1. PowerPoint Presentation by Charlie Cook The University of West Alabama Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. M ANAGING H UMAN R ESOURCES Training and Developing a Competitive Workforce Chapter 8

2. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–28–2 Chapter Outline THE STRATEGIC IMPORTANCE OF TRAINING AND DEVELOPMENT  Improving Recruitment and Retention  Improving Competitiveness MANAGING CHANGE: HIGH-RETURN TRAINING AT HEALTH PARTNERS  Training for Customers  Learning Organizations and Knowledge  Management  Mergers and Acquisitions TRAINING AND DEVELOPMENT PRACTICES WITHIN THE INTEGRATED HRM SYSTEM  Training, Development, and Socialization  Links to Other HR Activities  Links to Business Strategy  Evaluating Training and Development

3. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–38–3 Chapter Outline (cont’d) THE HR TRIAD  Managers  Employees THE HR TRIAD: ROLES AND RESPONSIBILITIES IN TRAINING AND DEVELOPMENT  HR Professionals DETERMINING TRAINING AND DEVELOPMENT NEEDS  Organizational Needs Analysis  Job Needs Analysis  Person Needs Analysis  Demographic Needs Analysis SETTING UP A TRAINING AND DEVELOPMENT SYSTEM  Create the Right Conditions  Decide Who Provides

4. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–48–4 Chapter Outline (cont’d) DEVELOPING PROGRAM CONTENT  Cognitive Knowledge  Skills MANAGING TEAMS: SERVICE AT RITZ-CARLTON HOTEL  Affective Outcomes CHOOSING THE PROGRAM FORMAT  e-Learning  On the Job  On-Site but Not On-the-Job  Off the Job MAXIMIZING LEARNING  Setting the Stage for Learning  Increasing Learning during Training  Maintaining Performance after Training

5. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–58–5 Chapter Outline (cont’d) TEAM TRAINING AND DEVELOPMENT  Training to Develop Team Cohesiveness  Training in Team Procedures  Training for Team Leaders MANAGING TEAMS: CULTURAL CHANGE AT BP NORGE CROSS-CULTURAL TRAINING  Diversity Training for Employees in the United States  Cross-Cultural Training in the International Context  Cross-Cultural Training for Expatriates and Inpatriates  Global Leadership Training and Development MANAGING GLOBALIZATION: 3M’S GLOBAL LEADERSHIP COMPETENCIES CASE STUDY: SEEING THE FOREST AND THE TREES

6. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–68–6 Training and Development Development Develop competencies that match strategyDevelop competencies that match strategy Foster cohesiveness and commitmentFoster cohesiveness and commitment Improve recruitment and retentionImprove recruitment and retention Improve competitivenessImprove competitiveness Increase legal compliance and protectionIncrease legal compliance and protection Smoother mergers and acquisitionsSmoother mergers and acquisitions Develop competencies that match strategyDevelop competencies that match strategy Foster cohesiveness and commitmentFoster cohesiveness and commitment Improve recruitment and retentionImprove recruitment and retention Improve competitivenessImprove competitiveness Increase legal compliance and protectionIncrease legal compliance and protection Smoother mergers and acquisitionsSmoother mergers and acquisitions The Strategic Importance of Training and Development

7. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–78–7 The Strategic Importance of Training and Development Improving Recruitment and Retention  Career advancement opportunities  Job training Improving Competitiveness  Increasing productivity  Improving service  Implementing new technology Training for Customers

8. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–88–8 Learning Organizations and Knowledge Management Learning is recognized as a source of competitive advantage. Knowledge management technologies  Ensure that knowledge from employees, teams, and units is captured, remembered, stored and shared through intranets.  Chief Learning/Knowledge Officer coordinates activities.

9. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–98–9 Training and Development Practices Within the Integrated HRM System Training and Development (T&D)  Intentional efforts to improve current and future performance by helping employees acquire the skills, knowledge, and attitudes required of a competitive workforce.

10. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–10 T&D: Key Terms Training  Improving employee competencies needed today or very soon  Typical objective is to improve employee performance in a specific job. Development  Improving employee competencies over a longer period of time  Typical objective is to prepare employees for future roles.

11. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–11 Key Terms (cont’d) Socialization  Learning how things are done in the organization  Objective is to teach new employees about the organization’s history, culture and management practices.  Intense socialization increases employees’ commitment to the success of the company.

12. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–12 Components of Training and Development within an Integrated HRM System EX 8.1

13. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–13 Links to Other HR Activities Legal Compliance (through training)  Occupational Safety and Health Administration (OSHA)  Food and Drug Administration (FDA)  Federal Aviation Administration  Equal Employment Opportunity Commission Liability is reduced if the firm can show that:  It acted reasonably to prevent the behavior.  The victim acted unreasonably by not using the company’s available procedures for preventing harm.

14. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–14 Antidiscrimination Training Principles EX 8.2 The following principles are based on statements in several court rulings. These principles represent the suggestions of an informed legal expert. They are not formal regulatory guidelines. WHAT ARE THE OBJECTIVES? ✔ Inform employees of their rights, duties, and responsibilities regarding nondiscriminatory behavior. ✔ Create a sense of accountability and shared responsibility for creating a harassment-free workplace. WHO IS TO BE TRAINED? ✔ All employees should be trained, with additional training for supervisors to ensure they understand their duties and responsibilities. WHEN DOES TRAINING OCCUR? ✔ Antidiscrimination training should be offered upon hiring and periodically (e.g., annually) thereafter. Additional training may be appropriate if a complaint is filed.

15. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–15 Antidiscrimination Training Principles (cont’d) EX 8.2 (cont’d) WHAT IS THE COURSE CONTENT? ✔ Communicate the company policy, which should include a statement prohibiting all forms of harassment, disciplinary action, procedures for reporting incidents of harassment, safeguards to prevent retaliation against those who report such incidents, and assurance of confidentiality. ✔ The legal meaning of harassment should be explained, and employees should be taught which behaviors constitute harassment. Practical examples should be discussed. ✔ The negative consequences of workplace discrimination and harassment should be explained. In addition to legal issues, explain the negative effects on morale and productivity. ✔ Supervisors should receive additional training. It should inform them of their duties and explain that the standards for their behavior are more stringent. Disrespectful behavior by rank-and-file employees may not be unlawful, while the same behavior by a supervisor is clearly illegal. WHAT TO DOCUMENT? ✔ In order to provide protection against a lawsuit, keep records of all of the previous information. It may also be useful for employees to sign a document acknowledging that they completed the training.

16. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–16 Links to Other HR Activities (cont’d) Job Analysis, Competency Modeling, and HR Planning  Job analysis and competency modeling establish the tasks performed in a job and the competencies required to perform the job well.  Competency models, along with HR planning, also can guide the design of development activities.

17. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–17 Links to Business Strategy Enterprise Resource Planning (ERP) software  Software designed to be an enterprise-wide solution to all the information technology needs a company might have. The company’s financial performance Customer relations Human resources Manufacturing Distribution  Installing an ERP system is a radical change that can affect the entire organizational design of a firm.

18. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–18 Evaluating Training and Development Effectiveness EX 8.3

19. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–19 The HR Triad: Roles and Responsibilities in Training and Development

20. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–20 Determining Training and Development Needs Organizational Needs Analysis  An assessment of the short- and long-term strategy and strategic business objectives of the company. Human resource needs Efficiency indices Training climate Resources and constraints  Goals: clearly state goals of T&D activities  Resources and Constraints on T&D activities

21. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–21 Four Components of Needs Assessment EX 8.4

22. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–22 A Supportive Training Climate Incentives that encourage employees to participate. Managers who make it easy for employees to attend T& D programs. Employees who encourage each other. Rewards for the use of new competencies. No hidden punishments for participating. Rewards for managers who are effective trainers.

23. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–23 Job Needs Analysis Identify specific skills, knowledge and behavior needed in present or future jobs. Use job analysis with competency modeling.

24. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–24 Team Member Competencies for Employees in a Total Quality Manufacturing Plant EX 8.5 =

25. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–25 Person Needs Analysis Identify the gap between a person’s current capabilities and those that are necessary or desirable using:  Output measures (e.g., productivity)  Self-assessed training needs  Career planning discussions  Attitude surveys

26. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–26 Components of a Tool Kit for Individual Development EX 8.6 I.OVERVIEW OF THE INDIVIDUAL DEVELOPMENT PROCESS Assess individual competencies and values Define personal strengths, development needs, and options for career growth Identify developmental actions Craft individual development plan Meet with manager to decide a course of action (based on preceding analysis) Accept the challenge of implementing the plan II.WORKSHEETS FOR INDIVIDUAL ASSESSMENT Competency assessment worksheet: assesses strengths and weaknesses for a specified set of competencies Personal values survey: assesses preferences for types of work environments, work relationships, work tasks, lifestyle needs, and personal needs Development activities chart: describes on-the-job and off-the-job learning opportunities that can be used to develop key competencies Global training grid: lists all formal training programs offered by the company and explains how each relates to key competencies Individual development plan: developed by the employee, this describes specific development goals and a course of action to be taken to achieve the goals III.DEFINING AND UNDERSTANDING GLOBAL COMPETENCIES This section of the tool kit is like a dictionary. It lists all the competencies considered to be important for various types of jobs throughout the company and describes the meaning of each competency. This section serves as a reference guide and encourages people across the company to use a common set of terms when discussing competencies and career development issues.

27. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–27 Demographic Needs Analysis Used to determine needs of specific populations of workers. May be used to determine if all are given equal access to growth experiences and developmental challenges

28. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–28 Setting Up a Training and Development System Creating the Right Conditions:  Insight  Motivation  New skills and knowledge  Real world practice  Accountability

29. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–29 Deciding Who Provides Training and Development Supervisors and Other Managers  On-the-job training (OJT)  Mentoring Coworkers  Paired-training, coaching Experts  Subject matter experts Employee  Computer-based, self-paced instruction

30. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–30 CognitiveKnowledge Skill-Based Outcomes AffectiveOutcomes Developing Program Content Program Content Program Content

31. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–31 Cognitive Knowledge Includes:  Information people have (what they know)  The way people organize information  Strategies for using information Most training addresses what people know.

32. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–32 Topics Covered by Training Focusing on Cognitive Knowledge Company Policies and Practices  Orientation programs Basic Knowledge and the Three Rs  Correct deficiencies in basic skills The Big Picture  Organization structure, products, services, business strategies and environment

33. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–33 Training for Skills Skills demonstrated by behaviors Learning involves practicing desired behaviors  Technical, motor, and communication skills  Six Sigma  Language

34. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–34 Training for Affective Outcomes Objective Is to Change:  Motivation  Attitudes  Values Example of Objectives  Build team spirit  Enhance self-confidence  Build emotional intelligence (self-awareness, self-management, social awareness, relationship management)

35. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–35 Choosing the Program Format Traditional Formats  On-the-job  On-site, but not on-the-job  Off the job E-Learning  New technology allows integration of multiple learning methods  Includes teleconferencing, multimedia, computer- based learning  Can speed communication and cut costs

36. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–36 Advantages and Disadvantages of Several Learning Formats EX 8.7

37. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–37 Advantages and Disadvantages of Several Learning Formats EX 8.7 (cont’d)

38. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–38 Advantages and Disadvantages of Several Learning Formats EX 8.7 (cont’d)

39. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–39 On the Job On-the-Job training  Employees learn their jobs under direct supervision. Apprenticeship, internships and assistantships Job Experiences  Job rotation  Developmental job assignments Supervisory assistance and mentoring Coaching

40. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–40 Components of a Developmental Job Unfamiliar responsibilities Responsibility for creating change High levels of responsibility Boundary-spanning requirements Dealing with diversity

41. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–41 On-Site, but Not On the Job Training Programmed instruction on intranet or internet Videos and CDs  Interactive video training: Combines programmed instruction with video Teleconferencing Corporate Universities and executive education

42. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–42 Off the Job Training Formal courses Simulation  Vestibule method: simulates actual job Assessment centers Role-playing Business board games Sensitivity training Wilderness trips and outdoor training

43. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–43 On-the-JobOn-the-Job On-Site, not On-the-Job Off the Job Job instruction ApprenticeshipInternships Job rotation Programmed instruction Interactive video and web-based training Teleconferencing Formal courses Simulation Assessment centers Role playing and sensitivity training Wilderness trips Program Location

44. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–44 Setting the Stage for Learning Increasing Learning During Training Maintaining Performance after Training Following up on Training Maximizing Learning

45. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–45 Setting the Stage for Learning Clear Instructions Behavioral Modeling

46. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–46 Increasing Learning During Training Active participation  Better performance through involvement Mastery  Promotes self-efficacy beliefs about task-specific abilities  Segment, sequence and shape learning of tasks  Set proximal goals to increase mastery perceptions Feedback  Specific, timely, diagnostic, practical feedback Practice  Provide opportunities for practice of new behaviors to make them consistent and permanent.

47. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–47 Maintaining Performance After Training Develop learning points to assist retention Set specific goals Identify reinforcers Train significant others to reinforce behavior Teach trainees self- management skills

48. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–48 Team Training and Development Training to develop team cohesiveness Training in team procedures Training to develop work team leaders  Supporting disagreement  Managing meetings

49. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–49 Examples of Team Training Activities Used at the Evart Glass Plant EX 8.8

50. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–50 Cross-Cultural Training To prepare people from several cultures to work together  Diversity training To prepare a person for living in another culture  Training for expatriates and families

51. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–51 Diversity Training For Employees in the U.S. Cultural Awareness Training  How own culture (ethnic background, age, socioeconomic status, religion, etc.) differs from that of other workers  Understanding impact of stereotypes Building Competencies  Practice interpersonal skills Supplementing Diversity Training  Considering diversity in all aspects of HR management (recruitment, selection, rewards)

52. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–52 Cross-Cultural Training in International Context Training for Expatriates  Typically a 3-5 day immersion course in country’s values, customs, traditions  Culture-general assimilator uses scenarios to teach understanding of cultural differences Training for Inpatriates  Employees from other countries sent to work in U.S.  Need info about culture and help with relocation

53. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–53 Training and Development Needs for Global Firms EX 8.9

54. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–54 Global Leadership Training and Development Managers need to manage operations in several countries at once Training and development may include:  Expatriate assignments  Action learning projects  Cross-cultural team assignments  Classroom training

55. Copyright © 2005 Thomson Business & Professional Publishing. All rights reserved. 8–55 TERMS TO REMEMBER Behavioral modeling Cross-cultural training Culture-general assimilator Demographic needs analysis Development Developmental job assignments E-learning Emotional intelligence Interactive video training (IVT) Job needs analysis Job rotation programs Mentoring On-the-job training (OJT) Organizational needs analysis Orientation programs Personal coaches Person needs analysis Reinforcement Simulations Socialization Training Transfer