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TRAINING EVALUATION
INTRODUCTION:
TRAINING EFFECTIVENESS REFERS TO THE BENEFITS THAT THE
O & THE TRAINEES RECEIVE FROM TRAINING
TRAINING CRITERIA OR OUTCOMES REEFERS TO THE MEASURES
THAT THE TRAINER & THE O USE TO EVALUATE TRAINING
PROGRAM
TRAINING EVALUATION REFERS TO THE PROCESS OF
COLLECTING THE OUTCOMES NEEDED TO DETERMINE IF
-TRAINING IS EFFECTIVE
EVALUATION DESIGN REFERS TO FROM WHOM, WHAT, & HOW
INFORMATION NEEDED FOR DETERMINING THE EFFECTIVENESS
OF THE TRAINING PROGRAM WILL BE COLLECTED
PRACTICALITY
o REFERS TO THE EASE WITH WHICH THE OUTCOMES
MEASURES CAN BE COLLECTED
ASSIGNMENTS
1. WHAT CAN BE DONE TO MOTIVATE COMPANIES TO EVALUATE
TRAINING PROGRAM?
2. WHAT ARE RESULTS OUTCOMES? WHY DO YOU THINK THAT
MOST ORGANIZATIONS DON’T USE RESULTS OUTCOMES FOR
EVALUATING THEIR TRAINING PROGRAMS?
3. VISIT AN INDUSTRY, & FIND OUT HOW DO THEY CALCULATE
RETURN ON INVESTMENT ON TRAINING?
4. VISIT AN INDUSTRY, & FIND OUT WHETHER THE TRAINING
PROGRAM HELD LAST YEAR WERE OUTCOMES OF
ORGANIZATION STRATEGIES?
CHAPTER 7
TRADITIONAL TRAINING METHODS
INTRODUCTION:
TRAINING METHOD CAN BE CATEGORIZED INTO THREE TYPES:
o PRESENTATION METHOD
o HANDS ON METHOD
o GROUP BUILDING METHOD
EACH METHOD HAS ITS OWN ADVANTAGE & DISADVANTAGES
PRESENTATION METHOD:
TRAINEE ARE PASSIVE RECIPIENTS OF INFORMATION
INCLUDE:
o LECTURES
o AUDIO VISUAL TECHNIQUES
LECTURE:
o TRAINEE COMMUNICATE THROUGH SPOKEN WORD WHAT
SHE WANT THE TRAINEE TO LEARN
o COMMUNICATION IS ONE WAY
o LEAST EXPENSIVE, & TIME CONSUMING
o METHOD IS EFFICIENT
o USED TO SUPPORT OTHER TRAINING METHODS LIKE
BEHAVIOUR MODELLING & TECHNOLOGY BASED
TECHNIQUE
o TO MAKE THIS METHOD EFFECTIVE; BUILD THE FOLLOWING
INTO THE LECTURE:
ACTIVE PARTICIPATION
JOB RELATED EXAMPLE
EXERCISE
o THE ABOVE WILL FACILITATE LEARNING & TRANSFER OF
TRAINING
APPRENTICESHIP:
o IT INCLUDES BOTH ON THE JOB & CLASS ROOM TRAINING
o THE OJT PORTION OF THE APPRENTICESHIP FOLLOWS THE
GUIDELINES FOR EFFECTIVE ON THE JOB TRAINING
o MODELLING, PRACTICE, FEEDBACK & EVALUATION ARE
INVOLVED
o TRAINEE SHOULD HAVE THE REQUIRED KNOWLEDGE OF
THE OPERATION OR PROCE
o TRAINER DEMONSTRATE EACH STEP OF THE PROCESS,
EMPHASIZING SAFETY ISSUE IN EACH STEP OF THE
PROCESS
o PROVIDE OPPORTUNITY TO THE TRAINEE TO PERFORM THE
PROCESS
o FOLLOWING IS THE ADVANTAGE:
EARN & LEARN
GETS QUALIFIED FOR FULL TIME JOB ON
COMPLETION OF THE TRAINING
o FOLLOWING IS THE DISADVANTAGE:
SPECIALIZED INTO ONE SKILL
o IT IS AN IMPORTANT PART OF EDUCATION IN TRAINING IN
MANY COUNTRIES
SIMULATION:
o IT REPRESENTS A REAL LIFE SITUATION WITH TRAINEES’
DECISIONS RESULTING IN OUTCOMES THAT MIRROR WHAT
WOULD HAPPEN IF THEY WERE ON THE JOB
o ALLOWS TRAINEE TO SEE THE IMPACT OF THEIR DECISION
IN AN ARTIFICIAL RISK FREE ENVIRONMENT
o SIMULATORS REPLICATE THE PHYSICAL EQUIPMENT THAT
EMPLOYEES USE ON THE JOB
o SIMULATORS NEED TO HAVE IDENTICAL ELEMENTS TO
THOSE FOUND IN THE WORK ENVIRONMENT
CASE STUDIES
o IT IS A DESCRIPTION ABOUT HOW EMPLOYEE OR AN
ORGANIZATION DEALT WITH A DIFFICULT SITUATION
o TRAINEE ARE REQUIRED TO ANALYSE CRITIQUE THE
ACTIONS TAKEN, INDICATING THE APPROPRIATE ACTION &
SUGGESTING WHAT MIGHT HAVE BEEN DONE DIFFERENTLY
o LEARNING TAKE PLACE THROUGH A PROCESS OF
DISCOVERY
o CASES DEVELOPS INTELLECTUAL SKILLS LIKE ANALYSIS,
SYNTHESIS & EVALUATION
o CASES ALSO HELP TRAINEES DEVELOP THE WILLINGNESS
TO TAKE RISKS GIVEN UNCERTAIN OUTCOME, BASED ON
THEIR ANALYSIS OF THE SITUATION
o LEARNING ENVIRONMENT MUST BE CONDUCIVE PREPARE
& DISCUSS THEIR CASE ANALYSIS
BUSINESS GAMES
o REQUIRE TRAINEES TO GATHER INFORMATION, ANALYSE IT
& MAKE DECISIONS
o USED FOR MANAGEMENT KILL DEVELOPMENT
o IT STIMULATES LEARNING.
o DECISION INVOLVE ALL ASPECT OF MANAGEMENT
PRACTICES
ROLE PLAY:
o INVOLVE TRAINEES ACT OUT CHARACTERS ASSIGNED TO
THEM
o INFORMATION REGARDING THE SITUATION IS PROVIDED TO
THE TRAINEES
o ROLE PLAY MAY PROVIDE LIMITED INFORMATION
REGARDING THE SITUATION, WHILE INFORMATION
PROVIDED IN SIMULATION IS IN DETAIL
o IT FOCUSES ON INTERPERSONAL RESPONSE; WHILE
SIMULATION FOCUSES ON PHYSICAL RESPONSE
o OUTCOMES DEPENDS ON THE EMOTIONAL REACTIONS OF
OTHER TRAINEES, WHILE IN SIMULATION THE OUTCOME
DEPEND UPON FAIRLY WELL DEFINED MODEL OF REALITY
o FOR ROLE PLAY TO BE EFFECTIVE, TRAINERS NEED TO
ENGAGE IN SEVERAL ACTIVITIES BEFORE DURING & AFTER
THE ROLE PLAY
o TRAINEES SHOULD DISCUSS THEIR FEELINGS, WHAT
HAPPENED IN THE EXERCISE, WHAT THEY LEARNED
BEHAVIOUR MODELLING
o INVOLVES PRESENTING TRAINEES WITH A MODEL WHO
DEMONSTRATES KEY BEHAVIOURS TO REPLICATE &
PROVIDES TRAINEES WITH THE OPPORTUNITY TO
PRACTICE THE KEY BEHAVIOURS
o IT I BASED ON THE PRINCIPLE OF SOCIAL LEARNING WHICH
EMPHASISE THAT LEARNING OCCURS BY
OBSERVING BEHAVIOURS DEMONSTRATED BY A
MODEL
SEEING THE MODEL BEING REINFORCED FOR USING
THOSE BEHAVIOURS
o IT IS MORE APPROPRIATE FOR LEANING SKILLS &
BEHAVIOURS THAN FACTUAL INFORMATION
o EFFECTIVE MODELLING DISPLAYS HAVE SIX
CHARACTERISTICS:
THE DISPLAY CLEARLY PRESENT THE KEY
BEHAVIOURS
THE MODEL IS CREDIBLE TO THE TRAINEES
AN OVERVIEW OF THE KEY BEHAVIOURS IS
PRESENTED
EACH KEY BEHAVIOUR IS REPEATED. THE TRAINEE IS
SHOWN THE RELATIONSHIP BETWEEN THE
BEHAVIOUR OF THE MODEL & EACH KEY BEHAVIOUR
A REVIEW OF THE KEY BEHAVIOUR IS INCLUDED
MODELS ENGAGING IN BOTH POSITIVE USE OF KEY
BEHAVIOUR & NEGATIVE MODELS ARE PRESENTED
o PROVIDING OPPORTUNITIES FOR PRACTICE INVOLVES:
HAVING TRAINEES COGNITIVELY REHEARSE & THINK
ABOUT KEY BEHAVIOURS
PLACING TRAINEES IN SITUATIONS WHERE THEY
HAVE TO UE THE KEY BEHAVIOUR
o PRACTICE SESSION SHOULD INCLUDE A METHOD FOR
PROVIDING TRAINEES WITH FEEDBACK
TEAM TRAINING:
INVOLVES COORDINATING THE PERFORMANCE OF INDIVIDUALS
WHO WORK TOGETHER TO ACHIEVE A COMMON GOAL
THERE ARE THREE COMPONENTS OF TEAM PERFORMANCE:
o BEHAVIOUR
o KNOWLEDGE
o ATTITUDE
BEHAVIOURAL REQUIREMENT MEANS THAT TEAM MEMBERS
MUST PERFORM ACTIONS THAT ALLOW THEM TO COMMUNICATE,
COORDINATE, ADAPT, & COMPLETE COMPLEX TASKS TO
ACCOMPLISH THEIR OBJECTIVES
THE KNOWLEDGE COMPONENT REQUIRES TEAM MEMBERS TO
FUNCTION EFFECTIVELY IN UNANTICIPATED OR NEW SITUATIONS
TEAM MEMBERS BELIEFS ABOUT THE TASK & FEELING TOWARD
EACH OTHER RELATE TO THE ATTITUDE COMPONENT
ACTION LEARNING
INVOLVE GIVING TEAMS AN ACTUAL PROBLEM HAVING THEM
WORK ON SOLVING IT & COMMITTING TO AN ACTION PLAN, & THE
HOLDING THEM ACCOUNTABLE FOR CARRYING OUT THE PLAN
ASSIGNMENTS:
1. WHAT ARE THE STRENGTHS & WEAKNESS OF THE LECTURE /
CASE STUDY & BEHAVIOUR MODELLING?
2. IF YOU HAD TO CHOOSE BETWEEN ADVENTURE LEARNING &
ACTION LEARNING FOR DEVELOPING AN EFFECTIVE TEAM,
WHICH WOULD YOU CHOOSE? DEFEND YOUR CHOICE?
3. DISCUSS THE PROCESS OF BEHAVIOUR MODELLING TRAINING?
4. HOW CAN THE CHARACTERISTICS OF THE TRAINEE AFFECT SELF-
DIRECTED LEARNING?
5. WHAT ARE THE COMPONENTS OF EFFECTIVE TRAINING
PERFORMANCE? HOW MIGHT TRAINING STRENGTHEN THESE
COMPONENTS?
6. WHAT ARE SOME REASONS WHY ON THE JOB TRAINING CAN BE
INEFFECTIVE? WHAT CAN BE DONE TO ENSURE ITS
EFFECTIVENESS?
CHAPTER 8
USE OF NEW TECHNOLOGIES IN TRAINING
INTRODUCTION:
TECHNOLOGY IS HAVING A MAJOR IMPACT ON THE DELIVERY OF
TRAINING PROGRAMS
THEY ARE REPLACING OR SUBSTITUTING TRADITIONAL TRAINING
METHODS
o VIRTUAL REALITY
IT PROVIDES TRAINEES WITH A THREE-DIMENSIONAL
LEARNING EXPERIENCE
TECHNOLOGY IS USED TO STIMULATE MULTIPLE
SENSES OF THE TRAINEE.
DEVICES RELAY INFORMATION FROM THE
ENVIRONMENT TO THE SENSES. EXAMPLES: GLOVES
PROVIDES A SENSE OF TOUCH. TREADMILLS, OR
MOTION PLATFORM ARE USED TO CREATE A
REALISTIC ARTIFICIAL ENVIRONMENT
DEVICE ALSO COMMUNICATE INFORMATION ABOUT
THE TRAINEES MOVEMENTS TO A COMPUTER
THESE DEVICES ALLOW THE TRAINEE TO
EXPERIENCE PRESENCE. PRESENCE IS INFLUENCED
BY THE AMOUNT OF SENSORY INFORMATION
AVAILABLE TO THE TRAINEE, CONTROL OVER THE
SENSORS IN THE ENVIRONMENT, & THE TRAINEE’S
ABILITY TO MODIFY THE ENVIRONMENT
ONE ADVANTAGE IS THAT IT ALLOWS THE TRAINEE
TO PRACTICE DANGEROUS TASKS WITHOUT PUTTING
ONESELF & OTHERS IN DANGER
o EXPERT SYSTEM
REFER TO TECHNOLOGY [USUALLY SOFTWARE] THAT
ORGANIZES & APPLIES THE KNOWLEDGE OF HUMAN
EXPERTS TO SPECIFIC PROBLEMS
o GROUPWARE:
IS A SPECIAL TYPE OF SOFTWARE APPLICATION
THAT ENABLE MULTIPLE USERS TO TRACK, SHARE &
ORGANIZE INFORMATION, & TO WORK ON THE SAME
DOCUMENT SIMULTANEOUSLY EXAMPLE: LOTUS
NOTES
o ELECTRONIC PERFORMANCE SUPPORT SYSTEM
IT IS COMPUTER APPLICATION THAT PROVIDES SKILL
TRAINING, INFORMATION ACCESS OR EXPERT ADVICE
TECHNOLOGIES FOR TRAINING ADMINISTRATION
o NT IS MAKING TRAINING ADMINISTRATION MORE EFFICIENT
& EFFECTIVE
o INTERACTIVE VOICE TECHNOLOGY, IMAGING & SOFTWARE
APPLICATION HAVE MADE IT EASIER TO TRACK TRAINING
INFORMATION. THEY ALSO PROVIDE EASY ACCESS
TRAINING INFORMATION FOR TRAINERS TO USE IN
DECISION MAKING
INTERACTIVE VOICE TECHNOLOGY
o CREATES AN AUTOMATED PHONE RESPONSE SYSTEM
o EMPLOYEES CAN ALSO DIRECTLY ENROL IN TRAINING
PROGRAMS & SPEAK TO AN HR REPRESENTATIVE IF THEY
HAVE QUESTIONS. AS A RESULT OF THE TECHNOLOGY,
THE COMPANY WAS ABLE TO REDUCE ITS HR STAFF &
MORE QUICKLY SERVE EMPLOYEES’ BENEFIT NEEDS
IMAGING
o REFERS TO SCANNING DOCUMENTS STORING THEM
ELECTRONICALLY & RETRIEVING THEM
TRAINING SOFTWARE APPLICATIONS:
o USED TO TRACK INFORMATION RELATED TO TRAINING
ADMINISTRATION, EMPLOYEE SKILLS, EMPLOYEES’
TRAINING ACTIVITIES
CONCLUSIONS
WHILE TRADITIONAL TRAINING METHOD CAN BE EFFECTIVE,
MANAGER & TRAINER SHOULD CONSIDER USING NT TRAINING
METHODS UNDER CERTAIN CONDITIONS
o THERE IS SUFFICIENT BUDGET PROVIDED TO DEVELOP &
USE NT
o TRAINEES ARE GEOGRAPHICALLY DISPERSED & TRAVEL
COSTS RELATED TO TRAINING ARE HIGH
o TRAINEES ARE COMFORTABLE USING TECHNOLOGY
INCLUDING THE WEB, PERSONAL COMPUTERS, & CD-ROMS
o THE INCREASED USE OF NT IS PART OF THE COMPANY’
BUSINESS STRATEGY. NT IS BEING USED OR IMPLEMENTED
IN MANUFACTURING OR PRODUCTS OR SERVICE
PROCESSES
o EMPLOYEES HAVE A DIFFICULT TIME ATTENDING
SCHEDULED TRAINING PROGRAMS
o CURRENT TRAINING METHODS ALLOW LIMITED TIME OR
PRACTICE, FEEDBACK & ASSESSMENT
ASSIGNMENTS:
1. DISCUSS HOW NEW TECHNOLOGIES MAKE IT EASIER TO LEARN.
HOW DO THEY FACILITATE TRANSFER OF TRAINING?
2. WHAT IS RE-PURPOSING? HOW DOES IT AFFECT USE OF NEW
TECHNOLOGIES IN TRAINING?
3. WHAT ARE SOME POTENTIAL PROBLEMS WITH USING VIRTUAL
REALITY TECHNOLOGY FOR TRAINING?
4. EXPLAIN HOW NEW TECHNOLOGIES INFLUENCE TRAINING?
5. HOW CAN INTERACTIVE VOICE TECHNOLOGY & IMAGING HELP
WITH TRAINING ADMINISTRATION?
CHAPTER 9
EMPLOYEE DEVELOPMENT
INTRODUCTION:
IT REFER TO FORMAL EDUCATION, JOB EXPERIENCES,
RELATIONSHIPS & ASSESSMENTS OF PERSONALITY & ABILITIES
THAT HELP EMPLOYEES PREPARE FOR THE FUTURE
DEVELOPMENT ALSO HELPS EMPLOYEES PREPARE FOR CHANGE
IN THEIR CURRENT JOB THAT MAY RESULT FROM NEW
TECHNOLOGY, WORK DESIGN, CUSTOMERS OR PRODUCTS
MARKET
EMPLOYEE DEVELOPMENT IS NECESSARY COMPONENT OF O’S
EFFORT TO IMPROVE QUALITY, TO MEET CHALLENGES OF
GLOBAL COMPETITION & SOCIAL CHANGE & TO INCORPORATE
TECHNOLOGICAL ADVANCES & CHANGES IN WORK DESIGN
LARGE MAJORITY OF DEVELOPMENT ACTIVITY IS TARGETED AT
MANAGERS; THOUGH ALL LEVELS OF EMPLOYEES MAY BE
INVOLVED IN ONE OR MORE DEVELOPMENT ACTIVITY
FORMAL EDUCATION:
INCLUDES OFF-SITE & ON-SITE PROGRAMS DESIGNED SPECIALLY
FOR O’S EMPLOYEES. EXAMPLE: EXECUTIVE MBA PROGRAMS
THESE PROGRAMS MAY INVOLVE LECTURES BY BUSINESS
EXPERTS, BUSINESS GAMES & SIMULATIONS, ADVENTURE
LEARNING, & MEETING WITH CUSTOMERS
ASSESSMENT:
INVOLVES COLLECTING INFORMATION & PROVIDING FEEDBACK
TO EMPLOYEES ABOUT THEIR BEHAVIOUR, COMMUNICATION
STYLE OR SKILL
ASSESSMENT IS MOST FREQUENTLY USED TO IDENTIFY
EMPLOYEES WITH MANAGERIAL POTENTIAL & TO MEASURE
CURRENT MANAGERS’ STRENGTH, & WEAKNESS
ALSO USED TO IDENTIFY MANAGERS WITH POTENTIAL TO MOVE
INTO HIGHER LEVEL EXECUTIVE POSITIONS
CAN ALSO BE USED WITH WORK TEAM TO IDENTIFY INDIVIDUAL
TEAM MEMBER STRENGTHS & WEAKNESSES AS WELL AS THE
DECISION PROCESSES OR COMMUNICATION STYLES THAT
INHIBIT THE TEAM’ PRODUCTIVITY
THE FOLLOWING ARE THE POPULAR ASSESSMENT TOOLS
o MBTI [MYERS-BRIGGS TYPE INDICATOR]
IDENTIFIES INDIVIDUAL’S PREFERENCES FOR
• ENERGY [INTROVERSION VERSUS
EXTROVERSION]
o THE ENERGY DIMENSION DETERMINES
WHERE INDIVIDUAL GAIN
INTERPERSONAL STRENGTH & VITALITY.
EXTROVERTS GAIN ENERGY THROUGH
INTERPERSONAL RELATIONSHIPS.
INTROVERTS GAIN ENERGY BY FOCUSING
ON PERSONAL THOUGHTS & FEELINGS
• INFORMATION GATHERING [SENSING VERSUS
INTUITION]
o IT RELATES TO THE ACTION INDIVIDUALS
TAKE WHEN MAKING DECISION.
INDIVIDUALS WITH A SENSING
PREFERENCE TEND TO GATHER FACTS &
DETAILS. INTUITIVES TEND TO FOCUS
LESS ON FACTS & MORE ON
POSSIBILITIES & RELATIONSHIPS
BETWEEN IDEAS
JOB EXPERIENCES:
IT REFERS TO RELATIONSHIPS, PROBLEMS, DEMANDS, TASKS OR
OTHER FEATURES THAT EMPLOYEES FACE IN THEIR JOBS
DEVELOPMENT IS POSSIBLE IF THERE IS MISMATCH BETWEEN
THE EMPLOYEE’S SKILLS & SKILL REQUIRED TO DO THE JOB
THE FOLLOWING ARE THE VARIOUS WAYS THAT JOB
EXPERIENCE CAN BE USED FOR EMPLOYEE DEVELOPMENT:
o JOB ENLARGEMENT
o JOB ENRICHMENT
o JOB ROTATION
o TRANSFERS
o PROMOTIONS
o DEPUTATION
INTERPERSONAL RELATIONSHIPS:
EMPLOYEES CAN DEVELOP SKILLS & INCREASE THEIR
KNOWLEDGE ABOUT THE O & ITS CUSTOMER BY INTERACTING
WITH A MORE EXPERIENCED O’AL MEMBERS
TWO TYPES:
o MENTORING
o COACHING
MENTORING:
o AN EXPERIENCED, PRODUCTIVE SENIOR EMPLOYEE HELPS
DEVELOP A LESS EXPERIENCED EMPLOYEE [PROTÉGÉ]
o MENTORING RELATIONSHIP DEVELOPS WHERE INTERESTS
& VALUES OF BOTH THE PERSONS MATCHES
o CHARACTERISTICS OF SUCCESSFUL FORMAL MENTORING
PROGRAMS
MENTOR & PROTÉGÉ PARTICIPATION IS VOLUNTARY.
DEVELOPS INFORMAL RELATIONSHIP
MENTOR ARE CHOSEN
PURPOSE OF THE PROGRAM IS CLEARLY
UNDERSTOOD. PROJECTS & ACTIVITIES THAT THE
MENTOR & PROTÉGÉ ARE EXPECTED TO COMPLETE
ARE SPECIFIED. THE LENGTH OF THE PROGRAM IS
SPECIFIED.
A MINIMUM LEVEL OF CONTACT BETWEEN THE
MENTOR & PROTÉGÉ IS SPECIFIED
PROTÉGÉS ARE ENCOURAGED TO CONTACT ONE
ANOTHER TO DISCUSS PROBLEMS & SHARE
SUCCESSES
THE MENTOR PROGRAM IS EVALUATED. INTERVIEWS
WITH MENTORS & PROTÉGÉS ARE USED TO OBTAIN
IMMEDIATE FEEDBACK REGARDING SPECIFIC AREAS
OF DISSATISFACTION
EMPLOYEE DEVELOPMENT IS REWARDED
COACHING RELATIONSHIPS:
o A COACH IS A PEER OR MANAGER WHO WORKS WITH AN
EMPLOYEE TO MOTIVATE HIM HELP HIM TO DEVELOP
SKILLS & PROVIDE REINFORCEMENT & FEEDBACK
o THERE ARE THREE ROLES A COACH CAN PLAY:
GIVING FEEDBACK
HELP EMPLOYEES TO LEARN BY THEMSELVES
PROVIDING RESOURCES SUCH AS MENTORS, JOB
EXPERIENCES WHICH THE EMPLOYEES MAY NOT BE
ABLE TO GAIN ACCESS TO WITHOUT THE COACH’S
HELP
ASSIGNMENTS:
1. LIST & EXPLAIN THE CHARACTERISTICS OF EFFECTIVE 360-
DEGREE FEEDBACK SYSTEMS?
2. WHY DO COMPANIES DEVELOP FORMAL MENTORING
PROGRAMS? WHAT ARE THE POTENTIAL BENEFITS FOR THE
MENTOR & FOR THE PROTÉGÉ?
3. WHAT IS COACHING? IS THERE ONE TYPE OF COACHING?
EXPLAIN.
4. WHAT IS THE DIFFERENCE BETWEEN TEACHING / COACHING /
MENTORING / FACILITATING?
5. DISCUSS REASONS WHY MANY MANAGERS ARE RELUCTANT TO
COACH THEIR EMPLOYEES?
CHAPTER 10
SPECIAL ISSUES IN TRAINING & EMPLOYEE DEVELOPMENT
TRAINING ISSUES RESULTING FROM EXTERNAL ENVIRONMENT
LEGAL ISSUES:
o EMPLOYEE INJURY DURING TRAINING ACTIVITY
o REPRODUCING & USING COPYRIGHTED MATERIAL IN
TRAINING CLASS WITHOUT PERMISSION
ASSESSING THE CULTURE
HOFFSTEADE MODEL
BESIDES ECONOMIC / MARKET / SOCIAL / POLITICAL FACTORS;
CULTURAL FACTOR PLAYS A VERY IMPORTANT ROLE IN ANY
DECISION TO GO ABROAD
CULTURAL DIFFERENCES ARE EXPLAINED ALONG THE
FOLLOWING FOUR DIMENSIONS: [ONE MODEL]
INDIVIDUALISM / COLLECTIVISM
• IN INDIVIDUALISTIC SOCIETY, THE EMPHASIS IS ON
INDIVIDUALISM
• COLLECTIVISTIC SOCIETY EMPHASIS IS ON TOGETHERNESS
/ HARMONY / BELONGINGNESS
POWER DISTANCE
• SOCIETY IS HIERARCHICAL
• THERE IS AN UNEQUAL DISTRIBUTION OF POWER AMONG
THE MEMBERS
• OPPOSITE OF THIS IS
FEW DISTINCTIONS AMONG MEMBERS
EQUAL DISTRIBUTION OF POWER AMONG MEMBERS
UNCERTAINTY AVOIDANCE
• THE EXTENT TO WHICH THE SOCIETY FEELS
COMFORTABLE WITH AMBIGUITY
• VALUES & ENCOURAGES RISK TAKING
MASCULINE / FEMININE TENDENCIES
• A MASCULINE SOCIETY IS MORE AGGRESSIVE / ASSERTIVE
& FOCUSED ON ACHIEVEMENTS
• A FEMININE SOCIETY EMPHASIS ON INTERPERSONAL
RELATIONSHIP / SENSITIVITY
HALL’S MODEL:
IT DESCRIBES CULTURE IN TERMS OF FIVE SILENT LANGUAGES:
• TIME
• SPACE
• MATERIAL GOODS
• FRIENDSHIP
• AGREEMENT
TIME:
• THE LANGUAGE OF TIME CONSIDERS HOW WE USE TIME TO
COMMUNICATE & HOW WE USE IT TO MANAGE OUR DAILY
LIVES
• FOR EXAMPLE, HOW MUCH DO INDIVIDUALS IN THE
CULTURE RELY ON SCHEDULES, APPOINTMENTS, &
DEADLINES
• IS IT CONSIDERED APPROPRIATE TO KEEP SOMEONE
WAITING FOR A MEETING
• DO MEETINGS HAVE AN AGENDA
SPACE:
• THE LANGUAGE OF SPACE CONSIDERS HOW WE
COMMUNICATE THROUGH SPACE & DISTANCE
• FOR EXAMPLE WHAT IS CONSIDERED THE APPROPRIATE
PHYSICAL DISTANCE BETWEEN PEOPLE ENGAGED IN
CONVERSATION
• HOW SPACES IN ORGANIZATIONS ARE ARRANGED TO
COMMUNICATE RANK / POWER / STATUS
• DOES ORGANIZATION HAVE SEPARATE TOILETS / PARKING
SPACE FOR SENIORS
• ARE SOME OFFICES LARGER THAN OTHERS
MATERIAL GOODS:
• THE LANGUAGE OF MATERIAL GOODS IS USED TO SIGNIFY
POWER / SUCCESS / STATUS
• FOR EXAMPLE, GENEROUS PERKS LIKE COMPANY CAR /
CLUB MEMBERSHIP / ETC
FRIENDSHIP:
• THE LANGUAGE OF FRIENDSHIP CONSIDERS HOW WE
FORM INTERPERSONAL RELATIONSHIP.
• FOR EXAMPLE, ARE FRIENDSHIP FORMED & DISSOLVED
QUICKLY; OR ARE THEY BUILT ON A FOUNDATION OVER A
LONG PERIOD OF TIME
• SOME CULTURE COMMUNICATE STATUS THROUGH ONE’S
NETWORK OF FRIENDS & THE SUPPORT THIS NETWORK
PROVIDES
AGREEMENT:
• THE LANGUAGE OF AGREEMENTS CONSIDERS HOW
CONSENSUS IS REACHED AMONG THE PEOPLE
• FOR EXAMPLE ARE FORMAL, WRITTEN CONTRACTS SIGNED
UNDER AN OATH OF LAW OR IS SIMPLE HANDSHAKE
SUFFICIENT GUARANTEE
• IS IT ACCEPTABLE TO DEBATE SOMEONE WITH WHOM YOU
DO NOT AGREE &, IF SO, IS IT ACCEPTABLE TO DEBATE IN
FRONT OF OTHERS
MANAGING WORK FORCE DIVERSITY
TO SUCCESSFULLY MANAGE WORKFORCE, O NEED TO ENSURE
THAT:
o EMPLOYEES UNDERSTAND HOW THEIR VALUES &
STEREOTYPES INFLUENCE THEIR BEHAVIOUR TOWARD
OTHERS OF DIFFERENT GENDER, ETHNIC, RACIAL OR
RELIGIOUS BACKGROUNDS
o EMPLOYEES GAIN AN APPRECIATION OF CULTURAL
DIFFERENCE AMONG THEMSELVES
o BEHAVIOURS THAT ISOLATE OR INTIMIDATE MINORITY
GROUPS MEMBERS IMPROVE
ASSIGNMENTS:
WHAT DOES MANAGING DIVERSITY MEAN TO YOU? ASSUME YOU WERE
IN CHARGE OF DEVELOPING A DIVERSITY-TRAINING PROGRAM.
WHO WOULD BE INVOLVED? WHAT WOULD YOU INCLUDE AS THE
CONTENT OF THE TRAINING PROGRAM?
1. WHAT ARE SCHOOL-TO-WORK TRANSITION PROGRAMS? WHY
ARE THEY NEEDED?
2. DISCUSS THE IMPLICATIONS OF A SKILL-BASED PAY SYSTEM FOR
TRAINING SYSTEMS?
3. IN WHAT WAY IS YOUR INSTITUTE’S CULTURE DIFFERENT FROM
YOUR COLLEGE CULTURE? HOW DID YOU MANAGE YOUR
TRANSITION?
4. WHAT ARE SOME POTENTIAL LEGAL ISSUES THAT A TRAINER
SHOULD CONSIDER BEFORE DECIDING TO RUN AN ADVENTURE
LEARNING PROGRAM?
CHAPTER 11
CAREER MANAGEMENT
CAREER MANAGEMENT:
• CM IS A PROCESS THROUGH WHICH EMPLOYEES:
o BECOME AWARE OF THEIR OWN INTERESTS, VALUES,
STRENGTHS, & WEAKNESS
o OBTAIN INFORMATION ABOUT JOB OPPORTUNITIES WITHIN
THE O
o IDENTIFY CAREER GOALS
o ESTABLISH ACTION PLANS TO ACHIEVE CAREER GOALS
WHY IS CAREER MANAGEMENT IMPORTANT?
• CM IS IMPORTANT FROM BOTH THE EMPLOYEES’ PERSPECTIVE &
THE O’S PERSPECTIVE
• FROM THE O POINT OF VIEW THE FAILURE TO MOTIVATE
EMPLOYEES TO PLAN THEIR CAREERS CAN RESULT IN
o SHORTAGES OF EMPLOYEES
o LOWER EMPLOYEE COMMITMENT
o MONEY SPENT ON T& D GOING DOWN THE DRAIN
• FROM THE EMPLOYEE’S PERSPECTIVE, LACK OF CM CAN RESULT
IN
o FRUSTRATION
o FEELING OF NOT BEING VALUED IN THE O
o CANNOT FIND SUITABLE EMPLOYMENT
• O NEEDS TO HELP EMPLOYEES MANAGE THEIR CAREERS TO
MAXIMIZE THEIR CAREER MOTIVATION
CAREER MOTIVATION:
• CAREER MOTIVATION HAS THREE ASPECTS:
o CAREER RESILIENCE
EXTENT TO WHICH EMPLOYEES ARE ABLE TO COPE
WITH SET BACKS
o CAREER INSIGHT
KNOWING ABOUT THEIR INTERESTS / STRENGTHS /
WEAKNESS
AND HOW IT RELATES TO THEIR CAREER GOALS
o CAREER IDENTITY
DEFINING THEIR PERSONAL VALUES ACCORDING TO
THEIR WORK
WHAT IS CAREER?
• SEQUENCE OF POSITIONS HELD WITHIN AN OCCUPATION
• MOBILITY WITHIN THE O
• DESCRIBES THE CHARACTERISTICS OF THE EMPLOYEE
• EACH EMPLOYEE’S CAREER CONSISTS OF DIFFERENT JOBS,
POSITIONS & EXPERIENCES
PROTEAN CAREER:
• A CAREER THAT FREQUENTLY CHANGES BASED ON BOTH
CHANGES IN THE INTERESTS, ABILITIES, & VALUES & CHANGES
IN THE WORK ENVIRONMENT
COMPARISON BETWEEN CAREER & PROTEAN CAREER
DIMENSION CAREER PROTEAN CAREER
REFERRAL AGENTS
• RESPONSIBILITIES:
LINK TO CAREER MANAGEMENT
RESOURCES
FOLLOW UP ON CAREER MANAGEMENT
PLAN
• HR MANAGER’S ROLE
o PROVIDE INFORMATION ABOUT T& D OPPORTUNITIES
o PROVIDE SPECIALIZED TRAINING SUCH AS TESTING TO
DETERMINE EMPLOYEES’ VALUES, INTERESTS & SKILLS
o HELP EMPLOYEES FOR JOB SEARCHES
o OFFER CAREER COUNSELLING
• O’S ROLE:
o PROVIDE EMPLOYEES WITH RESOURCES NEEDED TO BE
SUCCESSFUL IN CAREER PLANNING
ASSIGNMENTS:
1. WHAT IS THE DIFFERENCE BETWEEN OCCUPATION / CAREER /
PROFESSION?
2. HOW DID YOU COME TO KNOW YOUR AREA OF INTEREST, WHICH
ENABLED YOU TO CHOOSE YOUR SPECIALIZATION?
3. COMMENT: WE NORMALLY SELECT OUR SPECIALIZATION, BASED
NOT ON OUR LIKING, BUT FROM ATTRACTIVENESS OF THE
CAREER / PROFESSION?
4. COMMENT; CAREER DEVELOPMENT IS ALL HOGWASH, FOR
EVERYBODY CANNOT BECOME THE CEO OF THE COMPANY?
5. COMMENT: CAREER DEVELOPMENT IS NOT POSSIBLE, IN A
FLATTER ORGANIZATION STRUCTURE?
6. WHAT IS A PSYCHOLOGICAL CONTRACT? HOW DOES THE
PSYCHOLOGICAL CONTRACT INFLUENCE CAREER
MANAGEMENT?
CHAPTER 12
SPECIAL CHALLENGES IN CM
INTRODUCTION:
• PLATEAUING IS A SERIOUS CONCERN FOR MANY MIDDLE AGE
MANAGERS. MANY MANAGERS MIGHT BE IN MAINTENANCE
STAGE, WHEREIN PLATEAUING IS OF PRIMARY CONCERN
PLATEAUING:
• IT DEALS WITH FEELINGS & EMOTIONS OF AN EMPLOYEE
• ALSO MEANS THAT THE LIKELIHOOD OF THE EMPLOYEE
RECEIVING FUTURE JOB ASSIGNMENTS WITH INCREASED
RESPONSIBILITY IS LOW
• PLATEAUING IS NOT BAD. A PLATEAUED EMPLOYEE MAY NOT
DESIRE INCREASED RESPONSIBILITIES. JOB PERFORMANCE MAY
MEET THE MINIMUM ACCEPTABLE STANDARDS
• PLATEAUING BECOMES DYSFUNCTIONAL WHEN THE EMPLOYEE
FEELS STUCK IN A JOB THAT OFFERS NO POTENTIAL FOR
PERSONAL GROWTH. SUCH FRUSTRATION RESULTS IN A POOR
JOB ATTITUDE, INCREASED ABSENTEEISM & POOR
PERFORMANCE
• FOLLOWING ARE THE REASONS FOR PLATEAUING:
o LACK OF ABILITY
o LACK OF TRAINING
o LOW NEED FOR ACHIEVEMENT
o UNFAIR PAY DECISIONS OR CONFUSION WITH PAY RAISES
o CONFUSION ABOUT JOB RESPONSIBILITIES
o SLOW O’S GROWTH RESULTING IN REDUCED
DEVELOPMENT OPPORTUNITIES
• PLATEAUED EMPLOYEES SHOULD BE ENCOURAGED TO BECOME
INVOLVED IN DEVELOPMENTAL OPPORTUNITIES, INCLUDING
TRAINING COURSES, JOB EXCHANGES, & SHORT TERM
ASSIGNMENTS IN WHICH THEY EXAMINE THEIR EXPERTISE
OUTSIDE THEIR DEPARTMENT
• PLATEAUED EMPLOYEES MAY NEED CAREER COUNSELING TO
HELP THEM UNDERSTAND WHY THEY ARE PLATEAUED, & THE
OPTIONS FOR DEALING WITH THE PROBLEM
• EMPLOYEES SHOULD BE ENCOURAGED TO REALITY TEST THE
SOLUTIONS THEY BELIEVE WILL SOLVE THEIR PLATEAUING
THROUGH DISCUSSIONS WITH THEIR MANAGER, COWORKERS, &
HR MANAGERS THIS IS NECESSARY TO ENSURE THAT THEIR
SOLUTION IS REALISTIC GIVEN THE RESOURCES AVAILABLE IN
THE O.
• AT TIMES IT MAY BE IN THE BEST INTEREST OF THE EMPLOYEE IF
HE IS ENCOURAGED TO LEAVE THE O
SKILL OBSOLESCENCE
• OBSOLESCENCE IS REDUCTION IN AN EMPLOYEE’S COMPETENCE
RESULTING FROM LACK OF KNOWLEDGE OF NEW WORK
PROCESSES, TECHNIQUES & TECHNOLOGIES THAT HAVE
DEVELOPED SINCE THE EMPLOYEE COMPLETED HIS EDUCATION.
• OBSOLESCENCE NEEDS TO BE AVOIDED IF O IS TRYING TO
BECOME LEARNING O. IF EMPLOYEES’ SKILL BECOMES
OBSOLETE BOTH THE EMPLOYEE & THE O SUFFER. THE O’S
CULTURE PLAYS AN IMPORTANT ROLE IN ENCOURAGING
DEVELOPING THEIR SKILLS. FOLLOWING ARE THE FACTORS
THAT ARE RELATED TO UPDATING SKILLS:
o O’S CLIMATE
EMPHASIS ON CONTINUOUS LEARNING
o MANAGER
PROVIDE CHALLENGING WORK ASSIGNMENTS
ENCOURAGE EMPLOYEES TO ACQUIRE NEW SKILLS
o PEER
DISCUSS IDEAS & PROBLEMS
SHARE INFORMATION
o REWARD SYSTEM
SABBATICALS
PAY FOR NEW IDEAS
PAY FOR EMPLOYEE DEVELOPMENT
BALANCING WORK & LIFE:
• O NOW A DAYS ARE CONCERNED WITH SIMULTANEOUSLY
MEETING THE NEEDS OF BOTH WORK & FAMILY RESEARCH
SUGGESTS THAT DUAL CAREER FAMILIES, SINGLE-PARENT
FAMILIES, & FAMILIES WITH CHILDREN UNDER AGE FIVE ARE
LIKELY TO EXPERIENCE THE MOST WORK & FAMILY CONFLICTS
• BESIDES BALANCING WORK LIFE, O NOW A DAYS HAS PROVIDE
SUPPORT SERVICES TO EMPLOYEES TO DEAL WITH STRESSES &
STRAINS RELATED TO WORK & NON-WORK CONFLICTS
• EMPLOYEES WITH DEPENDENTS STRUGGLE WITH CHILD CARE &
ELDER CARE
• ALL EMPLOYEES STRUGGLE WITH ISSUES RELATED TO
PARTICIPATING IN NON-WORK ACTIVITIES THAT THEY
INCREASINGLY HAVE LESS TIME FOR DUE TO WORK DEMANDS
• TO ADDRESS THIS ISSUES, THE HR POLICIES HAVE TO BE RE-
LOOKED, & CHANGED ACCORDINGLY
ASSIGNMENTS:
1. WHAT IS A DUAL-CAREER PATH? WHAT ARE THE
CHARACTERISTICS OF AN EFFECTIVE DUAL CAREER PATH?
2. HOW COULD YOU HELP DOWNSIZED SURVIVORS REMAIN
MOTIVATED & PRODUCTIVE? PROVIDE A RATIONALE FOR YOUR
RANKING?
WHEN ENVIRONMENT IS SO DYNAMIC, HOW IS IT POSSIBLE PLAN
CAREER OF PEOPLE?
COMMENT: ONE CAN REACH THE TOP ONLY BY JOB-HOPPING?
CHAPTER 13
THE FUTURE OF TRAINING & DEVELOPMENT
INTRODUCTION:
THE FUTURE TREND IN T&D PRACTICES WILL BE AS FOLLOW:
o PARTNERSHIPS BETWEEN OS TO SHARE TRAINING
PRACTICES & GAIN LEVERAGE WITH PROGRAM
DEVELOPERS & CONSULTANTS
o THE USE OF NEW TECHNOLOGIES FOR TRAINING DELIVERY
WILL INCREASE
o EMPHASIS ON STORAGE & USE OF INTELLECTUAL CAPITAL
WILL RISE
o TRAINING DEPARTMENTS WILL BECOME VIRTUAL TRAINING
O
o TRAINING WILL BECOME MORE INTEGRATED WITH OTHER
BUSINESS FUNCTIONS
o TRAINING DEPARTMENTS WILL WORK MORE WITH
EXTERNAL PARTNERS
o T&D WILL BE VIEWED MORE FROM A CHANGE MODEL
PERSPECTIVE
DETERMINING IF CHANGE IS NECESSARY: BENCHMARKING & PROCESS
RE-ENGINEERING
VIEWING TRAINING FROM A SYSTEMS PERSPECTIVE MEANS THAT
THE COMPANIES & TRAINER NEED TO UNDERSTAND BOTH
INTERNAL & EXTERNAL ENVIRONMENT
ALSO NEED TO BE AWARE OF OTHER COMPANIES PRACTICES TO
ENSURE THAT THEIR TRAINING PRACTICE ARE THE BEST
POSSIBLE
BENCHMARKING PROVIDES INFORMATION ABOUT OTHER
COMPANIES’ PRACTICES
PROCESS REENGINEERING PROVIDES INFORMATION ABOUT THE
EFFECTIVENESS & EFFICIENCY OF TRAINING SYSTEMS WITHIN
THE COMPANY
BENCHMARKING
TRAINERS NEED TO TAKE FOLLOWING THINGS INTO ACCOUNT
WHEN BENCHMARKING
o GATHER INFORMATION ABOUT INTERNAL PROCESSES TO
SERVE AS A COMPARISON FOR BEST PRACTICES
o IDENTIFY THE PURPOSE OF BENCHMARKING, & THE
PRACTICE TO BE BENCHMARKED
o SENIORS NEED TO BE COMMITTED TO THIS PROJECT
o BOTH QUANTITATIVE & QUALITATIVE DATA SHOULD BE
COLLECTED
o DESCRIPTIONS OF PROGRAMS & HOW THEY OPERATE ARE
AS VALUABLE AS KNOWING HOW BEST PRACTICES
CONTRIBUTED TO THE BOTTOM LINE
o COLLECT DATA FROM OS WITHIN & OUTSIDE ONE’S
INDUSTRY
o DO NOT VIEW HR PRACTICES IN ISOLATION FROM EACH
OTHER
o THE INFORMATION COLLECTED NEEDS TO BE CONSIDERED
IN TERMS OF THE CONTEXT OF THE OS
o USE OF INFORMATION GATHERED FROM BENCHMARKING
NEEDS TO BE CONSIDERED IN THE BROADER FRAMEWORK
OF O CHANGE
PROCESS REENGINEERING
REENGINEERING CAN BE USED TO REVIEW THE TRAINING
DEPARTMENT FUNCTIONS & PROCESSES
IT INVOLVES FOUR STEPS:
o IDENTIFY THE PROCESS TO BE REENGINEERED
o UNDERSTAND THE PROCESS
o REDESIGN THE PROCESS
o IMPLEMENT THE NEW PROCESS
STEPS IN IMPLEMENTING A NEW T& D PRACTICE
CHANGE MANAGEMENT
o INVOLVES FOUR STEPS:
OVERCOMING RESISTANCE
MANAGING THE TRANSITION
SHAPING POLITICAL DYNAMICS
USING TRAINING TO UNDERSTAND NEW TASK
ASSIGNMENTS:
WHAT NEW SKILLS WILL TRAINERS NEED TO BE SUCCESSFUL IN THE
FUTURE?
WHAT MISCONCEPTIONS DO MANAGERS HAVE ABOUT TRAINING? HOW
COULD YOU CHANGE THOSE MISCONCEPTIONS?
EXPLAIN WHAT YOU BELIEVE ARE THE ADVANTAGES &
DISADVANTAGES OF CREATING A TRAINING CONSORTIUM OR
PARTNERSHIP WITH OTHER COMPANIES?
THE END
THANK YOU