Based on the two prevalent motivating examples provided for that companies shoul

Question

Based on the two prevalent motivating examples provided for that companies should consider use for evaluating training programs:

(i) reaction outcomes and affective outcomes,

(ii) and the training methods companies should use for effectiveness, and

(iii) the performance feedback to handle conflict. In a minimum of 100 words state if you agree or disagree with the summary below and why in detail?

Chapter 6

is about training evaluation.  After reading chapter 6, answer this question: In your opinion, what can be done to motivate companies to evaluate training programs? In your answer, provide two options and discuss some examples so that the class can understand your points of view.

There are two prelevant motivating options that companies should consider using for evaluating training programs: reaction outcomes and affective outcomes.

In the HRM book, Reaction outcomes are defined, “perceptions of the program including the facilities, trainers, and content. This information is typically collected at the program’s conclusion” (Noe, 252). Analyzing this definition, it would be best for motivation purposes. Mostly staff members take evaluations. Employees’ opinions about training programs are significant to the progression of a company. Companies implement training programs to gain insight into the company, managers, and staff. Therefore, reaction outcomes will benefit companies by sharing critiques about areas that need improvement. Employees make the company function; the success of the company relies on employees and customers. An example would be for managers, Board of Directors, and CEOs could administer meetings with employees one-on-one. The leaders should be more informal, so employees can feel comfortable expressing their perspectives about training programs. It is crucial for a company to gather honest feedback from their employees because they always see the behind the scenes.

Affective outcomes are including “attitudes and motivation. Affective outcomes that might be collected in an evaluation include diversity, employee engagement, motivation to learn, safety attitudes, and customer service orientation (Noe, 257). Affective outcomes coincide with reaction outcomes. An affective outcome seeks companies to look at employees attitudes towards different areas within companies. Furthermore, having the opportunity to engage and analyze their staff members will motivate companies to better their evaluations. Companies need to look at what motivates their staff. They should ask their employees detail questions on improvements in training programs. An example of affective outcomes is having staff meetings with all various levels. Everyone should be able to have an open discussion that will help improve evaluations and training. Managers can break employees up into small group discussions and brainstorm ways that the company can be more affective. When all groups have their lists, they can all come together and openly compare and contrast ideas.

Chapter 7

is about traditional training methods. After reading chapter 7, answer this question:  What are some reasons why on-the-job training can prove ineffective? Discuss two reasons. After that, answer: What can be done to ensure its effectiveness? Discuss two options and provide examples.

In the text, On-the-job training (OJT) is defined, “refers to new or inexperienced employees learning in the work setting and during by observing peers and managers performing the job and then trying to imitate their behavior” (Noe, 299). Understanding the definition, it is easier to analyze a couple of reasons why OJT can be ineffective. The two reasons for ineffective OJT are unstructured and self-directed learning.

Unstructured approach refers to the idea of managers and peers using different techniques, which will pass down bad habits and behaviors to trainees (Noe, 300). Due to reoccurring bad behavior, training becomes ineffective and overshadowed. Employees would be poorly trained and continue to pass bad habits on to their peers. Repetitive bad behaviors can prevent progression of companies.

Self-directed learning is defined, “has employees take responsibility for all aspects of learning, including when it is conducted and who will be involved” (Noe, 301). A disadvantage is trainees self-teaching themselves, but they sometimes lack the motivation to learn. Employees must be comfortable enough in their study habits to learn information. By employees self-teaching themselves, it will force companies to give employees longer to learn the training. Self-directed learning removes employees from methods of other traditional trainings and pushed them to learn on their own. Ineffectiveness comes into play when trainees teach themselves; they will misinterpret information.

Simulations are effective training methods. Noe defined simulations to be real-life situations and correlating them to work scenarios. For instance, an organization such as Walgreens could give their staff members a simulation. The simulation could have employees decide what should be done if a customer comes in angry about the product he or she bought, but he or she does not have the receipt. Employees must work through simulation and give step-by-step on what they should do.

Case studies are effective training methods. A case study describes how people, organizations, or companies deal with certain situations. Case studies break down all details of situations, and it is up to the employees to analyze and critique the various actions that occurred (Noe, 306). Examples of a case study for companies depending on what type of company it is. There are many case studies that will help motivate and teach employees on how they can apply situations to their positions. After reading a case study, employees can report, compare, and contrast to their peers and managers about what they learned. Noe mentioned the KLA-Tencor’s, “The Situation Room” case study that many managers benefit from by learning methods for improving their “leadership skills” (Noe, 307).

Chapter 7 is about performance management. After reading chapter 8, answer this question:  Think of the last time you had a conflict with another person (e.g. at work, at school, etc.). Using the guidelines for performance feedback, how would you provide effective performance feedback to that person? Discuss. This question requires you to give some background of the situation so that the class can understand your points of view. (Note: if you do not feel comfortable sharing that experience, then you can create a situation (hypothetical) to answer the question)

Recently, I had a conflict with my friend Jordan about who should pay for the restaurant bill. I always pay for our food whenever we go out. I was always the working one, and he was finishing up school. Now, he’s working a full-time job. He should pay the bill especially since his meal was more. Correlating my conflict with performance feedback, it is important to know that I constructively thought it through on how to solve the problem.  

Because Jordan is my best friend, I knew it would be easier for me to solve the issue calmly. In the text, it gives an option of effective performance feedback: Focus on Solving Problems (Noe, Hollenbeck, Gernhart, & Wright, 2018, 365). Within this feedback, it detailed how managers try to punish employees for their poor actions. Due to the harsh criticism, employees’ self-esteem is lowered. They begin to doubt themselves. Instead, managers should be more positive towards the employee by recognizing the issues and trying to fix it. With this method, I used it to solve the issue I had with Jordan. I acknowledge how he is such good friend overall. Then, we agreed that I will pay for this bill, and he will pay for the next couple of times. Since this issue happened, he has kept his word. We alternate on paying for each others’ meals.

Explanation / Answer

ANS - i )

After reading Chapter 6 summary, I would strongly agree that both Reaction and Affective outcomes can be considered to evaluate training programs.

Definition - Perceptions of the program including the facilities, trainers, and content. This information is typically collected at the program’s conclusion.

Possible Outcome – Using this method of training evaluation will more efficiently help the company to draw the results and its outcome derived from the training. It will help the company to best understand, as to whether the training which was conducted for the employees was fruitful, worth it or not?

If it was fruitful/effective, then it would be a boon for the company to motivate their remaining employees to take such trainings more frequently, which will in turn boost their own career as well as companies’ growth.

If it was not fruitful/effective, then it would turn out to be a good learning point for the company to understand where they went wrong with the training, to better know if the reason for negative feedback was because of poor facilities, trainers or training content respectively.

2. Affective Outcomes:

Definition - Affective outcomes that might be collected in an evaluation include diversity, employee engagement, motivation to learn, safety attitudes, and customer service orientation.

Possible Outcome – This methodology is one of the basis for any company to imbibe in their employee management list of best practices.

For Example: Consider an employee by name “Alan” is highly enthusiastic person by nature. But, because he had a very negative attitude towards the company and it’s training culture. He started spreading the same negativity alongside to his fellow co-workers. This attitude of “Alan” was rightly observed and set-right by his supervisor “Jennifer” who understood his mindset, studied his attitude and explained to him about where and what he was doing wrong.

This is an example of affective outcome. Because, employees’ seniors or supervisors or any higher-level authorities building such a bond with the fellow employees by understanding them and motivating them.

For Example: Doing this will help the employees build the right understanding with each other about any product or process knowledge due to brainstorming one’s own ideas. On the other hand, manager understanding employees will help in allocation of right set of work flow within the team based on their levels of interest and motivation they have about every aspect within the company and their work.

Therefore, both Reaction and Affective Outcomes will help the company to evaluate training programs for their employees.

ANS - ii )

Let us get into this topic by having the basics right.

On-the-job training, what does this really mean?

Definition: It refers to new or inexperienced employees learning in the work setting and during by observing peers and managers performing the job and then trying to imitate their behaviour.

Yes, this is right. The main reasons why this kind of on-the-job training will turn out to be ineffective is for the following two reasons:

To ensure its effectiveness, company should take care of the following two major concerns of on-the-job training.

The above two approaches will more predominantly help solve the issue of ineffective on-the-job training.

ANS - iii )

Okay, this being one of the interesting topic of giving positive feedback to employee while you resolve the conflict between the employees.

This is very crucial, as by being good with one and harsh with other employee will elevate the conflicts between one another rather than resolving it. Thus, constructive/positive feedback approach is followed by almost most of the managers to help resolve conflicts in the organization.

Let me give a quick example to narrate the same situation and how it was effectively resolved.

There were 2 employees from the same division of the company, who were best of friends on and off the work. But, due to lot of work pressure and situational demands. One of the friends “Alex” who was a ‘Lead Engineer’ with a team of 9 employees under him started feeling insecure about the work being allotted by his friend “Tom” to one of his team member [as the situation demanded – Tom was made to give the task as it was unavoidable]. But, this was not tolerated by Alex, who went and reported about the same to the division head “Brian”.

Note: Brian was a boss for both Alex and Tom.

Situation: Brian should give a positive/constructive feedback to either Alex/Tom and solve this conflict immediately.

Action: Therefore, Brian being a well experienced person in handling employee conflicts. He listened to the concerns of Alex patiently and said he will talk with Tom about it and will take care of the issue insisted him not to worry.

On the other hand, Brian called Tom to speak about the same. He then started this discussion on a lighter note letting Tom know that there is some feedback that he has got about him [with a wide smile on his face]. Then, he opens up about the issue and let Tom know that these kinds of clashes do occur in most of cases due to high intense work and situational pressure. So, there is nothing much to worry about it. Let us tackle it smoothly. Thus, he gave a suggestion to Tom that henceforth instead of assigning the tasks directly to Alex team members, please assign the task to Alex and let him know by when it has to be completed. So that he can further assign the tasks to any of his team members. By doing this we can combat the conflict without any further issues.

Thus, after which Tom followed as suggested by Brian [who resolved the conflict with his constructive feedback] leaving Alex and Tom have a healthy work-life balance as friends on and off the work.

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