special issues in training and development - ppt 10
TRANSCRIPT
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Special Issues in Training and Employee
Development
Special Issues in Training and Employee
Development
ObjectivesAfter reading this chapter, you should
be able to:
1. Discuss the potential legal issues that relate to training.
2. Develop a program for effectively managing diversity.
3. Design a program for preparing employees for cross-cultural assignments.
4. Discuss the implications of a skill-based pay plan for training.
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Objectives (continued)
5. Discuss what a trainer needs to do to ensure that school-to-work and hardcore unemployed training programs are effective.
6. Describe the necessary steps in a program for helping dysfunctional managers.
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Introduction
Trainers are often forced to deal with a wide variety of important issues that fall outside of the traditional discussion of the components of instructional systems design.
Tucker Technology has decided to hire hardcore unemployed workers (who are trained by community service organizations) because it can not find and retain talented individuals in the labor market.
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Introduction (continued)
External environmental pressures influence training practices:Legal issues related to training
practicesCross-cultural preparationDiversity trainingSchool-to-work programsHardcore-unemployed training
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Introduction (continued)
The company’s internal environment results in pressures which influence training practices:The need to train managerial talentTraining and development opportunities
for all employees (regardless of their personal characteristics)
Use of the company’s compensation system to motivate employees to learn
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Training Issues Resulting from the External Environment:
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Legal Issues
Cross-Cultural Preparation
Managing Work Force Diversity
School-to-Work Transition
Welfare-to-Work Programs
Training Situations That May Result in Legal Action:
Employee injury during a training activity
Employees or others injured outside the training session
Breach of confidentiality or defamation Reproducing and using copyrighted
material in training classes without permission
Excluding women, minorities, and older Americans from training programs
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Training Situations That May Result in Legal Action: (continued)
Not ensuring equal treatment while in training
Requiring employees to attend training programs they find offensive
Revealing discriminatory information during a training session
Not accommodating trainees with disabilities
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Cross-Cultural Preparation
Cross-cultural preparation involves educating employees and their families who are to be sent to a foreign country.
To successfully conduct business in the global market place, employees must understand the business practices and the cultural norms of different countries.
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Types of Employees in Global Companies
Parent-country national: Employee whose country of origin is where the company has its headquarters
Host-country national: Employee from the host country
Third-country national: Employee who has a country of origin different from both the parent country and host country where he or she works
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Hofstede’s Cultural Dimensions
Power Distance Uncertainty Avoidance Individualism –
Collectivism Masculinity – Femininity Long-term – Short-term
Time Orientation
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To prepare employees for cross-cultural assignments, companies need to provide cross-cultural training.
Content of Training Programs
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Language Training
Cultural Training
Personal and Family Life
Career Development and
Mentoring
Key Elements Needed to Prepare
Employees to Work
Overseas
Key Elements Needed to Prepare
Employees to Work
Overseas
International Training and Development
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International Trainingand Development
International Trainingand Development
Pre-DepartureOrientation and
Training
Pre-DepartureOrientation and
Training
ContinuingEmployee
Development(on-site)
ContinuingEmployee
Development(on-site)
ReadjustmentTraining andDevelopment
ReadjustmentTraining andDevelopment
Training is necessary for the phases of the international assignment: Pre-departure Phase. Employees need to
receive language training and an orientation in the new country’s culture and customs. The family should be included in the
orientation. Expatriates and their families need information
about housing, schools, recreation, shopping, and health care facilities in the area where they will live.
Experiential training methods are most effective in assignments that require significant interpersonal interaction with host nationals.
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Training is necessary for the phases of the international assignment: (continued)
On-site Phase. Training involves continued orientation to the host country and its customs and cultures through formal programs or through a mentoring relationship.Expatriates and their families may be
paired with a mentor from the host country who helps them understand the new, unfamiliar work environment and community.
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Training is necessary for the phases of the international assignment: (continued)
Repatriation Phase. Prepares expatriates for return to the parent company and country from the foreign assignment.Expatriates and their families are
likely to experience high levels of stress and anxiety when they return because of the changes that have occurred since their departure.
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Implications of Cultural Dimensions for Training Design:
Cultural Dimension Implications
Individualism Culture high in individualism expects participation in exercises and questioning to be determined by status in the company or culture.
Uncertainty Avoidance Culture high in uncertainty avoidance expects formal instructional environments. Less tolerance for impromptu style.
Masculinity Culture low in masculinity values relationships with fellow trainees. Female trainers less likely to be resisted in low-masculinity cultures.
Power Distance Culture high in power distance expects trainer to be expert. Trainers expected to be authoritarian and controlling of session.
Time Orientation Culture with long-term orientation will have trainees who are likely to accept development plans and assignments.
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The goals of diversity training are: To eliminate values, stereotypes, and
managerial practices that inhibit employees’ personal development
To allow employees to contribute to organizational goals regardless of their race, age, physical condition, sexual orientation, gender, family status, religious orientation, or cultural background.
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How Managing Cultural Diversity Can Provide Competitive Advantage1. Cost argument As organizations become more diverse, the cost of
a poor job in integrating workers will increase.Those who handle this well will thus create cost advantages over those who don’t.
2. Resource-acquisition argument
Companies develop reputations on favorability as prospective employers for women and minorities.Those with the best reputations for managing diversity will be the most attractive employers for women and minority groups.An important edge in a tight labor market.
3. Marketing argument The insight and cultural sensitivity that members with roots in other countries bring to the marketing effort should improve these efforts in important ways.
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How Managing Cultural Diversity Can Provide Competitive Advantage (continued)4. Creativity argument Diversity of perspectives and less emphasis on
conformity to norms of the past should improve the level of creativity.
5. Problem-solving argument
Heterogeneity in decisions and problem-solving groups potentially produces better decisions through a wider range of perspectives and more through critical analysis of issues.
6. System flexibility argument
An implication of the multicultural model for managing diversity is that the system will become less determinant, less standardized, and therefore more fluid.The increased fluidity should create greater flexibility to react to environmental changes (i.e., reactions should be faster and cost less).
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Cycle of disillusionment resulting from managing diversity through adherence to legislation:
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Minorities and Women Leave the Organization
Organizational Status Quo
Problem Identification
Action Relaxation
FrustrationDisillusionment
To successfully manage a diverse work force, companies need to ensure that: Employees understand how their values
and stereotypes influence their behavior toward others of different gender, ethnic, racial, or religious backgrounds.
Employees gain an appreciation of cultural differences among themselves.
Behaviors that isolate or intimidate minority group members improve.This can be accomplished through diversity training programs!
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Diversity Training Programs
Diversity training refers to training designed to change employee attitudes about diversity and/or developing skills needed to work with a diverse work force.
Diversity training programs differ whether attitude change or behavior change is emphasized.
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Diversity Training Programs (continued)
Attitude Awareness and Change ProgramsFocus on increasing employees’ awareness
of differences in cultural and ethnic backgrounds, physical characteristics, and personal characteristics that influence behavior toward others.
The assumption is that by increasing their awareness of stereotypes and beliefs, employees will be able to avoid negative stereotypes.
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Diversity Training Programs (continued)
Behavior-Based Programs Focus on changing the organizational policies
and individual behaviors that inhibit employees’ personal growth and productivity.
One approach is to identify incidents that discourage employees from working up to their potential.
Another approach is to teach managers and employees basic rules of behavior in the workplace.
Cultural immersion is also used.
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Characteristics of Successful Diversity Efforts:
Top management provides resources, personally intervenes, and publicly advocates diversity.
The program is structured. Capitalizing on a diverse work force is
defined as a business objective. Capitalizing on a diverse work force is
seen necessary to generate revenue and profits.
The program is evaluated.
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Characteristics of Successful Diversity Efforts: (continued)
Manager involvement is mandatory. The program is seen as a culture change,
not a one-shot program. Managers and demographic groups are
not blamed for problems. Behaviors and skills needed to
successfully interact with others are taught.
Managers are rewarded on progress toward meeting diversity goals.
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School-to-Work Transition
School-to-work transition programs combine classroom experiences with work experiences to prepare high school students for employment.
School-to-Work Opportunities Act encourages partnerships between educational institutions, employers, and labor unions. Every school-to-work system required to
include work-based learning, school-based learning, and activities that match students with employers.
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Training’s Role in Welfare-to-Work Programs
There are two methods for training welfare recipients.The first model involves government
agencies referring welfare recipients to a company-sponsored training program subsidized with money and tax credits from the government.
The second method is for state and local governments to provide life and skills training directly to welfare recipients.
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Training’s Role in Welfare-to-Work Programs
Example: Marriott International’s Pathways to Independence Program
Six-week program consists of classroom training and work sessions in Marriott properties.
Applicants must have a sixth grade reading level, pass a drug test, and demonstrate a desire to work. Less than 25 percent of applicants are
accepted Participants often need to develop both job
skills and life management skills to succeed.
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Training Issues Related to Internal Needs of the Company:
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Basic Skills Training Melting the Glass Ceiling
Joint Union-Management Programs
Succession Planning
Developing Managers with Dysfunctional
BehaviorsTraining and Pay Systems
Deloitte & Touche’s Recommendations for Melting the Glass Ceiling: Make sure that senior management
supports and is involved in the program. Make a business case for change. Make the change public. Using task forces, focus groups, and
questionnaires, gather data on problems causing the glass ceiling.
Create awareness of how gender attitudes affect the work environment.
Create accountability through reviews of promotion rates and assignment decisions.
Promote development for all employees.10 - 36
Joint Union-Management Programs
Provide a wide range of services designed to help employees learn skills that are directly related to their job.
Develop skills that are “portable” – i.e., valuable to employers in other companies or industries.
Both employers and unions contribute money to run the programs and both oversee their operation.
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Joint Union-Management Programs (continued)
Example: The United Auto Workers – Ford Education Development and Training ProgramLife / Education Planning ProgramEducation and Training Assistance PlanSkills Enhancement ProgramCollege and University Options ProgramTargeted Education, Training, or
CounselingRetirement Planning ProgramFinancial Education Program
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