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CHAPTER 6
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
REASONS FOR EVALUATING TRAINING
INVESTMENT IN TRAINING IS DONE TO GAIN COMPETITIVE
ADVANTAGE
FOLLOWING ARE THE TYPES OF EVALUATION:
o FORMATIVE
o SUMMATIVE
FORMATIVE EVALUATION REFERS TO EVALUATION CONDUCTED
TO IMPROVE THE TRAINING PROCESS. ONE METHOD IS PILOT
TESTING
SUMMATIVE EVALUATION REFERS TO EVALUATION CONDUCTED
TO DETERMINE THE EXTENT TO WHICH TRAINEES HAVE
CHANGED AS A RESULT OF PARTICIPATING IN THE TRAINING
PROGRAM
OVERVIEW OF THE EVALUATION PROCESS:
`CONSISTS OF THE FOLLOWING STEPS:
o DETERMINING TRAINING NEEDS IN TERMS OF K/ S / B WHICH
SHOULD RESULT IN INCREASING THE CAPABILITIES OF THE
EMPLOYEES
o IDENTIFY SPECIFIC MEASURABLE TRAINING OBJECTIVES
TO GUIDE THE PROGRAM. IF OBJECTIVES ARE CLEAR;
THEN IT I EASIER TO IDENTIFY RELEVANT OUTCOMES FOR
EVALUATION
o DETERMINE THE EVALUATION STRATEGY. CHOOSE AN
EVALUATION STRATEGY. PLAN & EXECUTE THE
EVALUATION
OUTCOMES USED IN TRAINING PROGRAMS
D.L.KIRKPATRICK’S FOUR-LEVEL FRAMEWORK FOR
CATEGORIZING TRAINING OUTCOMES IS FOLLOWED
LEVEL CRITERIA FOCUS
1 REACTIONS TRAINEE SATISFACTION
2 LEARNING ACQUISITION OF K / S / A /B
3 BEHAVIOUR IMPROVEMENT OF BEHAVIOUR ON THE JOB
4 RESULTS BUSINESS RESULTS ACHIEVED BY THE
TRAINEES
BOTH LEVEL 1 & 2 CRITERIA ARE COLLECTED BEFORE TRAINEES
RETURN TO THEIR JOB
LEVEL 3 & 4 CRITERIA MEASURE THE DEGREE TO WHICH
TRAINEES ARE USING TRAINING CONTENT ON THE JOB. IT
DETERMINES TRANSFER OF TRAINING
CLASSIFICATION OF TRAINING OUTCOMES
TRAINING OUTCOMES ARE CLASSIFIED INTO FIVE CATEGORIES:
o COGNITIVE OUTCOMES
o SKILL-BASED OUTCOMES
o AFFECTIVE OUTCOMES
o RESULTS
o RETURN ON INVESTMENT
COGNITIVE OUTCOMES:
o DETERMINE THE DEGREE TO WHICH TRAINEES ARE
FAMILIAR WITH PRINCIPLES, FACTS, TECHNIQUES,
PROCEDURES OR PROCESSES EMPHASIZED IN THE
TRAINING PROGRAM
o CORRESPONDS TO LEVEL 2 OF KIRPATRICK’S MODEL
o PAPER & PENCIL TESTS ARE USED TO ASSESS COGNITIVE
OUTCOMES
SKILL BASED OUTCOMES:
o IT INCLUDES ACQUISITION OR LEARNING OF SKILLS & USE
OF SKILLS ON THE JOB
o IT CAN BE EVALUATED BY OBSERVATION
o CORRESPONDS TO LEVEL 2 OF KIRKPATRICK’S MODEL
AFFECTIVE OUTCOMES:
o INCLUDES ATTITUDES & MOTIVATION
o ONE TYPE OF AFFECTIVE OUTCOME I TRAINEE’S
REACTIONS TOWARD THE TRAINING PROGRAM
o REACTIONS ARE USEFUL FOR IDENTIFYING WHAT
TRAINEES THOUGHT WAS SUCCESSFUL & INHIBITED
LEARNING
o IT IS COLLECTED AT THE PROGRAM’ CONCLUSION
o REACTION OUTCOMES ARE COLLECTED VIA
QUESTIONNAIRE, INTERVIEWS, & FOCUS GROUPS
RESULTS:
o ARE USED TO DETERMINE THE TRAINING PROGRAM’S
PAYOFF FOR THE O.
o INCLUDES REDUCED COSTS, RELATED TO EMPLOYEE
TURNOVER OR ACCIDENTS, INCREASED PRODUCTION &
IMPROVEMENTS IN PRODUCT QUALITY OR CUSTOMER
SERVICE
o IT IS MEASURED BY OBSERVATION
RETURN ON INVESTMENT
COMPARING THE TRAINING’S MONETARY BENEFITS WITH THE
COST OF TRAINING
COST COULD BE DIRECT OR INDIRECT
BENEFITS REFERS TO WHAT VALUE THE O GAINS FROM THE
TRAINING PROGRAM
HOW DO WE KNOW IF OUR OUTCOMES ARE GOOD?
GOOD TRAINING OUTCOMES NEED TO BE
o RELEVANT,
o RELIABLE,
o DISCRIMINATE
o PRACTICAL
RELEVANT:
o THE EXTENT TO WHICH TRAINING OUTCOMES ARE
RELATED TO THE LEARNING CAPABILITIES IN THE
TRAINING PROGRAMS
o TRAINING OUTCOMES MAY LACK RELEVANCE IN THE
FOLLOWING WAYS:
CRITERIA CONTAMINATION
CRITERION DEFICIENCY
CRITERIA CONTAMINATION REFERS TO THE EXTENT
THAT THE TRAINING OUTCOMES MEASURE
INAPPROPRIATE CAPABILITIES
CRITERION DEFICIENCY REFERS TO THE FAILURE TO
MEASURE TRAINING OUTCOMES THAT WERE
EMPHASIZED IN THE TRAINING OBJECTIVES
RELIABILITY
o REFERS TO THE DEGREE TO WHICH OUTCOMES CAN BE
MEASURED CONSISTENTLY OVER TIME
o A RELIABLE TEST IS ONE THAT INCLUDES ITEMS FOR
WHICH THE MEANING OR INTERPRETATION OF THESE
ITEMS BY THE TRAINEES DOE NOT CHANGE OVER TIME
o A RELIABLE TEST ALLOWS THE TRAINER TO HAVE
CONFIDENCE THAT ANY IMPROVEMENTS IN POST-TRAINING
TEST SCORES FROM PRE-TRAINING LEVELS RESULT FROM
LEARNING THAT OCCURRED IN THE TRAINING PROGRAM
NOT FROM TEST CHARACTERISTICS
DISCRIMINATION
o REFERS TO THE DEGREE TO WHICH TRAINEE’S
PERFORMANCE ON THE OUTCOME ACTUALLY REFLECT
TRUE DIFFERENCES IN PERFORMANCE
o THIS SHOULD BE ON ACCOUNT OF CHANGE IN THE
KNOWLEDGE OF THE TRAINEE AFTER UNDERGOING
TRAINING PROGRAM
PRACTICALITY
o REFERS TO THE EASE WITH WHICH THE OUTCOMES
MEASURES CAN BE COLLECTED
ASSIGNMENTS1. 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 7TRADITIONAL 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
AUDIO VISUAL TECHNIQUE:
o INCLUDE OVERHEADS SLIDES, & VIDEO
o USED TO IMPROVE COMMUNICATION KILLS, INTERVIEWING
SKILL & CUSTOMER SERVICE SKILLS & FOR ILLUSTRATING
HOW PROCEDURES SHOULD BE FOLLOWED
o USED IN CONJUNCTION WITH LECTURE TO SHOW REAL
LIFE EXPERIENCE & EXAMPLES
o IT IS A MAJOR COMPONENT OF BEHAVIOUR MODELLING
o HAS FOLLOWING ADVANTAGES:
TRAINER CAN REVIEW, LOW DOWN OR SPEED UP THE
LESSON
TRAINEES ARE EXPOSE TO EQUIPMENT, PROBLEM, &
EVENT THAT CANNOT BE EASILY DEMONSTRABLE
TRAINEE ARE PROVIDED WITH CONSISTENT
INSTRUCTIONS
VIDEOTAPING ALLOWS THE TRAINEES TO SEE &
HEAR THEIR OWN PERFORMANCE
o HAS FOLLOWING DISADVANTAGES:
TOO MUCH CONTENT FOR THE TRAINEE TO LEARN
POOR DIALOGUE WITH TRAINER
OVERUSE OF HUMOUR OR MUSIC & DRAMA THAT
MAKE IT CONFUSING FOR THE TRAINEE TO
UNDERSTAND THE IMPORTANT LEARNING POINTS
EMPHASIZED IN THE VIDEO
HANDS ON METHODS
TRAINEE ACTIVELY INVOLVED IN LEARNING
METHODS INCLUDE
o ON THE JOB TRAINING
o SIMULATIONS
o CASE STUDIES
o BUSINESS GAME
o ROLE PLAY
o BEHAVIOUR MODELLING
ABOVE METHODS ARE IDEAL FOR DEVELOPING SPECIFIC SKILLS,
UNDERSTANDING HOW SKILL & BEHAVIOUR CAN BE
TRANSFERRED TO THE JOB, EXPERIENCING ALL ASPECTS OF
COMPLETING A TASK OR DEALING WITH INTERPERSONAL ISSUE
THAT ARISE ON THE JOB
ON THE JOB TRAINING [OJT]
o REFERS TO NEW OR INEXPERIENCED EMPLOYEES
LEARNING THROUGH OBSERVING PEERS OR MANAGERS
PERFORMING THE JOB & TRYING TO IMITATE THEIR
BEHAVIOUR
o REQUIRES LESS INVESTMENT
o UNSTRUCTURED OJT CAN RESULT IN POORLY TRAINED
EMPLOYEES; OR EMPLOYEES USING INEFFECTIVE OR
DANGEROUS METHODS TO PRODUCE A PRODUCT, PROVIDE
A SERVICE
o FOLLOWING ARE THE PRINCIPLES OF OJT:
PREPARING FOR INSTRUCTION:
BREAK DOWN THE JOB INTO IMPORTANT
STEPS
PREPARE THE NECESSARY EQUIPMENTS,
MATERIALS, & SUPPLIES
DECIDE HOW MUCH TIME YOU WILL DEVOTE TO
OJT & WHEN YOU EXPECT THE EMPLOYEE TO
BE COMPETENT IN SKILL AREAS
ACTUAL INSTRUCTION:
TELL THE TRAINEE THE OBJECTIVE OF THE
TASK & ASK TO WATCH YOU DEMONSTRATE IT
SHOW THE TRAINEE HOW TO DO IT WITHOUT
SAYING ANYTHING
EXPLAIN THE KEY POINTS OR BEHAVIOURS
SHOW THE TRAINEE HOW TO DO IT AGAIN
HAVE THE TRAINEE DO ONE OR MORE SINGLE
PARTS OF THE TASK & PRAISE HIM FOR
CORRECT REPRODUCTION
HAVE THE TRAINEE DO THE ENTIRE TASK &
PRAISE FOR CORRECT REPRODUCTION
IF MISTAKES ARE MADE, HAVE THE TRAINEE
PRACTICE UNTIL ACCURATE REPRODUCTION IS
ACHIEVED
PRAISE THE TRAINEE FOR SUCCESS IN
LEARNING THE TASK
SELF-DIRECTED LEARNING
o INVOLVES EMPLOYEE TAKING RESPONSIBILITY FOR ALL
ASPECTS OF LEARNING
o TRAINERS SERVE AS FACILITATOR
o FOLLOWING ARE THE ADVANTAGE:
TRAINEES LEARN AT THEIR OWN PACE
COST IS LESS
FEW TRAINERS ARE REQUIRED
CONSISTENT TRAINING CONTENT
BOON FOR SHIFT WORKING EMPLOYEE
o FOLLOWING ARE THE DISADVANTAGES:
TRAINEES MUST BE COMFORTABLE LEARNING ON
THEIR OWN.
TRAINEES MUST BE MOTIVATED TO LEARN
DEVELOPMENT TIME IS LONGER
o FOLLOWING STEPS ARE NECESSARY TO DEVELOP
EFFECTIVE SELF-DIRECTED LEARNING
CONDUCTING JOB ANALYSIS TO IDENTIFY THE TASK
THAT MUST BE COVERED
WRITING TRAINEE-CENTERED LEARNING OBJECTIVES
DIRECTLY RELATED TO THE TASKS. BECAUSE
OBJECTIVES TAKES THE PLACE OF INSTRUCTOR,
THEY MUST INDICATE WHAT INFORMATION IS
IMPORTANT, WHAT ACTIONS THE TRAINEE SHOULD
TAKE & WHAT SHOULD TRAINEE MASTER
DEVELOPING THE CONTENT OF FOR THE LEARNING
PACKAGE
BREAKING THE CONTENT INTO SMALLER PIECES
DEVELOPING AN EVALUATION PACKAGE
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
o BEHAVIOUR MODELLING HELP TO ENSURE THAT
TRANSFER OF TRAINING OCCURS BY USING APPLICATION
PLANNING. APPLICATION PLANNING INVOLVE PREPARING
TRAINEES TO USE KEY BEHAVIOURS ON THE JOB. IT
INVOLVES PROVIDING A WRITTEN DOCUMENT IDENTIFYING
SPECIFIC SITUATION WHERE THEY SHOULD USE THE KEY
BEHAVIOURS. AS A PART OF APPLICATION PLANNING
PROCESS, A TRAINEE MAY BE PAIRED WITH ANOTHER
PARTICIPANT WITH THE STATED EXPECTATION THAT THEY
SHOULD PERIODICALLY COMMUNICATE WITH EACH OTHER
TO DISCUSS SUCCESS & FAILURE OF THE KEY ISSUE OF
BEHAVIOURS
GROUP BUILDING METHODS
REFERS TO TRAINING METHODS DEIGNED TO IMPROVE TEAM OR
GROUP EFFECTIVENESS
TRAINING IS DIRECTED AT IMPROVING THE TRAINEES’ SKILL AS
WELL AS TEAM EFFECTIVENESS
GROUP BUILDING METHODS INVOLVE TRAINEE SHARING IDEAS &
EXPERIENCES BUILDING GROUP IDENTITY, UNDERSTANDING THE
DYNAMIC OF INTERPERSONAL RELATIONSHIP, & GETTING TO
KNOW THEIR OWN STRENGTHS & WEAKNESS & THOSE OF THEIR
CO-WORKERS
GROUP TECHNIQUES FOCUS ON HELPING TEAMS INCREASE
THEIR SKILLS FOR EFFECTIVE TEAMWORK
A NUMBER OF TRAINING TECHNIQUES ARE AVAILABLE TO
IMPROVE WORK GROUP TEAM PERFORMANCE, TO ESTABLISH A
NEW TEAM OR TO IMPROVE INTERACTIONS AMONG DIFFERENT
TEAM
ALL INVOLVE EXAMINATION OF FEELING, PERCEPTIONS, & BELIEF
ABOUT FUNCTIONING OF THE TEAM, DISCUSSION &
DEVELOPMENT OF PLANS TO APPLY WHAT WAS LEARNED IN
TRAINING TO THE TEAM’S PERFORMANCE IN THE WORK SETTING
GROUP BUILDING METHODS INCLUDE ADVENTURE LEARNING,
TEAM TRAINING, & ACTION LEARNING
ADVENTURE LEARNING
FOCUSES ON THE DEVELOPMENT OF TEAMWORK & LEADERSHIP
SKILLS USING STRUCTURED OUTDOOR ACTIVITIES.
BEST SUITED FOR DEVELOPING SKILLS SUCH AS: SELF-
AWARENESS PROBLEM-SOLVING; CONFLICT MANAGEMENT &
RISK TAKING
FOR ADVENTURE LEARNING PROGRAMS TO BE SUCCESSFUL,
EXERCISES SHOULD BE RELATED TO THE TYPE OF SKILLS THAT
PARTICIPANTS ARE EXPECTED TO DEVELOP
AFTER THE EXERCISE, A SKILLED FACILITATOR SHOULD LEAD A
DISCUSSION ABOUT WHAT HAPPENED IN THE EXERCISE, WHAT
WE LEARNED, HOW EVENTS IN THE EXERCISE RELATE TO THE
JOB SITUATION, & HOW TO SET GOAL & APPLY WHAT WAS
LEARNED ON THE JOB
BY ANALYSING BEHAVIOURS THAT OCCUR DURING THE
EXERCISE TRAINEES GAIN INSIGHT INTO INEFFECTIVE
BEHAVIOURS
EMPLOYEES GAIN A GREATER UNDERSTANDING OF THEMSELVES
& HOW THEY INTERACT WITH CO-WORKERS
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 8USE 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
HOW ARE NEW TECHNOLOGIES INFLUENCING TRAINING?
NEW TECHNOLOGIES [NT] ALLOW TRAINING TO BE DELIVERED
ON A 24-HOUR BASIS TO GEOGRAPHICALLY DISPERSED
EMPLOYEES. NT INFLUENCES TRAINING DELIVERY IN THE
FOLLOWING WAY:
o CUSTOMIZE TO LEARNER
o APPEAL TO MULTIPLE SENSES
o INCORPORATE LEARNING PRINCIPLES [FEEDBACK,
REINFORCEMENT, MEANINGFULNESS]
NT IS ALSO BEING USED TO STREAMLINE TRAINING
ADMINISTRATION. THESE TECHNOLOGIES INCLUDE IMAGING,
INTERACTIVE RESPONSE SYSTEMS & SPECIALIZED TRAINING
SOFTWARE. NT INFLUENCE TRAINING ADMINISTRATION IN THE
FOLLOWING WAYS:
o PAPERLESS RECORD KEEPING & ENROLMENT
o MONITORING
THESE TECHNOLOGIES REDUCE TRAINING COSTS & MAKE IT
EASIER TO ADMINISTER TRAINING PROGRAM
NT ALSO PROVIDES SUPPORT FOR TRAINING. NT INFLUENCES
TRAINING IN THE FOLLOWING WAYS:
o PROVIDE INFORMATION ON AS NEEDED BASIS
o DEVELOP INTELLECTUAL CAPITAL
NT INCLUDES THE FOLLOWING:
o MULTIMEDIA TRAINING
o DISTANCE LEARNING
o EXPERT SYSTEMS
o SOFTWARE APPLICATION
o ELECTRONIC PERFORMANCE
o SUPPORT SYSTEM
MULTIMEDIA TRAINING INCLUDES
o COMPUTER BASED TRAINING
IT IS INTERACTIVE
COMPUTER PROVIDE THE LEARNING STIMULUS,
TRAINEE MUST RESPOND & THE COMPUTER
ANALYSES THE RESPONSES & PROVIDES FEEDBACK
TO THE TRAINEE
o CD-ROM & LASER DISC
USING A PERSONAL COMPUTER, ANIMATION, VIDEO
CLIPS, & THE GRAPHICS CAN BE INTEGRATED INTO
TRAINING SESSION
THE USER CAN INTERACT WITH TRAINING MATERIAL
THROUGH USING JOYSTICK OR TOUCH SCREEN
MONITOR
CD-ROM UTILIZES A LASER TO READ TEXT, GRAPHIC,
AUDIO & VIDEO OFF AN ALUMINIUM DISC. A LASER
DISC USES A LASER TO PROVIDE HIGH QUALITY
VIDEO & SOUND
o INTERACTIVE VIDEO
COMBINES THE ADVANTAGES OF VIDEO & COMPUTER
BASED INSTRUCTION
INSTRUCTION IS PROVIDED ONE-ON-ONE BASIS TO
TRAINEES VIA MONITOR CONNECTED TO A
KEYBOARD
TRAINEES USE THE KEYBOARD OR TOUCH THE
MONITOR TO INTERACT WITH THE PROGRAM
THE TRAINING PROGRAM IS STORED ON A VIDEODISC
OR COMPACT DISC
o THE INTERNET OR WEB-BASED TRAINING
INTERNET-BASED TRAINING REFERS TO TRAINING
THAT IS DELIVERED ON PUBLIC OR PRIVATE
COMPUTER NETWORKS &DISPLAYED BY A WEB
BROWSER
INTRANET-BASED TRAINING REFERS TO TRAINING
DELIVERED USING THE COMPANY’S OWN COMPUTER
NETWORK
THE TRAINING PROGRAMS ARE ACCESSIBLE ONLY
TO COMPANY EMPLOYEES
WEB-BASED TRAINING SUPPORTS VIRTUAL REALITY,
ANIMATION, INTERACTION, COMMUNICATIONS
BETWEEN TRAINEE & REAL-TIME AUDIO & VIDEO
RULES FOR THE DESIGN OF EFFECTIVE WEB-BASED
TRAINING PROGRAM:
DELIVERY
o PURPOSE OF THE PROGRAM IS TO
ENHANCE PERFORMANCE
o PROGRAM DEVELOPMENT IS BASED ON
AN ANALYSIS OF TRAINEES’ NEEDS
o CONTENT IS RELEVANT TO REAL WORLD
EXPERIENCES
o TRAINING IS TESTED ON END-USER
INSTRUCTIONAL EFFECTIVENESS
o TRAINEES HAVE OPPORTUNITIES TO
PRACTICE & RECEIVE FEEDBACK
THROUGH PROBLEMS, EXERCISES,
ASSIGNMENTS & TESTS
o ASSESSMENT OF LEARNING OUTCOMES
IS BUILT INTO THE PROGRAM
o ABSTRACT CONCEPT ARE PRESENTED
USING REAL EXAMPLES
o TRAINEES ARE URGED TO IDENTIFY
OBSTACLES TO USING CONTENT IN THEIR
JOBS & WAYS TO OVERCOME
OBSTACLES
o MULTIPLE EXAMPLES, EXERCISES &
APPLICATION FOR THE LEARNING
OBJECTIVES ARE PRESENTED
LEARNER CONTROL
o A NAVIGATOR OR CONTENT MAP IS
PROVIDED SO TRAINEE CAN MOVE
FORWARD OR BACKWARD THROUGH THE
PROGRAM & EASILY ACCESS
RESOURCES & LINK TO OTHER SITES AS
NEEDED
o TRAINEES CAN COMPARE ANSWERS,
APPROACHES, & RESPONSES TO
QUESTIONS TO THOSE PROVIDED BY
OTHERS
o TRAINEES CAN BEGIN THE PROGRAM
WHERE THEY WANT OR A STARTING
POINT CAN BE BASED ON AN
ASSESSMENT OF THEIR KNOWLEDGE,
SKILLS, OR EXPERIENCE RELATED TO
THE PROGRAM
LINKAGES:
o FOLLOW-UP MATERIALS & ADDITIONAL
RESOURCES [CHART, TABLES, OTHER
WEB SITE] ARE IDENTIFIED & EASILY
ACCESSIBLE TO TRAINEE
SHARING
o OPPORTUNITIES EXIST FOR
ELECTRONICALLY INTERACTING WITH &
SHARING WITH TRAINERS, PEERS, OTHER
TRAINEES & EXPERT. THIS MAY BE DONE
THROUGH E-MAIL, CHAT ROOMS OR
BULLETIN BOARDS
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
INTELLIGENT TUTORING SYSTEMS [ITS]
REFERS TO INSTRUCTIONAL SYSTEMS USING ARTIFICIAL
INTELLIGENCE
THERE ARE THREE TYPES OF ITS:
o TUTORING
o COACHING
o EMPOWERING ENVIRONMENTS
TUTORING IS A STRUCTURED ATTEMPT TO INCREASE TRAINEE
UNDERSTANDING OF A CONSTANT DOMAIN
COACHING PROVIDES TRAINEES WITH FLEXIBILITY TO PRACTICE
SKILLS IN ARTIFICIAL ENVIRONMENTS
EMPOWERING REFERS TO THE TRAINEE’S ABILITY TO FREELY
EXPLORE THE CONTENT OF THE TRAINING PROGRAM
THE FIVE COMPONENTS OF ITS ARE AS FOLLOWS:
o USER INTERFACE
ENABLES TO TRAINEE TO INTERACT WITH THE
SYSTEM
o DOMAIN EXPERT
PROVIDES INFORMATION ABOUT HOW TO PERFORM
THE TASK
o TRAINEE MODEL
PROVIDES INFORMATION ABOUT STUDENT’S
KNOWLEDGE
o TRAINING SESSION MANAGER
INTERPRETS TRAINEES ACTIONS & REPORTS THE
RESULT OR PROVIDES COACHING
o TRAINEE SCENARIO GENERATOR
DETERMINES DIFFICULTY & ORDER IN WHICH
PROBLEMS ARE PRESENTED TO TRAINEE
o ITS CAN BE DISTINGUISHED FROM OTHER NEW TRAINING
TECHNOLOGIES IN FOLLOWING WAYS:
ITS HAS ABILITY TO MATCH INSTRUCTION TO
INDIVIDUAL STUDENTS NEEDS
ITS CAN COMMUNICATE & RESPOND TO THE
STUDENT
ITS CAN MODEL THE TRAINEE’S LEARNING PROCESS
ITS CAN DECIDE ON THE BASIS OF TRAINEE’S
PREVIOUS PERFORMANCE, WHAT INFORMATION TO
PROVIDE TO HIM
ITS CAN MAKE DECISION ABOUT THE TRAINEE’ LEVEL
OF UNDERSTANDING
ITS CAN COMPLETE A SELF-ASSESSMENT RESULTING
IN A MODIFICATION OF ITS TEACHING PROCESS
o ITS HAS BEEN USED BY NASA IN ASTRONAUT TRAINING
DISTANCE LEARNING:
o IS USED BY GEOGRAPHICALLY DISPERSED COMPANIES TO
PROVIDE INFORMATION ABOUT NEW PRODUCT, POLICIES,
OR PROCEDURES A WELL AS SKILLS TRAINING & EXPERT
LECTURES TO FIELD LOCATIONS
TECHNOLOGIES FOR TRAINING SUPPORT:
o TRAINING SUPPORT MEAN THAT THESE TECHNOLOGIES
ARE HELPING TO CAPTURE TRAINING CONTENT SO THAT IT
IS AVAILABLE TO EMPLOYEES WHO MAY NOT HAVE
ATTENDED TRAINING IT ALSO MEAN THAT THESE
TECHNOLOGIES PROVIDE INFORMATION & DECISION RULES
TO EMPLOYEE ON AN AS NEEDED BASIS.
o EMPLOYEES CAN ACCESS THESE TECHNOLOGIES IN THE
WORK ENVIRONMENT
o CONDITION WHEN TRAINING SUPPORT TECHNOLOGIES ARE
MOST NEEDED:
PERFORMANCE OF TASK IS INFREQUENT
THE TASK IS LENGTHY, DIFFICULT & INFORMATION
INTENSIVE
THE CONSEQUENCES OF ERROR ARE DAMAGING
PERFORMANCE RELIES ON KNOWLEDGE,
PROCEDURES OR APPROACHES THAT FREQUENTLY
CHANGES
THERE IS HIGHLY EMPLOYEE TURNOVER
LITTLE TIME IS AVAILABLE FOR TRAINING OR
RESOURCES FOR TRAINING ARE FEW
EMPLOYEES ARE EXPECTED TO TAKE FULL
RESPONSIBILITY FOR LEARNING & PERFORMING
TASKS
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 9EMPLOYEE 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
APPROACHES TO EMPLOYEE DEVELOPMENT:
FOUR APPROACHES:
o FORMAL EDUCATION
o ASSESSMENT
o JOB EXPERIENCES
o INTERPERSONAL RELATIONSHIPS
COMBINATION OF THESE APPROACHES CAN ALSO BE USED BY
AN O
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
DECISION MAKING [THINKING VERSUS FEELING]
o INDIVIDUALS WITH THINKING
PREFERENCE TEND TO BE VERY
OBJECTIVE IN MAKING DECISIONS.
INDIVIDUALS WITH A FEELING
PREFERENCE TEND TO EVALUATE THE
IMPACT OF POTENTIAL DECISIONS ON
OTHERS & BE MORE SUBJECTIVE IN
MAKING DECISION.
LIFE-STYLE [JUDGING VERSUS PERCEIVING]
o INDIVIDUALS WITH A JUDGING
PREFERENCE FOCUS ON GOAL,
ESTABLISH DEADLINES, & PREFER TO BE
CONCLUSIVE. INDIVIDUALS WITH A
PERCEIVING PREFERENCE TEND TO
ENJOY SURPRISES, LIKE TO CHANGE
DECISIONS & DISLIKE DEADLINES
o ASSESSMENT CENTRE [AC]
IT IS A PROCESS IN WHICH MULTIPLE EVALUATORS
[ALSO CALLED A ASSESSORS] EVALUATE
EMPLOYEE’S PERFORMANCE ON A NUMBER OF
EXERCISES
USUALLY HELD AT OFF-SITE
6-12 EMPLOYEES PARTICIPATE AT ONE TIME
AC IS PRIMARILY USE TO IDENTIFY IF EMPLOYEES
HAVE THE PERSONALITY CHARACTERISTICS,
ADMINISTRATIVE SKILLS & INTERPERSONAL SKILLS
NEEDED FOR MANAGERIAL JOB. ALSO USED TO
IDENTIFY WHETHER EMPLOYEES CAN WORK IN A
TEAM
THE FOLLOWING ARE THE TYPES OF EXERCISES
USED IN AC:
LEADERLESS GROUP DISCUSSIONS
INTERVIEWS
IN-BASKETS
ROLE PLAYING
o BENCHMARKS
IS AN INSTRUMENT DESIGNED TO MEASURE
IMPORTANT FACTORS IN BEING A SUCCESSFUL
MANAGER
ITEM MEASURED BY BENCHMARKS ARE BASED ON
RESEARCH THAT EXAMINES THE LESSONS
EXECUTIVES LEARN AT CRITICAL EVENTS IN THEIR
CAREERS
THIS INCLUDES ITEMS THAT MEASURE MANAGERS
SKILLS IN DEALING WITH SUBORDINATES, ACQUIRING
RESOURCES & CREATING PRODUCTIVE WORK
CLIMATE
o PERFORMANCE APPRAISALS [PA] & 360 DEGREE
FEEDBACK SYSTEM
PA IS A PROCESS OF MEASURING EMPLOYEE’S
PERFORMANCE
FEEDBACK PLAYS AN IMPORTANT ROLE IN THIS
INSTRUMENT
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
THE DEVELOPMENT PLANNING PROCESS [DPP]
DPP INVOLVES IDENTIFYING DEVELOPMENT NEEDS, CHOOSING A
DEVELOPMENT GOAL, IDENTIFYING THE ACTIONS THAT NEED TO
BE TAKEN BY THE EMPLOYEE & THE O TO ACHIEVE THE GOAL,
DETERMINING HOW PROGRESS TOWARD GOAL ATTAINMENT
WILL BE MEASURED & ESTABLISHING A TIMETABLE FOR
DEVELOPMENT
STEPS & RESPONSIBILITIES IN THE DPP
EMPLOYEE
RESPONSIBILITY
O’S RESPONSIBILITY
STEPSOPPORTUNITY:HOW DO I NEED TO IMPROVE?
PROVIDE ASSESSMENT INFORMATION TO IDENTIFY STRENGTHS, WEAKNESSES INTERESTS & VALUES
GOAL IDENTIFICATION:WHAT DO I WANT TO DEVELOP?
PROVIDE DEVELOPMENT-PLANNING GUIDE. MANAGER HAS DEVELOPMENT DISCUSSION WITH EMPLOYEE
CRITERIA:HOW WILL I KNOW I AM MAKING PROGRESS?
MANAGER PROVIDES FEEDBACK
ACTIONS:WHAT SHOULD I DO TO REACH MY DEVELOPMENT GOAL?
PROVIDE COURSES, ASSESSMENT, JOB EXPERIENCE & RELATIONSHIP
TIME:WHAT IS TIMETABLE?
MANAGER FOLLOWS UP ON PROGRESS TOWARD DEVELOPMENT GOAL & HELPS EMPLOYEE SET A REALISTIC TIMETABLE FOR GOAL ACHIEVEMENT
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 10SPECIAL 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 CULTUREHOFFSTEADE 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:
1. 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?
2. WHAT ARE SCHOOL-TO-WORK TRANSITION PROGRAMS? WHY ARE THEY NEEDED?
3. DISCUSS THE IMPLICATIONS OF A SKILL-BASED PAY SYSTEM FOR TRAINING SYSTEMS?
4. IN WHAT WAY IS YOUR INSTITUTE’S CULTURE DIFFERENT FROM YOUR COLLEGE CULTURE? HOW DID YOU MANAGE YOUR TRANSITION?
5. WHAT ARE SOME POTENTIAL LEGAL ISSUES THAT A TRAINER SHOULD CONSIDER BEFORE DECIDING TO RUN AN ADVENTURE LEARNING PROGRAM?
CHAPTER 11CAREER 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
CAREER MOTIVATION CREATES VALUE FOR BOTH O &
INDIVIDUALS
o O’S VALUE:
INNOVATION
EMPLOYEES ADAPTING TO UNEXPECTED CHANGES
COMMITMENT TO O
PRIDE IN WORK
o EMPLOYEE’S VALUE:
BE AWARE OF SKILL STRENGTH / WEAKNESS
PARTICIPATE IN LEARNING ACTIVITIES
COPE WITH LESS IDEAL WORKING CONDITION
AVOID SKILL OBSOLESCENCE
CM IS POSITIVELY INFLUENCED BY HOW MUCH O PROVIDE
OPPORTUNITIES FOR ACHIEVEMENT, ENCOURAGEMENT FOR
DEVELOPMENT, & INFORMATION ABOUT CAREER OPPORTUNITIES
CM SYSTEMS HELP IDENTIFY THESE OPPORTUNITIES & PROVIDE
CAREER INFORMATION IN THE FOLLOWING WAYS:
o HOW CM CAN HELP O TO COPE WITH COMPETITIVE
CHALLENGES
o THE POSITIVE OUTCOMES THAT CAN RESULT FROM CM
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 CAREERDIMENSION CAREER PROTEAN CAREER
GOAL PROMOTIONS PSYCHOLOGICAL
SUCCESS
PSYCHOLOGICAL
CONTRACT
SECURITY FOR
LOYALTY
EMPLOYABILITY FOR
FLEXIBILITY
RESPONSIBILITY FOR
CAREER
COMPANY EMPLOYEE
PATTERN LINEAR & EXPERT SPIRAL &
TRANSITORY
EXPERTISE KNOW HOW LEARN HOW
DEVELOPMENT HEAVY RELIANCE ON
FORMAL TRAINING
GREATER RELIANCE
ON RELATIONSHIPS &
JOB EXPERIENCES
A MODEL OF CAREER DEVELOPMENT
A CAREER DEVELOPMENT [CD] IS THE PROCESS BY WHICH
EMPLOYEES PROGRESS THROUGH A SERIES OF STAGES, EACH
CHARACTERIZED BY A DIFFERENT SET OF DEVELOPMENTAL
TASKS, ACTIVITIES, & RELATIONSHIPS
THE FOLLOWING ARE THE MODELS FOR CD:
o LIFE CYCLE MODEL
WHILE MOVING FROM ONE STAGE TO ANOTHER,
THEY FACE CERTAIN DEVELOPMENTAL TASKS
o ORGANIZATION BASED MODEL
EMPLOYEES HAVE TO LEARN TO PERFORM CERTAIN
ACTIVITIES WHILE MOVING FROM ONE STAGE TO
ANOTHER
o DIRECTIONAL PATTERN MODEL
DESCRIBES THE FORM OR SHAPE OF THE CAREER
THERE ARE FOUR CAREER STAGES
o EXPLORATION
o ESTABLISHMENT
o MAINTENANCE
o DISENGAGEMENT
EACH CAREER STAGE IS CHARACTERIZED BY DEVELOPMENTAL
TASKS, ACTIVITIES, & RELATIONSHIPS
EMPLOYEES CURRENT CAREER STAGE INFLUENCES THEIR
NEEDS, ATTITUDES & JOB BEHAVIOURS
CHARACTERISTICS EXPLORATION ESTABLISHMENT MAINTENANCE DISENGAGEMENT
DEVELOPMENTAL
TASKS
IDENTIFY
INTERESTS,
SKILLS,
FIT BETWEEN
SELF & WORK
ADVANCEMENT,
GROWTH,
SECURITY,
DEVELOP LIFE-
STYLE
HOLD ON TO
ACCOMPLISHMENTS,
UPDATE SKILLS
RETIREMENT
PLANNING,
CHANGE
BALANCE
BETWEEN WORK
& NON WORK
ACTIVITIES HELPING,
LEARNING
FOLLOWING
DIRECTIONS
MAKING
INDEPENDENT
CONTRIBUTIONS
TRAINING
SPONSORING
POLICY MAKING
PHASING OUT OF
WORK
RELATIONSHIPS
TO OTHER
APPRENTICE COLLEAGUE MENTOR SPONSOR
EMPLOYEES
AGE` LESS THAN 30 30 – 45 45 – 60 61 +
YEARS ON THE
JOB
LESS THAN 2 2 – 10 10 + 20 +
CAREER MANAGEMENT SYSTEMS
INCLUDES THE FOLLOWING COMPONENTS
o SELF-ASSESSMENT
REFERS TO USE OF INFORMATION BY EMPLOYEES TO
DETERMINE THEIR CAREER INTEREST, VALUES,
APTITUDES & BEHAVIOURAL TENDENCIES
THIS INFORMATION IS OBTAINED THROUGH VARIOUS
TESTS
o REALITY CHECK
REFERS TO HOW THE O EVALUATES THEIR SKILLS &
KNOWLEDGE & WHERE THEY FIT INTO O’S PLAN
THE EMPLOYEE’S MANAGERS PROVIDE THIS
INFORMATION. EG. PERFORMANCE APPRAISAL
o GOAL SETTING
REFERS TO THE PROCESS OF EMPLOYEES
DEVELOPING SHORT / LONG TERM CAREER
OBJECTIVES
THESE GOALS USUALLY RELATE TO
DESIRED POSITIONS,
LEVEL OF SKILL APPLICATION
WORK-SETTING [MOVEMENT TO CORPORATE]
SKILL ACQUISITION
o ACTION PLANNING
INVOLVES EMPLOYEES DETERMINING HOW THEY
WILL ACHIEVE THEIR SHORT / LONG TERM CAREER
GOALS
INVOLVES ENROLLING IN TRAINING COURSE,
ATTENDING SEMINARS, APPLYING FOR JOB
OPENINGS
ROLES OF EMPLOYEES, HR MANAGERS, MANAGERS, & O IN CM:
EMPLOYEE’S ROLE
o TAKING RESPONSIBILITY FOR OWN CAREER PLANNING
o TAKE INITIATIVE TO ASK FOR FEEDBACK REGARDING
THEIR STRENGTH / WEAKNESS
o IDENTIFY THEIR STAGE OF CD & DEVELOPMENTAL NEEDS
o GAIN EXPOSURE TO A RANGE OF LEARNING
OPPORTUNITIES
o INTERACT WITH EMPLOYEES FROM DIFFERENT WORK
GROUPS INSIDE & OUTSIDE THE O
MANAGER’S ROLE
o TO HELP EMPLOYEES DEAL WITH CAREER ISSUES,
MANAGERS NEED TO BE EFFECTIVE IN FOUR ROLES:
COACH
RESPONSIBILITIES:
PROBE PROBLEMS
LISTEN
CLARIFY CONCERNS
DEFINE CONCERNS
APPRAISER
RESPONSIBILITIES
GIVE FEEDBACK
CLARIFY O’S STANDARD
CLARIFY JOB RESPONSIBILITIES
CLARIFY O’S NEEDS
ADVISOR
RESPONSIBILITIES
GENERATE OPTIONS
ASSIST IN GOAL SETTING
PROVIDE RECOMMENDATIONS
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
TYPES OF WORK-LIFE CONFLICTS:
OUTCOMES ARE:
o FRUSTRATION
o HEALTH RISK
o DECREASED PRODUCTIVITY
o TARDINESS
o TURNOVER
o POOR MENTAL HEALTH
THREE TYPES OF WORK-FAMILY CONFLICT EXISTS:
o TIME-BASED
OCCURS WHEN THE DEMANDS OF WORK & NON-
WORK INTERFERE WITH EACH OTHER
EXAMPLE: TRAVEL, STAYING BACK ON OVERTIME
o STRAIN-BASED
RESULTS FROM THE STRESS OF WORK & NON WORK
ROLES
EXAMPLE: A NEW BORN BABY DEPRIVES PARENTS
OF SLEEP; RESULT IT IS DIFFICULT TO CONCENTRATE
AT WORK
o BEHAVIOR-BASED
OCCURS WHEN EMPLOYEES BEHAVIOR IN WORK
ROLES IS NOT APPROPRIATE FOR THEIR BEHAVIOR
IN NON WORK ROLES
EXAMPLE: WORK DEMANDS THAT MANAGERS BE
LOGICAL, IMPARTIAL, & AUTHORITARIAN. AT THE
SAME TIME THESE MANAGERS ARE EXPECTED TO BE
WARM, EMOTIONAL, & FRIENDLY IN THEIR
RELATIONSHIPS WITH THEIR FAMILY MEMBERS OR
FRIENDS
O POLICIES TO ACCOMMODATE WORK & NON WORK:
COMMUNICATING INFORMATION ABOUT WORK & NON WORK
POLICIES & JOB DEMANDS
FLEXIBILITY IN WORK ARRANGEMENTS & WORK SCHEDULES
SUPPORT SERVICES
COPING WITH LOSS OF JOBS:
O THAT LAY OFF EMPLOYEES CAN EXPERIENCE LOWERED JOB
COMMITMENT, DISTRUST OF MANAGEMENT & DIFFICULTIES
RECRUITING NEW EMPLOYEES
JOB LOSS ALSO CAUSES STRESS & DISRUPTS THE PERSONAL
LIVES OF LAID OFF EMPLOYEES
BECAUSE OF THE POTENTIAL DAMAGING EFFECTS OF
DOWNSIZING, O SHOULD SEEK ALTERNATIVE WAYS TO REDUCE
HEADCOUNT & LOWER LABOUR COSTS
JOB LOSS MAY BE INEVITABLE DUE TO MERGERS & ACQUISITION
FROM CAREER MANAGEMENT POINT OF VIEW, O MUST TAKE
STEPS THAT REMAINING EMPLOYEES REMAIN PRODUCTIVE &
COMMITTED TO THE O
TO REDUCE THE POTENTIAL NEGATIVE EFFECTS OF LAY OFF THE
FOLLOWING THINGS AN O SHOULD DO:
o ADVANCE WARNING & EXPLANATION FOR LAY OFF
o PSYCHOLOGICAL, FINANCIAL & CAREER COUNSELING
o ASSESSMENT OF SKILLS & INTEREST
o PROVIDE ASSISTANCE IN FINDING ALTERNATIVE JOBS
DEALING WITH OLDER EMPLOYEES:
FOLLOWING ACTIONS AN O CAN TAKE:
o FLEXIBILITY IN SCHEDULING ALLOWS OLDER EMPLOYEES
TO TAKE CARE OF SICK SPOUSES, GO BACK TO UPGRADE
K / S, WORK FEW HOURS,
o PROVIDE TRAINING TO AVOID OBSOLESCENCE & BE
PREPARED TO USE NEW TECHNOLOGY
o COUNSELING FOR FINDING NEW JOBS, & TRANSITION TO
LESS SECURE POSITIONS
PRE-RETIREMENT SOCIALIZATION:
PROCESS OF HELPING EMPLOYEES PREPARE FOR EXIST FROM
WORK
IT ENCOURAGES EMPLOYEES TO LEARN ABOUT RETIREMENT
LIFE, PLAN FOR ADEQUATE FINANCIAL, HOUSING, & HEALTH-
CARE RESOURCES & FORM ACCURATE EXPECTATIONS ABOUT
RETIREMENT
MANY O ALSO USE ALTERNATIVE WORK ARRANGEMENTS TO
HELP EMPLOYEES MAKE THE TRANSITION INTO RETIREMENT
WHILE AT THE SAME TIME CONTINUING TO UTILIZE THEIR
TALENTS
ALTHOUGH FORMAL PRE-RETIREMENT SOCIALIZATION
PROGRAMS ARE PRIMARILY FOR EMPLOYEES WHO ARE
CONSIDERING RETIREMENT, FINANCIAL PLANNING, ESTATE
PLANNING & PURCHASING INSURANCE NEEDS TO BE DONE MUCH
EARLIER IN THEIR CAREER TO ENSURE THAT EMPLOYEES WILL
HAVE THE FINANCIAL RESOURCES NECESSARY TO LIVE
COMFORTABLY DURING RETIREMENT
RETIREMENT:
INVOLVES LEAVING A JOB & WORK ROLE & MAKING A
TRANSITION INTO A LIFE WITHOUT WORK
THE AGING WORK FORCE & THE USE OF EARLY RETIREMENT
PROGRAMS TO SHRINK O WORK FORCES HAVE THREE
IMPLICATIONS:
o O MUST MEET THE NEEDS OF OLDER EMPLOYEES
o O MUST TAKE STEPS TO PREPARE EMPLOYEES FOR
RETIREMENT
o O MUST BE CAREFUL THAT EARLY RETIREMENT
PROGRAMS DO NOT UNFAIRLY DISCRIMINATE AGAINST
OLDER EMPLOYEES
EARLY RETIREMENT PROGRAMS:
OFFERS FINANCIAL BENEFITS TO LEAVE THE O
THESE PROGRAMS ARE USUALLY PART OF THE O’S STRATEGY
TO REDUCE LABOUR COSTS WITHOUT HAVING TO LAY OFF THE
EMPLOYEES
ELIGIBILITY FOR EARLY RETIREMENT IS USUALLY BASED ON AGE
[40 YEARS] & YEARS OF SERVICE [10 YEARS]
EMPLOYEES ARE GIVEN COMPLETE INFORMATION ABOUT THE
PLAN & THEY RECEIVE A REASONABLE AMOUNT OF TIME TO
MAKE THEIR DECISIONS
EMPLOYEES DECISIONS ARE CONSIDERED VOLUNTARY, IF THEY
REFUSE TO PARTICIPATE IN THE PLAN
O ORGANIZES TRAINING PROGRAMS ON HOW SAVE THE LUMP
SUM AMOUNT SO THAT THEY GET MONTHLY INCOME
THE LUMP SUM AMOUNT ALSO QUALIFIES UPTO FIVE LAKHS
INCOME TAX EXEMPTION
THE LUMP SUM AMOUNT IS OVER & THE OTHER RETIREMENT
TERMINAL BENEFITS LIKE PF / GRATUITY / SUPERANNUATION
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?
3. WHEN ENVIRONMENT IS SO DYNAMIC, HOW IS IT POSSIBLE PLAN CAREER OF PEOPLE?
4. COMMENT: ONE CAN REACH THE TOP ONLY BY JOB-HOPPING?
CHAPTER 13THE 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