Special Issues in Training and Employee Development
Special Issues in Training and Employee Development
Special Issues in Training and Employee Development
Employee Development
10 - 1
Objectives
After reading this chapter, you should be able to:
10 - 2
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.
10 - 3
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.
10 - 4
Introduction (continued)
External environmental pressures
influence training practices:
Legal issues related to training practices
Cross-cultural preparation
Diversity training
School-to-work programs
Hardcore-unemployed training programs
10 - 5
Introduction (continued)
The company’s internal environment
results in pressures which influence
training practices:
The need to train managerial talent
Training and development opportunities
for all employees (regardless of their
personal characteristics)
Use of the company’s compensation
system to motivate employees to learn
10 - 6
Training Issues Resulting from the External
Environment:
Legal Issues
Welfare-to-Work Cross-Cultural
Programs Preparation
10 - 7
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
10 - 8
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
10 - 9
Cross-Cultural Preparation
10 - 13
Content of Training Programs
Language
Training
Key
Key Elements
Elements Cultural Training
Needed
Needed to
to
Prepare
Prepare Career
Employees
Employees to
to Development and
Work
Work Overseas
Overseas Mentoring
Personal and
Family Life
10 - 14
International Training and Development
International
InternationalTraining
Training
and
andDevelopment
Development
Continuing Readjustment
Pre-Departure
Employee Training and
Orientation and
Development Development
Training
(on-site)
10 - 15
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.
10 - 16
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.
10 - 17
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.
10 - 18
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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.
The goals of diversity training are:
10 - 20
10 - 21
Disillusionment Frustration
10 - 23
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.
10 - 27
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.
10 - 28
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.
10 - 29
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.
10 - 30
Training’s Role in Welfare-to-Work Programs
10 - 31
Training’s Role in Welfare-to-Work Programs
Joint Union-Management
Programs
Succession Planning
Developing Managers
with Dysfunctional
Training and Pay Systems Behaviors
10 - 33
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 - 34
Joint Union-Management Programs
Provide a wide range of services designed to
help employees learn skills that are directly
related to their job.
10 - 35
Joint Union-Management Programs (continued)