Chapter 7 Orientation, Training and Development, and Career Planning

7 ORIENTATION, TRAINING AND

DEVELOPMENT, AND CAREER
PLANNING

CHAPTER OBJECTIVES

After studying this chapter, you should be able to:

Explain the impact of a new employee orientation program on turnover and learning.
Identify the human resource departments and the supervisors responsibilities in employee orientation.
Describe the importance of training as part of the long-range strategy of an organization.
Describe the characteristics of a learning organization.
Explain different approaches to needs analysis in designing training and development programs.
Define strategic human resource development.
List the components of developmental strategies.
Describe different methods for developing managerial personnel.
Develop an evaluation procedure to assess the results of a training and development program.
Describe how human resource departments encourage and assist career planning.
Explain the relationship between career planning and career development.
List the major actions that aid career development.

POWERPOINT SLIDES
Canadian Human Resource Management includes a complete set of Microsoft PowerPoint files for each chapter.
(Please contact your McGraw-Hill Ryerson representative to find out how instructors can receive these files.) In the
lecture outline that follows, a reference to the relevant PowerPoint slide for this chapter is placed beside the
corresponding lecture material. The slide number helps you to see your location in the slide show sequence and to skip
slides that you dont want to show to the class. (To jump ahead or back to a particular slide, just type the slide number
and hit the Enter or Return key.)

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Part 4 Placing, Developing, and Evaluating Human Resources

LECTURE OUTLINE (with PowerPoint slides)
PURPOSE OF ORIENTATION
Orientation, Training and
Development, and Career
The gap between a new employees abilities and the jobs demands may be
Planning substantial. Orientation and training supplement the new workers abilities to
Slide 1 help achieve a balance between what the new employee can do and what the job
demands
Purpose of Orientation Socialization is the continuing process by which an employee begins
Slide 2 to understand and accept the values, norms, and beliefs held by
others in the organization for recruitment usually belongs to the
human resource department
Socialization -- Involves turning outsiders into insiders
Slide 3 -- May have taken place even before employees join organizations
e.g. summer job, formal education etc.

ORIENTATION PROGRAMS
Programs that familiarize new employees with their roles, the organization, its
policies, and other employees. Orientation can serve several purposes:
Purposes of Orientation
Programs Reduce employee turnover
Slide 4 -- New employees may quit if they experience a difference between
what they expect to find and what they actually find i.e. cognitive
dissonance
-- Loss of employees may be significant
Reduce errors and save time
-- Well-oriented employees knows what is expected and is likely to make fewer
mistakes
Develop clear job and organizational expectations
-- Most new employees would like to know what the organization
expects and guidelines are provided through orientation
Improve job performance
-- Employees who establish good relationships tend to be more productive
Attain acceptable job performance levels faster
-- Defining job performance standards eliminates uncertainty
Increase organizational stability
-- By communicating policies and regulations to new employees
Reduce employee anxiety
-- New employees will experience less stress

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Part 4 Placing, Developing, and Evaluating Human Resources

Reduce grievances
-- Grievances often result from ambiguous job expectations and unclear
responsibilities
Result in fewer instances of corrective discipline
-- Clarifies the rights and duties of employees, outlines disciplinary requirements and
consequences

CONTENT OF ORIENTATION PROGRAMS

Organizational Issues
-- Examples include history of employer, names and titles of key executives, overview
of products/production process, policies, safety procedures
Orientation Topics -- Employee handbookexplaining key benefits, policies, and general
Slide 5 information about the employer may be provided
Employee Benefits
-- Examples include pay scales and paydays, vacations and holidays, rest
breaks, training and education benefits, employer-provided services,
counselling etc.
Introductions
-- To supervisor, co-workers, trainers, employee counsellor
Job Duties
-- Examples include job location, overview of the job, job safety requirements, job
tasks, job objectives and relationship to other jobs

EVALUATING THE EFFECTIVENESS OF ORIENTATION

Orientation pitfalls that detract from successful programs include:
Overwhelmed with too much information to absorb
Given only menial tasks that discourage job interest and loyalty
Overloaded with forms to fill out and manuals to read
Orientation Pitfalls
Pushed into the job with only a sketchy orientation using the
Slide 6
philosophy that trial by fire is the best orientation
Forced to fill in the gaps between a broad orientation by the human
resource department and a narrow orientation at the department level

APPROACHES TO EVALUATING ORIENTATION

Reactions from New Employeesfeedback can
Evaluating Orientation be obtained from interviews and/or surveys
Effectiveness Effects of Socialization on Job Attitudes and Rolesmeasure job
Slide 7 satisfaction, work motivation and performance
Degree to Which the Program is Economicalcost-benefit studies should be
carried out continually

EMPLOYEE TRAINING
Canadian companies have to compete in a global economy in a fast-

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 Chapter 7 Orientation, Training and Development, and Career Planning

changing business environment

Employee Training Global competition has forced many Canadian companies to flatten structures
Slide 8 and reduce employees. As a result, multi-skilled (or cross-trained employees are
required to perform diverse tasks
The organizational environment needs to foster life-long learning in
order to attract and retain multi-skilled employees
Due to high immigration levels training is required to ensure
supervisors and employees work effectively with diverse employees
with varying cultural values
Developments in information technologies, computer applications, multi-media
training methods, etc. require new skills and training strategies

Relationship between Training and Development

Training is a planned effort by an organization to make possible the learning of
job-related behaviour i.e. to do their present jobs
Development involves preparing employees for future job
Training and Development
responsibilities i.e. prepare for future jobs
Slide 9
The Training System
Employee benefits include skill improvement, self-development, strong self-
confidence, sense of growth etc.
Organizational benefits include improved profitability through
higher productivity, improved morale, lower costs, better corporate
The Training System image
Slide 10 Sequence of events include needs assessment, objectives, content,
learning principles, implementation of actual program, and evaluation

NEEDS ASSESSMENT
Diagnoses present problems and future challenges that can be met
through training or development
-- Needs to consider each person
-- Need may be determined by the human resource department, supervisors, or
self-nomination
Needs Assessment -- Sources of information may include production records,
Slide 11 grievances, safety reports, absenteeism and turnover statistics,
performance appraisal etc.
TRAINING OBJECTIVES
Desired behaviour
Conditions under which it is to occur
Acceptable performance criteria

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Part 4 Placing, Developing, and Evaluating Human Resources

Learning Principles LEARNING PRINCIPLES

Slide 12 Learning cannot be observed; only its results can be measured. Learning
principles are guidelines in the ways in which people learn most
effectively
Participation
-- Learning is usually quicker and more long-laster when the learner can participate
actively e.g. driving a car
Repetition
-- Etches a pattern into our memory e.g. learning the alphabet
Relevance
-- Learning is helped when the material to be learned is meaningful e.g.
trainers explain the overall purpose of a job before explaining
explicit tasks
Transference
-- Application of training to actual job situations e.g. pilots being
trained using flight simulators
Feedback
-- Gives learners information on their progress in order to adjust behaviour

TRAINING TECHNIQUES
Training Techniques In selecting a training technique, tradeoffs occurs between cost-effectiveness, desired
Slide 13 program content, appropriateness of the facilities, trainee and trainer preferences
and capabilities, and learning principles
On-the-Job Trainingreceived directly on the job and is used
primarily to teach workers how to do their present job
-- Job rotation requires employee to move from job to job (cross-
training)
-- Apprenticeships involve learning from more experienced employees e.g.
tradespeople, internships etc.
-- Coaching is used by most companies. Usually less formal than an
apprenticeship program and is usually handled by the supervisor or
manager and not the human resource department
Off-the-Job Training
-- Lecture and Video Presentations tend to rely more on
communications than modeling which is used in on-the-job
programs.
-- Vestibule Training involves setting up the same type of equipment
that will be used on the job
-- Role-playing requires trainees to assume different identities
-- Case Study allows learners to learn about real or hypothetical
circumstances and the actions others took

-- Simulation exercises may provide instant feedback on performance

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 Chapter 7 Orientation, Training and Development, and Career Planning

e.g. driving simulators

Recruitment Methods (contd) -- Self-Study and Programmed Learning involve the use of carefully
Slide 10 planned instructional materials e.g. use of manuals, CD-ROMs,
printed booklets, etc.
-- Laboratory Training is a form of group training used primarily to
enhance interpersonal skills e.g. sensitivity training, teambuilding
-- Computer-based Training (CBT) offers the learner control over the pace of
learning and usually involves the use of modular-type training programs
-- Virtual Reality (VR) uses computer technology to create a realistic
visual impression of an actual work environment in three
dimensional form
-- Internet or Web-based Training is also known as virtual
education or eLearning and provides training or education to be
delivered via the Internet
-- Intranet training uses an intra-organizational computer network to
deliver training e.g. Royal Banks Personal Learning Network
-- Video-conferencing is widely used for long-distance education e.g. Queens
Executive MBA program

STRATEGIC HUMAN RESOURCE DEVELOPMENT

The identification of essential job skills and the management of employees learning
for the long-range future in relation to explicit corporate and business strategies
Benchmarking
Strategic HR Development
-- Comparing ones own quality and production standards with those of industry
Slide 14
leaders or competitor
Employee Development
o Process of enhancing an employees future value to the organization through
careful career planning

DEVELOPMENTAL STRATEGIES
Cognitive
-- Concerned with altering thoughts and ideas i.e. knowledge, new processes
-- Tends to increase the knowledge and expertise of individuals
-- Probably the least effective strategy in employee development
Training & Development -- Includes relatively passive methods e.g. lectures, seminars, academic
Strategies
education
Slide 12

Behavioural
-- Attempts to change behaviour e.g. management style
-- Aims to make individuals more competent in interacting with their
environment i.e. colleagues, subordinates, customers
-- Includes role-playing, behaviour modelling, team building, coaching, mentoring,

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Part 4 Placing, Developing, and Evaluating Human Resources

etc.
Environmental
-- Concerned with providing the organizational setting in which employees can
thrive and develop
-- Although the most promising developmental strategy it is the most difficult to
implement
-- Includes job rotation, organizational development, the learning
organization concept, temporary assignments, project teams, etc.

THE LEARNING ORGANIZATON

An organization that has an enhanced capacity to learn, adapt, and
change. Chris Argyris put forward the concept that was later
popularised by Peter Senge. Characteristics include:
Systems thinking
-- Ability to see things as a whole
Personal mastery
-- Combines personal learning and organizational learning i.e. focus
The Learning Organization
energies, see objectively
Slide 16
Mental models
-- Change rarely takes place until management teams changed their shared mental
models i.e. deeply ingrained assumptions
Shared vision
-- Binds people together around a common identity
Team learning
-- Teams are vital because they, not individuals, are the fundamental
learning unit in modern organizations

COMPETENCY FRAMEWORK
Competency-based performance management is becoming the HR model
of choice in the Canadian industry
Competencies are skills, knowledge, and behaviours that distinguish
high performance in a broad role, function, or level of the organization
Competency framework is a list of competencies that provide a
competitive advantage to an organization
Competency Framework
Slide 17

EVALUATION OF TRAINING AND DEVELOPMENT

The lack of evaluation is the most serious flaw in most training efforts.
1. Reaction
-- Also known as the happiness or smile sheet
-- Most widely used criterion in training evaluation

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 Chapter 7 Orientation, Training and Development, and Career Planning

-- Usual question is How satisfied are you with the program?

Training Evaluation Criteria
Slide 18
2. Knowledge
-- Very popular in learning institutions i.e. use of exams
-- Can be reliably assessed only if before and after tests are used
3. Behaviour
-- Self-reports and observations by others are used to measure
behaviour change e.g. neutral observers, supervisors, customers etc.
4. Organizational results
-- Would be ideal measurement except for the difficulty in determining the cause-
effect relationship of training to organizational results

EVALUATION METHODOLOGY
In summary, training evaluation should follow the following steps:
Establish evaluation criteria
Pre-test post-test method where the instructor applies tests at the beginning and at
the end of the training program to measure first the precondition of the participants
and then the outcome
-- Not a scientific method because it does not control for other influences on the
training outcome
Follow-up studies to include a cost-benefit analysis

TRAINING AND DEVELOPMENT AS STRATEGIC TOOLS

Training Evaluation Steps
Training and development are investments in human capital. Large
Slide 19
investments in physical plant, equipment, and technology cannot be
fully realized without an investment in human capital e.g. new skills

CAREER PLANNING
Career planning is closed linked to development. In order to achieve a career
plan, action must be taken to achieve goal goals
What do employees want?
Career equity
-- Perceived equity in the performance/promotion system
Supervisory concern
-- For supervisors to play an active role and provide timely feedback
Awareness of opportunities
Career Planning &
Development Framework
-- Knowledge of career advancement opportunities
Slide 20 Employee interest
-- Employees have varying needs and interest in advancement
Career Planning Career Satisfaction
Slide 21 -- Employees experience different levels of career satisfaction
HUMAN RESOURCE DEPARTMENTS AND CAREER
PLANNING
Develops promotable employees i.e. helps to develop internal talent
Lowers turnover i.e. increased attention and concern for employees increases
organizational loyalty

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Part 4 Placing, Developing, and Evaluating Human Resources

Taps employee potential i.e. encourages employees to tap their

potential abilities to realize specific career goals
Furthers growth i.e. motivates employees to develop
Reduces hoarding i.e. managers, and others in the organization become aware of
Benefits of Career Planning employee qualifications
Slide 22 Satisfies employee needs i.e. improved opportunities satisfies
individual needs for recognition and accomplishment
Assists employment equity plans i.e. helps members of protected
groups
ORGANIZATIONAL SUPPORT
Career Education
-- Increase employee awareness through educational techniques e.g.
speeches, workshops, and seminars
Career Planning
-- Human resource department should provide employees with
information they need to plan their careers e.g. job descriptions,
identify future job openings, knowledge of career paths
Career Counselling
-- Some human resource departments offer career counselling including
administering aptitude, skill, and interest tests
Career Planning & INDIVIDUAL CAREER DEVELOPMENT
Development Job performance is the most effective action an employee can take
Slide 23 Exposure involves being known and held in high regard
Resignations i.e. change employers as a conscious career strategy
Organizational loyalty is often low among recent university graduates
and professionals
Mentors, sponsors, and coaches may be key to development and advancement
Growth opportunities i.e. utilizing opportunities e.g. transfers
HUMAN-RESOURCE-SUPPORTED CAREER DEVELOPMENT
Management Support is required
Feedback about progress is need e.g. performance
Succession Planning is the responsibility of the human resource
department to ensure candidates are ready for key positions
Recent Developments
-- Intranet for career counselling
-- Internet as job search tool and information source
-- 360 degree career development is a holistic approach to the various career
development functions

HR-Supported Career
Development
Slide 24

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 Chapter 7 Orientation, Training and Development, and Career Planning
ANSWERS TO REVIEW AND DISCUSSION
QUESTIONS
1. "If employees are properly selected, there should
be no need for an orientation program or training."
Do you agree or disagree? Why?
Disagree. Regardless of how experienced or
knowledgeable an employee may be, that worker and
the organization can benefit from an orientation that
introduces the people, place, policies, and procedures
of the organization. Even then, the employee may lack
specific skills needed to perform satisfactorily.
2. What are the employee benefits from orientation
programs? The organizational benefits?
The employee benefits from having a lower level of
anxiety about the new job. Also, the orientation process
can speed up the employee's understanding of what is
expected and the process of becoming accepted by
others in the organization.
The organizational benefits from quicker attainment of
satisfactory performance, lower turnover among new
employees, and the creation of a favourable image
among new recruits.
3. For each of the following occupations, which
training techniques do you recommend? Why?
(a) cashier in a grocery store
(b) welder
(c) assembly line worker
(d) inexperienced supervisor
Cashier. Training probably would begin with vestibule
training on a cash register until the employee became
proficient. Then training would continue on an on-the-
job basis.
Welder. A welder probably would go through an
apprenticeship program to learn the basics of the trade.
(At the same time, of course, the welder would receive
job instruction training in how to perform specific
welds.)
Assembly worker. Most assembly line workers are
given job instruction training.
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Inexperienced supervisor. Once a person has made
supervisor, a superior should provide coaching.
4. Assume you were hired to manage a research and
development department. After a few weeks, you
noticed some researchers were more effective than
others, and the less effective ones received little
recognition from their more productive
counterparts. What forms of training would you
consider for both groups?
Role-playing exercises may allow each side to learn
how each group sees the other. Following this training,
the better researchers might be enlisted to coach the
less effective members to upgrade their performance.
5. What is the purpose of a cost-benefit analysis?
A cost-benefit analysis is supposed to demonstrate that
a planned capital investment, in this case in training, is
justified by the benefits expected, e.g., higher profits,
reduced waste, lower repair costs, etc.
6. Discuss why it is so important that there be a
linkage between an organization's human resource
development needs and its mission and strategy.
An organization's strategy involves large-scale, future-
oriented, integrated plans to achieve organizational
objectives (Chapter 1). To make such plans work,
future human resource needs have to be taken into
account. Whatever a strategic plan wants to
accomplish, it has to make sure future managers and
employees have the necessary skills and competencies
to achieve the company's objectives.
7. Explain the differences between the cognitive,
behavioural, and environmental approaches to
strategic management development.
Cognitive management development is concerned with
changing a manager's way of thinking. It implies
constant learning and upgrading one's expertise.
Part 4 Placing, Developing, and Evaluating Human Resources

Behavioural management development attempts to

change a manager's behaviour, i.e., management style.
It aims to make individuals more competent in
interacting with their environment, e.g., with
colleagues, subordinates, or customers.
Environmental management development tries to
change a manager's attitudes and values. Creating a job
environment that continuously reinforces desirable
behaviour will eventually change the frame of
reference of managers and ensure that changes (new
approaches) become permanent.
11. Why is employee feedback an important element
of any organization's attempt to encourage career
development?
Without feedback, employees have no way of
evaluating how successful their career planning efforts
have been. In time, the lack of feedback may cause
employees to believe career planning is a useless
expenditure of their time.

8. In what way does a "learning" organization
differ from a "traditional" organization?
In a learning organization employees "continually
expand their capacity to create the results they truly
desire, where new and expansive patterns of thinking
are nurtured, where collective aspiration is set free, and
where people are continually learning how to learn
together" (Senge).
9. Why should a human resource department be
concerned about career planning, especially since
employee plans may conflict with the organization's
objectives? What advantages does a human resource
department expect to receive from assisting in
career planning?
12. Suppose a hard-working and loyal employee is
passed over for promotion. What would you tell this
person?
Assurance of the value of the employee should be
communicated as well as consideration for future
promotions. The reasons why this person was passed
over should be explained. Finally, specific career
development actions should be discussed that will
increase the employee's likelihood of being promoted
in the future. Of course, the employee should be told
these actions do not guarantee promotion, but they will
increase the likelihood of future career success.

Through career planning employees may feel they have

a career, not just a job, with the employer. The HR
department can benefit from having a higher quality
pool of internal applicants from which to draw in order
to meet staffing needs. Moreover, problems of
employee/organizational adjustment to socio-
technological change, obsolescence, and employee
turnover may be reduced.
.
10. Suppose you are in a management training
position after completing university. Your career
goal is not very clear, but you would like to become
a top manager in your firm. What types of
information would you seek from the human
resource department to help you develop your career
plan?

Information about short- and long-run human

resources needs would give some insight into
preparations needed to attain future promotions.
Having knowledge of career paths taken by present
executives might indicate which functional or product
areas are most likely to lead to top management
positions.

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 ANSWERS TO CRITICAL THINKING QUESTIONS

her. However, ultimately the human resource

1. Before you entered your college or university you department of your competitor has responsibility to
had certain ideas about what your values and
expectations would be as a student. How did the retain employees by meeting their needs. In addition,
institution's socialization process change these your competitor is responsible for utilizing succession
values and expectations? planning to ensure sufficient candidates exist for key
positions.
Clearly, the answer will vary from one student to the
next. Students should be encouraged to focus on their 3. You are the Training and Development manager.
values and expectations relating to a number of items Your president calls you in and tells you that the
including: management development budget has to be cut
because of the company's financial situation. What
work load arguments can you use to persuade your boss that
expectations of having a fun time in the development money is well spent?
institution
attitude toward students belonging to opposite sex, The best argument is that without well-trained and up-
older students, students of other backgrounds, etc. to-date skilled employees the company will always be a
work-play relationship runner-up to companies who train continuously. Well-
role of instructions
trained staff is also more flexible in terms of possible
care shown by others (students, professors,
assignments (especially if they are cross-trained), tend
administrators, support staff)
to be better motivated and have better morale, have less
career goals
turnover, and have less absenteeism. Also, the quality
ethical standards/values
of their output tends to be higher.
2. Your company is desperately looking for a system
analyst. You know that your competitor invested
heavily in training and has a highly competent
system analyst, who indicated to you privately that
she would switch if you pay her $10,000 more. Your
boss thinks that this is a bargain and tells you: Get
her! It surely would hurt the competitor. What
issues does this raise?

Organizations are increasingly dependent on highly

skilled and knowledgeable employees. Ultimately, an
employee retains ownership of their intellectual capital
and is able to utilize their specialized knowledge,
skills, and experience to negotiate favourable
employment terms.

If your company is willing to pay this system analyst

$10,000 more than she is currently earning she appears
to be willing to resign her current position. Your
competitor has invested in the development of this
employee and the loss may be incalculable because of
the knowledge and skills the employee will take with
 ETHICS QUESTIONS

Comments to Instructors
There are no right or wrong answers to these questions. They are for class discussion purposes.

WEB RESEARCH

Comments to Instructors
These exercises have been designed for students to demonstrate their computer and Internet skills to research the
required information. Answers will vary
 CASE STUDY: MAPLE LEAF SHOES LTD.
DEVELOPING A TRAINING PROGRAM
Answers to Discussion Questions
1. You are Russ. Describe the steps you would
recommend to Reynolds to go through before
actually designing the contents of the training.
Ideally, before a training program begins, it is useful to
assess the qualifications of the present employees.
Performance appraisals are excellent sources of
information on whether the employee performs at the
expected level or, if not, whether it is the lack of job-
related skills that is causing the low performance.
Supervisors then would indicate what type of training
would benefit the employee. As the text suggests, the
human resource department has to verify these
suggestions to determine whether requested training is
really needed. A look at the job description and job
specification may also be helpful since these
documents outline the job responsibilities and skill
requirements for fulfilling these responsibilities.
Trainers may also look at production costs, quality
control reports, grievances, safety reports, absenteeism
and turnover statistics, and exit interviews. A well done
needs assessment would also determine the training
objectives in behavioural terms, the conditions under
which the behaviour is to occur, and the criteria for the
evaluation of the training program.
To summarize the steps:
(a) conduct a performance appraisal
(b) allow supervisors to suggest the training needed
(c) look at the other potential data listed above
(d) determine training objectives based on the above
data
2. What training methods would you suggest to be
used to train production workers? (First you may
ask: What determines the methods?)
Methods are determined by developing behaviour
based training objectives, which describe in detail what
the trainee should be able to accomplish, under what
conditions, and any limitations (e.g. time). If the
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objective describes production type behaviours, a
logical training method may be on-the-job training.
Other methods could be apprenticeship (a longer term
affair), coaching, simulation, or virtual training.
3. How would you evaluate the training program to
determine how effective it was? (What criteria
would you use?)
Figure 7-10, p. 333 describes the steps in the
evaluation process. Ideally, a pre-test/post-test
approach is used to determine the effectiveness of a
training program. Since the evaluation criteria have
been chosen through the training needs analysis and
setting of training objectives, all that is needed is the
application of the criteria. A reaction measure would
indicate the degree of general satisfaction with the set-
up and organization of the program. A written exam
may be used to test improved knowledge. Changes in
attitudes can be measured through attitude surveys.
Improved job-related behaviour (skills) can be observed
by superiors and colleagues (although this would have
to be done on the job and some time after the
completion of the training program). Finally,
organizational results could be monitored to assess the
long-range impact of the training program. Care would
have to be taken to make sure that it was the training
program that caused observed changes.
4. Do you think the first-line supervisors are the
appropriate people to design the training program?
Who else would you add, if anyone, to this group?
It probably would be a good idea to include one or
more job incumbents, since they would know best what
is required to do the job effectively. Even if the
supervisors came through the ranks and did the job
themselves, chances are that a number of changes have
taken place since they did the work themselves, and
they may no longer know the details.
Part 2 Planning Human Resources
CASE STUDY: MAPLE LEAF SHOES LTD.:
CAREER PLAN
Answer to Discussion Questions
1. Develop a career plan for Bernadine. What would
she have to do to move up the ladder to the
comptroller position, the chief financial officer of
the company?
It is advisable for Bernadine to enroll as soon as
possible at the local university for a Bachelor of
Commerce degree with a major in Accounting. Since
she does not have the money to be a full-time student it
will have to be on a part-time basis, which means that
she can get her degree in three (if she uses summer
sessions) or four years.
If she works out her career plan with her supervisor
and the human resource manager, she may be able to
get some support from the company, especially if she
consults with her supervisor about special courses she
could take, which may be of special interest to the
company, e.g., taxation, international accounting, or
auditing.
After obtaining her Bachelor's degree she has the
choice of going for an MBA degree, which would be
useful if she had interest in a broader management
position. If she still feels comfortable staying in the
accounting field, she may want to consider choosing an
accounting designation, CA, CMA, or CGA. After five
or six years she would be ready to be considered for an
Assistant Comptroller position, preparing herself to
take over when the current comptroller retires.
 CASE STUDY: CANADIAN PACIFIC AND
INTERNATIONAL BANK

Answers to Discussion Questions

1. You are Mary Keddy. Develop a proposal that Mr.
Bennett could present to the board. Consider also
the practicality of the plan.
A proposal to evaluate the training should include
assessing employee reactions, knowledge, attitudes,
behaviour and impact on the organization. A number of
subjective and objective methods can be used in
combination. Evaluation should also include a cost-
benefit analysis using the basic formula: revenue cost
= profit. Example application is found in Appendix A.
can be quantified into productivity gain, which would
allow CPIB to estimate the dollar return of the training
(utility).
3. If you wanted to recommend a foolproof
evaluation, e.g. rule out other causes of success than
the training program itself, what approach would
you suggest?
To construct a foolproof evaluation method, an
experiment with appropriate control group(s) should be
put in place. If the trainees are randomly assigned to
condition, then the post-test only design should be:

2. As a rule of thumb, five to ten percent of the cost T O (training group)

of a training program should be used for the O (control group)
programs evaluation, depending on the complexity
of the assessment. Please develop a cheap and an If the trainees are not randomly assigned to condition,
expensive proposal. A brief description of your a pre test, post-test should be used.
approach and reasons will suffice (why would one
method be cheaper or more expensive than the O T O (training group)
other?). O O (control group)

A inexpensive approach includes assessing employee Because trainees may learn from the pre test
reactions and attitudes immediately following their independently of training, the design should be
training. An expensive program would involve modified to include the groups where no pre test is
correlating training scores with job performance given.
several months after the training. For the less
expensive approach, the primary aim is to gauge how O T O (pre-test, post-test training)
employees feel about the program but without drawing O O (pre-test, post-test)
any conclusions about the impact on performance. For T O (training, post-test)
the more expensive approach, performance indicators O (post-test only)

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