Comparative Analysis on Job Training/Effectiveness
Transcript of Comparative Analysis on Job Training/Effectiveness
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JOB TRAINING & EMPLOYEE EFFECTIVENESS
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CMHR 523Training & Development Research Project Report
Comparative Analysis on Job Training
and Employee Effectiveness
Professor Anne Hardacre
Ruth Tupe 500199176
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Table of Contents
Introduction
01
Summary Background 03
Theoretical Concepts / Best Practices 06
Overview of Actual Management of HR Function Process 09
Compare, Contrast, Critique 11
Recommendations for Improvement 15
Works Cited 16
Appendix 17
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INTRODUCTION
Perceived vs. Actual Job Training Effectiveness
Investing in people to develop skills, provide knowledge, and helping to realize potential is the perhaps
one of the main factors for success for an organization (Goldenberg, 2006). Not only is this important for the
Canadian workforce but it is also an indicator of our competitive level in this ever-growing, intertwining, global
economy. Canada in particular is shifting towards the knowledge/service-based economy (Schuetze &
Sweet, 2004), which has implications on the training needs and expectations of workers.
It is easy to correlate the concept of training and development
in order to prepare and groom the ideal employee and yet current
trends shows a decreasing commitment in employee investment in
Canada. While the participation in training is increasing, it masks real
employer attitudes. In fact, Canada appears to be under-performing
in workplace learning, slipping from 12th to 20th place in the global
market, in regards to prioritizing training for their workforce
(Goldenberg, 2006). The rate of job-related training in Canada is only
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).
Figure 1.1 World Rank in Job Related
Training, Goldenberg, 2006
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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
Starbucks vs. Adecco
COMPARATIVE ANALYSIS
Starbucks and Adecco both have reputations of having effective training methodologies and but why
do their strategies result in performance? This paper will provide an in-depth analysis of their 5-Step Training
program and assess them in a management and trainee perspective. More specifically, front line workers will
be analyzed to reveal how well training was transferred to performance. The Barista Program from Starbucks
and Adeccos Warehouse Safety Training will be analyzed. A set of best practices has been identified that
theoretically predicts high employee performance. Both organizations will be evaluated based on these
criteria. Furthermore, employee survey results will provide insight on the level of effectiveness of the training
process and whether it in fact impacted the employees in their knowledge, skills, and abilities.
STARBUCKS COFFEE COMPANY (Canada)
Starbucks is not only renowned for coffee but is a leader in the food services industrytheir
mission is to inspire and nurture the human spiritone person, one cup, and one
neighbourhood at a time (Evans & Hansen, 2010). Starbucks is known for their legendary
customers service and also treating employees as partners not employees. On an interesting note, this
Starbucks location is a franchise owned by Compass Group (an international food-service company). There
are known discrepancies between the Starbucks Trainer and Compass Group Manager in regards to
managing the store. This factor is quite evident in our employee perceptions survey. In fact, research shows
that learned behaviours are short-lived without support from Management (Connelly, 2011).
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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.
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.
PARTNERTRAININGPartners 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).
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).
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.
EMPLOYEESINTRAININGEmployees 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.
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
Best Practices in Training & Development
The following concepts are specifically targeted at the unique training program at Adecco and Starbucks. It
also serves as the assessment framework for comparing the quality/effectiveness of training .
THEORETICAL CONCEPT: 5-STEP TRAINING PROGRAM
Typical training programs are based on the Five-Step Training Process, which consists of 5 integral
sections: Needs Analysis, Instructional Design, Validation, Implementations, and Evaluation (Dessler & Cole,
2011). Therefore the Starbucks and Adeccos training must be evaluated based on this structure.
Step 1:
Needs
Analysis
> Step 2:InstructionalDesign
>
Step 3:
Resources &
Validation
>Step 4:
Implementation>
Step 5:
Evaluation
Systematic
assessment of
peoples learning
needs
Developing learning
objectives/change
drivers (concepts,
skills, attitudes, values)
Planning specific
sessions, materials,
instructors, etc.
Test the program.
Conducting
education and
training programs
by executing plans
Measuring,
monitoring,
collecting feedback,
closes the loop
(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 2001-
2002 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 sub-
committee 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 ProgramsDescription
1. Strategic Alignment How training and development align with the organization's strategic plan
2. Structure & Reportability Description of the organization's training and development structure
3. Function The primary focus of training and development efforts
4. Assessment and TransferAssessing training needs and ensuring that skills/attitudes/behaviors
taught during training/learning events are applied on the job.
(Bjornberg, 2002)
Evaluation for
Training Effectiveness
Description
1. Trainee Perception How did participants feel about the training?
2. Evaluating LearningTest the trainees after the training to determine what new skills they
acquired or what knowledge they obtained.
3. Evaluating Behaviour Has actual job behavior changed as a result of the training?
4. Impact & ResultsCollect 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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OVERVIEW OF HR FUNCTION AND PROCESSES
The 5-Step Training Process
The following is an assessment of the 5 step training function for both Starbucks and Adecco. This places
the programs in the same context and will provide the basis of comparison and analysis.
STARBUCKS COFFEE COMPANY (Canada)
Stage 1: Needs Analysis Stage 2: Instructional Design
! Online application/interview pre-screensapplicants to identify job behaviours and skills
! Previous barista experience not necessary! Believes in training anyone with right attitudes! Lenient on skills, emphasis on development
(Appendix 2a)
! Orientation with emphasis on company culture! All skills necessary divided into 3 learning
blocks with 4-5 modules in each block
! Partners are instructed to read, write, see,act, teach, and think about situations
! Visual aids, multimedia presentations, and on-site practice is provided (Appendix 2b)
Stage 3: Resource the Program/Validation Stage 4: Implementation
! The program has been tested thoroughly sincethe re-training initiative launched by Schultz
! All training modules come with booklets andactivity cards for reference
! Manuals and resource booklets are providedand encouraged (i.e. Beverage Resource)
! Integrated rather than separated frominstructional design modules
! Deployment is a simulation test that allowsPartners to apply their skills in a real-life
scenario (i.e. Partners orders drinks and
partners prepare drinks and taste test them)
Stage 5: Evaluation and Follow-Up Additional Notes
! All baristas are partnered with a mentor, whoprovides guidance and feedback
! Validation is facilitated through the BaristaCertification, which qualifies beverage making
! On-going validation methods are encouragedthrough the Coffee/Tea Passport program,
which encourages Partners to record their
experiences with Starbucks (Appendix 2b)
! Training methodologies in developing skillsare highly effective, attainable for most people
! Strong mentorship and support system! Positive, energetic environment! Strong emphasis on company and coffee
culture and legendary customer service
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ADECCO (Canada)
Stage 1: Needs Analysis Stage 2: Instructional Design
! Application is the first indicator of the skillsand knowledge of the employee
! Licenses (i.e. Forklift License) andcertifications (i.e. WHIMIS) are recommended
! If not, the training program provides theresources to acquire these qualifications
! Orientation to acquaint employees with job! Provide documents, booklets, and brochures
for more information
! Information is relayed mostly through lecturesand presentations using Powerpoint
Stage 3: Resource the Program/Validation Stage 4: Implementation
! The training proven to be successful,becoming one of the leading firms worldwide
! Facilitates their own in-house certificationcourses and training, employees can simply
sign up and training is paid for
! Training begins with a presentation/lecture toprovide new employees information
! Employee job shadows a current employee towitness first hand experience and to have a
mentor for guidance
Stage 5: Evaluation and Follow-Up Additional Notes
! Employee is tested to work independentlyand the trainer assesses whether the
employee knows policy and procedures
! Employees are given a 3-month probation! Additional training is provided as needed
! Extremely structured training process withstrong emphasis on safety procedures
! Less emphasis on establishingcorporate/company culture and results in less
engaged attitudes from employees
Overall Assessment of Training Programs
Ratings were given on a 1-5 scale (1=poor, 5=excellent) and based on criteria previously established. In
general both organizations scored high, with minor points of differences (in-depth discussion in Analysis).
EVALUATION CRITERIA STARBUCKS ADECCO
Strategic Alignment 4 Encourages a strongercompany culture/value system
3Generally focuses on the needs
and wants employees only
Structure & Reportability 4 Casual environment, structuredperformance measures
5Strict structure and stringent
policies and procedures
Function 5 Training is more engaging andstronger on-going initiatives 3 Teaching is less engaging, noon-going mentorshipAssessment and Transfer 5 Multi-dimensional construct isthe Five Ways of Being 4 Continuous testing andperformance appraisals
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COMPARE, CONTRAST, CRITIQUE
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.
I. Evaluation of 5-Step Training Programs
Criteria 1: Strategic Alignment Starbucks Score = 4, Adecco Score = 3
There are two factors that make Starbucks training effective; first, the pre-screening process identifies
individuals that already align with company values and second, Starbucks strengthens those values to
brand affiliation. Based on Salas research, individual characteristics are crucial in predicting training
effectiveness, particularly cognitive ability and self-efficacy (Salas, 2001). Research suggests the cognitive
ability is not an accurate predictor of job success, it simply establishes if the individual is capable. Self-
efficacy however is a complex personal value that relates to job satisfaction, organizational commitment,
relationship values, and attitude towards learning. Since it describes how the individual can perform tasks
but also their behaviours, it is a powerful predictor of performance (Salas 2001). For Adecco, individuals
are mostly screened on the basis of cognitive ability, which does positively correlate with predicting
performance however lacks to identify an individuals commitment to the organization and does not
predict attitudes and behaviours in the workplace (Colquitt, 2000). Overall, self-efficacy enhances learning
outcomes and performance and should have more precedence in the selection process.
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Criteria 2: Structure & Reportability Starbucks Score = 4, Adecco Score = 5
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 in-
house 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 Starbucks Score = 5, Adecco Score = 4
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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Criteria 4: Assessment of Transfer Starbucks Score = 5, Adecco Score = 4
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).
II. Evaluation of Employee Training Perceptions
The purpose of this section is to show the training transfer effect on the employees. It is acknowledged that
the sample size and data does not reflect the entire organization but rather a training group in itself.
However, this is still valuable feedback and a basis of criteria to try and measure training effectiveness. A
summary of the survey results will be included in Appendix 3. Listed below are summaries of the results.
Criteria 1: Trainees Perception Starbucks Score = 3.8, Adecco Score = 3.5
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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Criteria 2: Evaluating Learning Starbucks Score = 3.8, Adecco Score = 3.4
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.
Criteria 3: Evaluating Changes in Behaviour Starbucks Score = 3.9, Adecco Score = 2.2
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).
Criteria 4: Evaluating Impact & Results Starbucks Score = 3.2, Adecco Score = 3.3
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
Analysis for Improvement
Based on the feedback from the employees, strong training practices/procedures does not necessarily
guarantee good job performance. In Starbucks case, there was lack of management support to carry out the
learned behaviours established by Starbucks. In Adeccos case, managing temporary agency attitudes was
the largest obstacle. As research suggested, worker behaviours and attitudes towards the organization are
greater predictors of success rather than their ability to complete job tasks (Bjornberg, 2002). These
recommendations focus on maintaining behaviours since the programs have strong training procedures.
STARBUCKS COFFEE COMPANY (Canada)Two major recommendations for Starbucks are to improve communication between Starbucks and
Compass Group and also offer Training for the Franchise Manager (Chris). Vilayat should focus on listening
and responding to Chris to identify his specific needs, while still consistently delivering the Starbucks
philosophy (Davis, 2004). Vilayat can then take action to recommend the Starbucks Store Manager course.
Sometimes managers who run food services do not fully understand the aspects to running the business
behind the counter and making this connection might help transfer Starbucks attitudes to Chris (Davis,
2004). Continuous feedback should exist for managers as well and not just Baristas, follow-up sessions
and performance reviews can provide more guidance.
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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JOB TRAINING & EMPLOYEE EFFECTIVENESS
PG 17
APPENDICES
Appendices Overview
Employee Evaluation Survey Results 1
Organizational Charts of Starbucks & Adecco 2
Starbucks Training Materials
Training Photos/Barista Certification (Training Modules)/Pages of Training Booklet3
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JOB TRAINING & EMPLOYEE EFFECTIVENESS
PG 18
Appendix 1: Starbucks Employee Evaluation Results
SURVEY: STARBUCKS EMPLOYEE EVALUATION
TRAINING EFFECTIVENESSI.Thetrainee'sperceptionoftraining.Howdidparticipantsfeelaboutthetraining?CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG
Organization 2 1 2 3 2 2 1 3 3 2 2.1
Quality of Content 3 3 4 5 3 4 5 3 4 4 3.8
Relevance of Information 4 5 4 4 5 4 3 4 5 3 4.1
Communication 4 4 5 3 4 3 4 4 5 4 4.0
Teaching Method 4 5 3 4 5 4 5 5 4 4 4.
Preparation 3 3 4 4 3 4 3 3 5 2 3.8II.Evaluatinglearning.Testthetraineesafterthetrainingtodeterminewhatnewskillstheyacquiredorwhatknowledgetheyobtained?CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG
Create Beverages 4 3 4 2 3 4 4 3 4 5 3.6
Dealing with Customers 4 3 4 4 4 3 5 5 4 4 4.0
Using the POS System 3 4 3 3 4 3 2 2 5 3 3.5
Dealing with Stress 3 4 3 2 3 3 5 4 5 5 3.9
Deployment 4 3 4 4 3 4 3 5 5 3 3.8
III.Evaluatingchangesinbehaviour.Hasjobbehaviourchangedasaresultofthetraining?CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG
Attention to Detail 4 3 5 4 5 3 5 4 4 4 4.1
Attitude/Enthusiasm 4 5 3 3 4 5 3 4 4 4 3.
Teamwork Skills 4 4 5 4 3 5 3 5 4 4 4.
Conflict Resolution 3 4 3 2 3 3 4 3 3 4 3.2
IV.Evaluatingimpactandresults.Collectdatatodeterminewhethertherehasbeenanimprovementinorganizationalresults.CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG
Sales 3 4 3 3 4 5 4 3 4 3 3.6
Customer Experience 4 5 3 4 3 4 5 4 5 5 4.2
Quality of beverages 4 5 3 5 4 4 3 5 5 5 4.3
Performing side tasks 4 3 4 5 4 4 5 4 5 4 4.2
Closing/Opening Tasks 3 4 5 4 5 3 5 4 5 5 4.3
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JOB TRAINING & EMPLOYEE EFFECTIVENESS
PG 19
SURVEY: ADECCO EMPLOYEE EVALUATION
TRAINING EFFECTIVENESS
I.Thetrainee'sperceptionoftraining.Howdidparticipantsfeelaboutthetraining?CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG
Organization 4 5 4 5 5 4 4 3 3 4 4.1
Quality of Content 3 4 3 4 4 2 4 3 4 4 3.5
Relevance of Information 4 5 3 4 5 4 3 4 4 5 4.1
Communication 2 3 2 4 4 3 2 4 2 2 2.8
Teaching Method 2 3 2 4 3 2 2 1 3 2 2.
Preparation 3 4 5 4 5 5 3 4 5 4 4.2
II.Evaluatinglearning.Testthetraineesafterthetrainingtodeterminewhatnewskillstheyacquiredorwhatknowledgetheyobtained?CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG
Inventory 3 4 3 5 4 3 4 2 4 4 3.6
Equipment Maintenance 3 4 3 5 4 3 4 4 3 3 3.6
Packaging/Sorting 3 4 5 4 3 4 5 4 3 4 3.9
Safety Procedures 3 2 3 4 3 2 4 4 5 3 3.3
Handling Equipment 3 4 3 2 3 2 4 3 3 3 3.0
III.Evaluatingchangesinbehaviour.Hasjobbehaviourchangedasaresultofthetraining?CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG
Attention to Detail 2 3 2 3 4 1 2 3 2 2 2.4
Attitude/Enthusiasm 3 2 1 1 2 1 3 2 2 2 1.
Teamwork Skills 2 2 3 1 1 3 2 3 2 3 2.
Conflict Resolution 3 2 3 1 2 3 2 1 2 2 2.1
IV.Evaluatingimpactandresults.Collectdatatodeterminewhethertherehasbeenanimprovementinorganizationalresults.CRITERIA P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 AVG
Reduction of Incidents 3 4 5 4 3 4 2 3 4 4 3.6
Meeting Quotas 3 4 3 3 4 3 4 3 4 4 3.5Performing side tasks 5 4 3 5 4 5 3 4 4 5 4.2
Closing/Opening Tasks 3 4 3 3 4 3 4 5 2 3 3.4
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Appendix2:
StarbucksOrganizationalChart
Appendix2:
AdeccoOrganiza
tionalChart
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Appendix 2a: Pre-Employment Application
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Appendix 3: Starbucks Training Material
Green Apron: 5 Ways of Being (Philosophy)
Certification Pins for Service/Barista Skills
Coffee Passport Certification
Barista Training Booklet/Manual
Training Group
How to steam milk (Training)
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ActivityOneOverview
UNDERSTANDINGoW EXPERIENcEsMPACT UsToMERLoYALTYsatisfied ustomers avean okay isit,bu t nothing smemorabre bout he experience.Delivering n the keydrivers f overalsatisfactiontaste f beverage,peedof serviceand riendliness f emproyees) oves atisfied ustomerso highrysatisfiedndroyalcustomers.when you complete his activity, ou wifl be abre o apprywhat you have earned bouthow keydrivers mpact oyaltyby reading ustomer omments, nd o determineac_tions o increasehe numberof customers ho are highlysatisfiedn Vourstore.15minutes
Goal
Time
Activity
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