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Effective Training: Strategies,Systems and Practices

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Chapter 2 2

Linkage between Strategy, Tactics,

and Objectives

Tactical ActivitiesCompetitive

Strategy

Mission Opportunities

Threats

Strengths

Weaknesses

Unit

Objectives

Unit

Strategies

and Tactics

Employee

Objective

Implementation, Evaluation, and Feedback

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Chapter 2 3

Mission, Strategy, Technology,

Structure Relationship

ENVIRONMENT

EXTERNAL

STRATEGY

MISSIONTECHNOLOGY

STRUCTURE

INTERNAL

STRATEGY

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Chapter 2 4

Factors Influencing Environmental

Stability

Complexity

High Low

STAB

ILIT

Y

High

LowHigh

Uncertainty

Moderate

Uncertainty

Low

Uncertainty

Moderate

Uncertainty

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Chapter 2 5

Conditions Increasing theImportance of HR Issues

Part 1 of 2

High rate of change in

market demand

Requires employees who can develop or adapt

products and services quickly

High level ofuncertainty in market

demand

Requires employees who can forecast moreaccurately and react more flexibly

Rising costs combined

with competitive

pressures on profitmargins

Requires employees with wider range of KSAs so

fewer people can do more things well

High rate of

technological change

Requires employees who are more

technologically literate and current

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Chapter 2 6

Conditions Increasing theImportance of HR Issues

Part 2 of 2

More complex

organizations

(number and type of

products, technologies,locations, customers,etc.)

Requires employees who can process and

analyze complex information from a variety of

sources

More diverse labor Requires employees who can interact effectively

in many cultural and ethnic contexts

Smaller labor pool Requires more effective use of existing

employees and better recruiting of new

employees

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Chapter 2 7

Relationship between Competitive

and Human Resource Strategies

External Environment

COMPETITIVESTRATEGY

HUMAN RESOURCESTRATEGY

LaborRelations

Climate

EmployeeKSAs

EconomicConditions

Labor

MarketCorporate

CultureProduction Technology

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Chapter 2 8

Components of learning

Organization Part 1 of 3

Personal mastery Continual clarification and deepening of ones

personal vision. It connects personal with

organizational learning.

Mental models Deeply ingrained assumptions and

generalizations that influence how we

understand the world. Until these are

brought to the surface, little learning takes

place that doesnt conform to thesemodels.

Building a shared vision Sets up a creative tension pulling individual

visions into a common desired future, thus

galvanizing a group to goal accomplishment.

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Chapter 2 9

Components of learning

Organization Part 2 of 3

Team learning As the learning blocks of organizations, teams

must learn for the organization to learn.

Systems thinking A framework for seeing the interrelationshipsrather than the things that are related.

Systematic problem

solving

Decision making relies on the scientific method

and data rather than guesses, hunches and

assumptions. People are skilled in the use of

basic statistical techniques for analysis.

Experimentation A focus on expanding knowledge rather than

responding to current difficulties. Failure of

experiments is accepted as a way of gaining

knowledge.

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Chapter 2 10

Components of learning

Organization Part 3 of 3

Learning from

experience

The lessons of experience are documented in a

form that that is accessible and understandable to

employees.

Learning from others Knowledge is gained from what others do and

how they do it, rather than from the results they

have achieved. Benchmarking and similar

practices are encouraged.

Transference of

knowledge

For the organization (not just individuals) to learn,

knowledge must be documented and made

transferable quickly and easily.

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Chapter 2 11

Questions for the Strategic Planning

Process in a Small Business

1. Why are we in business?

2. What are we trying to achieve?

3. Who is our competition and how can we beat them?

4. What sort of ground rules should we be following to get the job

done right?

5. How should we organize ourselves to reach our goals and beat

the competition?

6. How much detail do we need to provide so everyone knows

what to do?

7. What are the few key things that will determine if we make it?

How should we keep track of them?

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Chapter 2 12

Environmental factors affecting the

selection of a training strategy

OrganizationsBusiness

Strategies

HR Strategies

HRD Function

Staff Size and

Core Competencies

Resources Allocated

to TrainingTraining Needs

Organizational

Culture

Training

Providers

Law and

Regulations

Economic

Conditions

Training

Technology

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Chapter 2 13

Questions to Assess Training

Provider Capabilities Part 1 of 2

What is their background (education, experience, etc.)?

Have they ever provided these particular training programs or

services before?

Have they conducted formal evaluations of their results? If so,

what have been the results?

Can they give you the names of people in these companies who

could speak knowledgeably about the trainers products and

services?

Can they give you names of those who were recipients of the

service and those who brought the training provider into the

organization and oversaw the training or the service?

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Chapter 2 14

Questions to Assess Training

Provider Capabilities Part 2 of 2

Can they provide an outline of their approach and/or process?

How do they go about developing a program, delivering

training, or providing a training service?

If they are providing training they have already developed, can

they show you materials, such as handouts, exercises, and

videos?

Since these are not specific to your organization, how will theyalter them to make them appropriate for your situation?

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Chapter 2 15

Steps in a Generic Planned Change

Model Part 1 of 2

1. A compelling need for change is established.

2. Goals are developed and agreed to by the concerned parties.

3. The cause of the need for change is determined

4. Alternative approaches for addressing the cause are identified

and evaluated.

5. An approach to addressing the cause is selected.

6. The approach is carried out.

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Chapter 2 16

Steps in a Generic Planned Change

Model Part 2 of 2

7. The results of the approach are evaluated.

8. The results are fed back to the organization.

If results are favorable, go to step 9.

If results are unfavorable, go back to step 4.

9. The change becomes internalized. The changes that have beenmade become routine and normal ways the organization

conducts its business.

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Chapter 2 17

Force-field analysis modelDriving Forces

Restraining Forces

Current

Situation

1. Identify the current state of the situation.

2. Envision the desired state.

3. Identify the forces restraining change.

4. Identify the forces that support or encourage change.

5. Assess the strength of the forces.

6. Develop strategies to:reduce the forces restraining changeincrease the forces for change (or capitalize on existing drivers).

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Chapter 2 18

Differences Between OD Practicioners

and Trainers

Issue OD Practicioner Trainer

Role

Client

Response to problems

with organizationalpolitics, structure, etc.

Organizational

perception

Strategic Tactical

Top management Middle to lower level

management

Challenge and confront Work around orwithin the system

Overly analytical Gets things done