comparative analysis on job training/effectiveness

8/3/2019 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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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

Organizational Charts of Starbucks & Adecco 2

Starbucks Training Materials

Training Photos/Barista Certification (Training Modules)/Pages of Training Booklet3


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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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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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INDIVIDUALRAININGLANCafd Stores Barista;.R*tth :l--i.r+?c-

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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

5

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comparative analysis on job training/effectiveness

Documents