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10
Chapt
er
Special Issues inTraining and
Employee
Development
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Trainers are often forced to deal with a wide
variety of important issues that fall outside the
traditional discussion of the components of
instructional system design.
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Training Issues Resulting from the ExternalEnvironment:
Legal Issues
Cross-Cultural
Preparation
ManagingWork Force
Diversity
School-to-WorkTransition
Welfare-to-Work
Programs
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Training Situations That May Result in LegalAction: (1 of 2)
Failing to provide required training
Incurring employee injury during a training activity
Incurring injuries to employees or others outside the
training sessionIncurring breach of confidentiality or defamation
Reproducing and using copyrighted material intraining classes without permission
Excluding women, minorities, and older Americansfrom training programs
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Training Situations That May Result in LegalAction: (2 of 2)
Not ensuring equal treatment while in training
Requiring employees to attend training programs theyfind offensive
Revealing discriminatory information during atraining session
Not accommodating trainees with disabilities
Incorrectly reporting training as an expense or failingto report training reimbursement as income
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Cross-Cultural Preparation
Cross-cultural preparation involves educatingemployees and their families who are to be sent to aforeign country (i.e., expatriates)
To successfully conduct business in the global marketplace, employees must understand the businesspractices and the cultural norms of different countries
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Types of Employees in Global Companies
Parent-country national: Employee whosecountry of origin is where the company has itsheadquarters (i.e., expatriate)
Host-country national: Employee from the hostcountry
Third-country national: Employee who has a
country of origin different from both the parentcountry and host country where he or she works
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Hofstedes Cultural Dimensions
Power Distance
Uncertainty Avoidance
Individualism Collectivism
Masculinity Femininity
Long-term Short-term Time
Orientation
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To prepareemployees for
cross-culturalassignments,companies
need toprovide cross-culturaltraining.
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To be successful in overseas assignments,expatriates need to be:
1. Competent in their area of expertise
2. Able to communicate verbally and nonverballyin the host country
3. Flexible, tolerant of ambiguity, and sensitive tocultural differences
4. Motivated to succeed, able to enjoy thechallenge of working in other countries, and
willing to learn about the host countrysculture, language, and customs
5. Supported by their families
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Foreign Assignments
Foreign assignments involve three phases:Pre-departure Phase
On-Site Phase
Repatriation Phase
Training is necessary in all three phases
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Pre-departure Phase
Employees need to receive language training andan orientation in the new countrys culture andcustoms
The family should be included in the orientationExpatriates and their families need information abouthousing, schools, recreation, shopping, and health carefacilities in the area where they will live
Experiential training methods are most effective inassignments that require significant interpersonalinteraction with host nationals
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On-Site Phase
Training involves continued orientation to thehost country and its customs and cultures throughformal programs or through a mentoring
relationshipExpatriates and their families may be paired with amentor from the host country who helps themunderstand the new, unfamiliar work environment and
community
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Repatriation Phase (1 of 2)
Prepares expatriates for return to the parentcompany and country from the foreignassignment
Expatriates and their families are likely toexperience high levels of stress and anxiety whenthey return because of the changes that haveoccurred since their departure
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Repatriation Phase (2 of 2)
Many expatriates decide to leave the companybecause the assignment they are given uponreturn has less responsibility, challenges, and
status than the foreign assignment
Employees should be encouraged to self-managethe repatriation process
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Implications of Cultural Dimensions forTraining Design:(1 of 2)
CulturalDimension
Implications
Individualism Culture high in individualism expectsparticipation in exercises and questioningto be determined by status in the company
or culture.UncertaintyAvoidance
Culture high in uncertainty avoidanceexpects formal instructional environments.
Less tolerance for impromptu style.
Masculinity Culture low in masculinity valuesrelationships with fellow trainees.
Female trainers less likely to be resisted inlow-masculinity cultures.
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Implications of Cultural Dimensions forTraining Design:(2 of 2)
CulturalDimension
Implications
PowerDistance
Culture high in power distance expectstrainer to be expert.
Trainers expected to be authoritarian and
controlling of session.
TimeOrientation
Culture with long-term orientation will havetrainees who are likely to acceptdevelopment plans and assignments.
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Managing Work Force Diversity (1 of 2)
Managing diversity involves creating anenvironment that allows all employees tocontribute to organizational goals and experience
personal growth
This includes:
Access to jobs
Fair and positive treatment of all employees
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Managing Work Force Diversity (2 of 2)
Managing diversity requires the company todevelop employees so that they are comfortableworking with others from a wide variety of
ethnic, racial, and religious backgrounds
Managing diversity may require changing thecompany culture
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The goals of diversity training are:
To eliminate values, stereotypes, and managerialpractices that inhibit employees personaldevelopment
To allow employees to contribute toorganizational goals regardless of their race, age,physical condition, sexual orientation, gender,family status, religious orientation, or culturalbackground
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How Managing Cultural Diversity CanProvide Competitive Advantage (1 of 2)
Argument Rationale1. Cost As organizations become more diverse, the
cost of a poor job in integrating workers willincrease.
Those who handle this well will thus create
cost advantages over those who dont.2. Resource Acquisition Companies develop reputations on favorability
as prospective employers for women andminorities.
Those with the best reputations for managingdiversity will be the most attractive employersfor women and minority groups.
An important edge in a tight labor market.
3. Marketing The insight and cultural sensitivity thatmembers with roots in other countries bring to
the marketing effort should improve these
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How Managing Cultural Diversity CanProvide Competitive Advantage(2 of 2)
Argument Rationale4. Creativity Diversity of perspectives and less emphasis on
conformity to norms of the past shouldimprove the level of creativity.
5. Problem Solving Heterogeneity in decisions and problem-
solving groups potentially produces betterdecisions through a wider range ofperspectives and more through critical analysisof issues.
6. System Flexibility An implication of the multicultural model for
managing diversity is that the system willbecome less determinant, less standardized,and therefore more fluid.
The increased fluidity should create greaterflexibility to react to environmental changes(i.e., reactions should be faster and cost less).
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Cycle of disillusionment resulting from managingdiversity through adherence to legislation:
Minorities andWomen Leave
the Organization
Organizational
Status Quo
ProblemIdentificati
on
Action Relaxation
Frustration
Disillusionment
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To successfully manage a diverse workforce, companies need to ensure that:
Employees understand how their values andstereotypes influence their behavior towardothers of different gender, ethnic, racial, orreligious backgrounds
Employees gain an appreciation of culturaldifferences among themselves
Behaviors that isolate or intimidate minority
group members improveThese goals can be accomplished through diversity
training programs!
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Diversity Training Programs (1 of 3)
Diversity training- training designed to changeemployee attitudes about diversity and/ordeveloping skills needed to work with a diversework force
Diversity training programs differ according towhetherattitude change orbehavior change is
emphasized
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Diversity Training Programs (2 of 3)
Attitude Awareness and Change ProgramsFocus on increasing employees awareness ofdifferences in cultural and ethnic backgrounds, physicalcharacteristics, and personal characteristics thatinfluence behavior toward others
The assumption is that by increasing their awareness ofstereotypes and beliefs, employees will be able to avoid
negative stereotypes
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Diversity Training Programs (3 of 3)
Behavior-Based ProgramsFocus on changing the organizational policies andindividual behaviors that inhibit employees personalgrowth and productivity
One approach is to identify incidents that discourageemployees from working up to their potential
Another approach is to teach managers and employees
basic rules of behavior in the workplaceCultural immersion is also used
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Characteristics of Successful DiversityEfforts: (1 of 2)
Top management provides resources, personallyintervenes, and publicly advocates diversity
The program is structured
Capitalizing on a diverse work force is defined as abusiness objective
Capitalizing on a diverse work force is seen necessaryto generate revenue and profits
The program is evaluated
Manager involvement is mandatory
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Characteristics of Successful DiversityEfforts: (2 of 2)
The program is seen as a culture change, not a one-shot program
Managers and demographic groups are not blamed
for problemsBehaviors and skills needed to successfully interactwith 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 combineclassroom experiences with work experiences toprepare high school students for employment
School-to-Work Opportunities Actencouragespartnerships between educational institutions,employers, and labor unions
Every school-to-work system required to include work-
based learning, school-based learning, and activities thatmatch students with employers
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Trainings Role in Welfare-to-Work Programs(1 of 2)
There are two methods for training welfare recipients:The first model involves government agencies referringwelfare recipients to a company-sponsored training
program subsidized with money and tax credits from the
governmentThe second method is for state and local governments to
provide life and skills training directly to welfarerecipients
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Trainings Role in Welfare-to-Work Programs(2 of 2)
Example: Marriott Internationals Pathwaysto Independence Program
Six-week program consists of classroom training and
work sessions in Marriott propertiesApplicants must have a sixth grade reading level, pass adrug test, and demonstrate a desire to work
Less than 25 percent of applicants are accepted
Participants often need to develop both job skills and lifemanagement skills to succeed
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Training Issues Related to Internal Needs ofthe Company
The companys internal environment results inpressures which influence training practices:
The need to train managerial talent
Training and development opportunities for allemployees (regardless of their personal characteristics)
Use of the companys compensation system to motivateemployees to learn
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Training Issues Related to Internal Needs of theCompany:
Basic SkillsTraining Melting theGlass Ceiling
Joint Union-
ManagementPrograms
SuccessionPlanning
DevelopingManagers withDysfunctional
Behaviors
Training and PaySystems
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Deloitte & Touches Recommendations for Meltingthe Glass Ceiling:
Make sure that senior managementsupports and is involved in the program
Make a business case for change
Make the change public
Using task forces, focus groups, andquestionnaires, gather data on problemscausing the glass ceiling
Create awareness of how gender attitudesaffect the work environment
Create accountability through reviews ofpromotion rates and assignment decisions
Promote development for all employees
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Joint Union-Management Programs
Provide a wide range of services designed to helpemployees learn skills that are directly related to their job
Develop skills that are portable i.e., valuable toemployers 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 FordEducation Development and Training Program
Life / Education Planning Program
Education and Training Assistance PlanSkills Enhancement Program
College and University Options Program
Targeted Education, Training, or Counseling
Retirement Planning Program
Financial Education Program
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The Succession Planning Process
1. Identify what positions are included inthe plan
2. Identify the employees who are
included in the plan3. Develop standards to evaluate
positions
4. Determine how employee potentialwill be measured
5. Develop the succession planning
review
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Training and Pay Systems
Training is increasingly linked to employeescompensation
skill-based pay systems
knowledge-based pay systemsEmployees pay is based primarily on theknowledge and skills they possess rather than theknowledge or skills necessary to perform the
current job
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