Starbucks employees feel that the lack of cohesion between the manager and Starbucks training has largely impacted employee behaviours and as a result, has reduced performance levels. Most felt that the training itself was effective but supervisory behaviours contradicted Starbucks culture. For Adecco, employees felt that the training was informational and relevant, but not extraordinarily motivating. As a result, over time, some employees find it difficult to maintain interest in a warehousing environment and usually these negative attitudes result in mistakes, workplace incidents, or counterproductive behaviours. Therefore, both workplaces have not fully succeeded in the transfer of training.
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Recommendations
ADECCO (Canada)
When recruiting applicants, Adecco should carefully examine workers motivations and attitudes as research shows that attitudes are an important predictor of organizational commitment (Davis, 2004). Individuals must be aware of the line of work they are committing to which is the responsibility of Adecco. To prevent counterproductive behaviours against the monotony of the work, it is recommended to the workers gain additional experience or gain useful skills to gain higher positions within the agencies (Davis, 2004). As a preventative measure, Adecco should avoid selecting temporary workers on the basis of cost, it is important to treat workers fairly or they may retaliate in negative behaviours (Davis, 2004).
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REFERENCES
Works Cited
Ahmed, Vilayat. Personal Interview. 4 Nov. 2011. Alvarez, K., Salas, E., & Garofano, C. (2004). An integrated model of training evaluation and effectiveness. Human Resource Development Review, 3(4), 385-416. Retrieved from http://ezproxy.lib.ryerson.ca/ login?url=http://search.proquest.com/docview/221818051?accountid=13631 Agarwal, S. (2010). Learning, training and development in organizations. Training & Management Development Methods, 24(4), 707-711. Retrieved from http://ezproxy.lib.ryerson.ca/login ?url=http://search.proquest.com/docview/747211807?accountid=13631 Bjornberg, Linda (2002) Training and Development: Best Practices, Public Personnel Management; Vol 31 Iss:4, pp.507-516. Connelly, C., Gallagher, D., & Webster, J. (2011). Predicting temporary agency workers' behaviors. Career Development International, 16(2), 178-194. doi:10.1108/13620431111115622 Davis, P. (2004). Organizational effectiveness and empowered stakeholders: Challenges for training managers. Training & Management Development Methods, 18(1), 709-714. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http://search.proquest.com/docview/202595266?accountid= 13631 Education and training steps .. (1995). The Journal for Quality and Participation, 18(2), 82-82. Retrieved http://ezproxy.lib.ryerson.ca/login?url=http://search.proquest.com/docview/219120993?accountid= 13631 Goldenberg, M 2006, Employer investment in workplace learning in Canada: how we are doing, why it matters, what the key issues are, how we can do better, CPRN research report no.W/36, Canadian Policy Research Networks, Ottawa. Martin, H. (2010). Improving training impact through effective follow-up: Techniques and their application. The Journal of Management Development, 29(6), 520-534. doi:10.1108/02621711011 Peter J. Smith, (2002) "Modern learning methods: rhetoric and reality further to Sadler-Smith .", Personnel Review, Vol. 31 Iss: 1, pp.103 113 Ratte, Ash. Personal Interview. 4 Nov. 2011. Salas, Eduardo, and Janis Cannon-Bowers. "THE SCIENCE OF TRAINING: A Decade of Progress." Annual Review Psychology 52.1 (2001): 471-499. Print. Subedi, Buwani. Emerging Trends of Research on Transfer of Learning International Education Journal 5.4 (2004): 591-599. Print.
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APPENDICES
Appendices Overview
Employee Evaluation Survey Results
1 2 3
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TRAINING EFFECTIVENESS
I. The trainee's perception of training. How did participants feel about the training? CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG 2.1 3.8 4.1 4.0 4.3 3.8
Organization 2 1 2 3 2 2 1 3 3 2 Quality of Content 3 3 4 5 3 4 5 3 4 4 Relevance of Information 4 5 4 4 5 4 3 4 5 3 Communication 4 4 5 3 4 3 4 4 5 4 Teaching Method 4 5 3 4 5 4 5 5 4 4 Preparation 3 3 4 4 3 4 3 3 5 2 II. Evaluating learning. Test the trainees after the training to determine what new skills they acquired or what knowledge they obtained? CRITERIA Create Beverages Dealing with Customers Using the POS System Dealing with Stress Deployment P1 4 4 3 3 4 P2 3 3 4 4 3 P3 4 4 3 3 4 P4 2 4 3 2 4 P5 3 4 4 3 3 P6 4 3 3 3 4 P7 4 5 2 5 3 P8 3 5 2 4 5 P9 4 4 5 5 5 P10 5 4 3 5 3
III. Evaluating changes in behaviour. Has job behaviour changed as a result of the training? CRITERIA Attention to Detail Attitude/Enthusiasm Teamwork Skills Conflict Resolution P1 4 4 4 3 P2 3 5 4 4 P3 5 3 5 3 P4 4 3 4 2 P5 5 4 3 3 P6 3 5 5 3 P7 5 3 3 4 P8 4 4 5 3 P9 4 4 4 3 P10 4 4 4 4 AVG 4.1 3.9 4.1 3.2
IV. Evaluating impact and results. Collect data to determine whether there has been an improvement in organizational results. CRITERIA Sales Customer Experience Quality of beverages Performing side tasks Closing/Opening Tasks P1 3 4 4 4 3 P2 4 5 5 3 4 P3 3 3 3 4 5 P4 3 4 5 5 4 P5 4 3 4 4 5 P6 5 4 4 4 3 P7 4 5 3 5 5 P8 3 4 5 4 4 P9 4 5 5 5 5 P10 3 5 5 4 5 AVG 3.6 4.2 4.3 4.2 4.3
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TRAINING EFFECTIVENESS
I. The trainee's perception of training. How did participants feel about the training? CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG 4.1 3.5 4.1 2.8 2.4 4.2
Organization 4 5 4 5 5 4 4 3 3 4 Quality of Content 3 4 3 4 4 2 4 3 4 4 Relevance of Information 4 5 3 4 5 4 3 4 4 5 Communication 2 3 2 4 4 3 2 4 2 2 Teaching Method 2 3 2 4 3 2 2 1 3 2 Preparation 3 4 5 4 5 5 3 4 5 4 II. Evaluating learning. Test the trainees after the training to determine what new skills they acquired or what knowledge they obtained? CRITERIA Inventory Equipment Maintenance Packaging/Sorting Safety Procedures Handling Equipment P1 3 3 3 3 3 P2 4 4 4 2 4 P3 3 3 5 3 3 P4 5 5 4 4 2 P5 4 4 3 3 3 P6 3 3 4 2 2 P7 4 4 5 4 4 P8 2 4 4 4 3 P9 4 3 3 5 3 P10 4 3 4 3 3
III. Evaluating changes in behaviour. Has job behaviour changed as a result of the training? CRITERIA Attention to Detail Attitude/Enthusiasm Teamwork Skills Conflict Resolution P1 2 3 2 3 P2 3 2 2 2 P3 2 1 3 3 P4 3 1 1 1 P5 4 2 1 2 P6 1 1 3 3 P7 2 3 2 2 P8 3 2 3 1 P9 2 2 2 2 P10 2 2 3 2 AVG 2.4 1.9 2.2 2.1
IV. Evaluating impact and results. Collect data to determine whether there has been an improvement in organizational results. CRITERIA Reduction of Incidents Meeting Quotas Performing side tasks Closing/Opening Tasks P1 3 3 5 3 P2 4 4 4 4 P3 5 3 3 3 P4 4 3 5 3 P5 3 4 4 4 P6 4 3 5 3 P7 2 4 3 4 P8 3 3 4 5 P9 4 4 4 2 P10 4 4 5 3 AVG 3.6 3.5 4.2 3.4
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