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