Ringkasan Pelatihan Pengembangan SDM

Disusun oleh : Muhammad Firman (Akuntansi FE UI 2012)
PELATIHAN DAN PENGEMBANGAN SDM

 Compares or benchmarks the company’s training
programs against training programs in other
CHAPTER 1 companies
 Creates working conditions that encourage
INTRODUCTION TO EMPLOYEE TRAINING AND continuous learning
DEVELOPMENT
Continuous Learning –requires employees to understand
the entire work system including the relationships among:
Introduction –their jobs
Boston Pizza International, Bowater’s Coated and Specialty –their work units
Paper Division, Americredit, and Home Depot illustrate –the entire company
how training can contribute to companies’ competitiveness
Employees are expected to:
Competitiveness –refers to a company’s ability to maintain –acquire new skills and knowledge
and gain market share in an industry –apply them on the job
–share this information with other employees
Although they are in different types of businesses, they
each have training practicesthat have helped them gain a Managers take an active role:
competitive advantage in their markets –in identifying training needs
–helping to ensure that employees use training in their
Issues affecting companies and influencing training work
practices:
–customer service Training and Performance
–employee retention and growth Emphasis on high-leverage training has been accompanied
–doing more with less by a movement to link training to performance
–quality and productivity improvement. Training is used to improve employee
performance. This leads to improved business results
The training practices have helped Boston Pizza
International, Bowater’s Coated and Specialty Paper Training and Performance: Today’sEmphasis(
Division, Americredit, and Home Depot: Providing educational opportunities for all employees
–grow the business, and
–improve customer service, by An on-going process of performance improvement that is
–providing employees with the knowledge and skills they directly measurable
need to be successful –not one-time training events
Human Resource Management The need to demonstrate the benefits of training

Refers to the policies, practices, and systems that influence –to executives, managers, and trainees
employees’:
–behavior Learning as a lifelong event
–attitudes –senior management, training managers, and employees
–performance have ownership
HRM practices play a key role in attracting, motivating, Training used to help attain strategic business objectives
rewarding, and retainingemployees –helps companies gain a competitive advantage
What is training? Training Design Process

Training–refersto a planned effort by a company to 1. Conducting Needs Assessment
facilitate employees’ learning of job-related competencies 2. Ensuring Employees’ Readiness for Training
3. Creating a Learning Environment
The goal of trainingis for employees to: 4. Ensuring Transfer of Training
–master the knowledge, skill, and behaviors emphasized in 5. Developing an Evaluation Plan
training programs, and 6. Select Training Method
–apply them to their day-to-day activities 7. Monitoring and Evaluating the Program
High-Leverage Training Instructional System Design (ISD)

 Linked to strategic goals and objectives Refers to a process for designing and developing training
programs. There is not one universally accepted ISD model
 Uses an instructional design process to ensure that ISD process should be:
training is effective
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–systematic How Managing Cultural Diversity Can Provide

–flexible enough to adapt to business needs Competitive Advantage
Training design is effective only if it helps employees reach
instructional or training goals and objectives. Measurable
learning objectives should be identified before training
Evaluation plays an important part in:
–planning and choosing a training method
–monitoring the training program
–suggesting changes to the training design process
Forces Influencing the Workplaceand Training:
1. Globalization
2. Need for leadership
3. Increased value placed on knowledge
4. Attracting and retaining talent
5. Customer service and quality emphasis
6. Changing demographics and diversity of the work
force Use of new technology and work design needs to be
7. New technology supported by specific HRM practices:
8. High-performance models of work systems 1. Employees choose or select new employees or
9. Economic changes team members
2. Employees receive formal performance feedback
Values of Total Quality Management (TQM) and are involved in the performance improvement
Methods and processes are designed to meet the needs of process
internal and external customers. Every employee in the 3. Ongoing training is emphasized and rewarded
company receives training in quality. Quality is designed 4. Rewards and compensation are linked to company
into a product or service so that errors are prevented from performance
occurring, rather than being detected and corrected 5. Equipment and work processes encourage
maximum flexibility and interaction between
The company promotes cooperation with vendors, employees
suppliers, and customers to improve quality and hold 6. Employees participate in planning changes in
down costs. Managers measure progress with feedback equipment, layout, and work methods
based on data 7. Employees understand how their jobs contribute
to the finished product or service
Categories and Point Values for the Malcolm Baldrige
National Quality Award Examination Comparison of Training Investment Leaders and
Leadership 120 points Benchmark Companies
1. Measurement Analysis and Knowledge
Management 90 points
2. Strategic Planning 85 points
3. Human Resource Focus 85 points
4. Process Management 85 points
5. Business Results 450 points
6. Customer and Market Focus 85 points
Total Points 1,000 points
Skills Needed to Manage a Diverse Work Force:
1. Communicating effectively with employees from a
wide variety of backgrounds
2. Coaching, training and developing employees of
different ages, educational backgrounds,
ethnicities, physical abilities, and races
3. Providing performance feedbackthat is free of
values and stereotypes based on gender, ethnicity,
or physical handicap
4. Creating a work environmentthat allows
employees of all backgrounds to be creative and
innovative
Roles of Trainers
- Strategic Adviser
- Systems Design and Developer
- Organization Change Agent
- Instructional Designer
- Individual Development and Career Counselor
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- Coach / Performance Consultant Evolution of Training’s Role: Knowledge

- Researcher
CHAPTER 2
STRATEGIC TRAINING
Introduction: Business Strategy

A plan that integrates the company’s goals, policies, and
actions
The strategy influences how the company uses:
–physical capital (plants, technology, and equipment)
–financial capital (assets and cash reserves)
–human capital (employees) Intellectual Capital
Strategy impacts training with a strong influence on

determining:
The amount of training devoted to current or future job
skills
The extent to which training is customized for:
–the particular needs of an employee,
–or developed based on the needs of a team, unit, or
division
Whether training is restricted to specific groups of
employees or open to all employees
The Strategic Training and Development Process:
Whether training is:
–planned and systematically administered, or
–provided only when problems occur, or
–spontaneously as a reaction to what competitors are
doing
The importance placed on training compared to other
human resource management practices such as selection
and compensation
Evolution of Training’s Role
Decisions a company must make about how to compete

to reach its goals:
1. Where to compete?
–In what markets, industries, products will we compete?
2. How to compete?
–On what outcome or differentiating characteristic will we
compete?
Evolution of Training’s Role: Learning 3. With what will we compete?

The acquisition of knowledge by individuals, employees, or –What resources will allow us to beat the competition?
groups of employees. Willing to apply that knowledge in –How will we acquire, develop, and deploy those resources
their jobs in making decisions and accomplishing tasks for to compete?
the company
Strategic Training and Development Initiatives and their
Implications
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Organization
–What is the nature of practices required to complete our
mission?
Products and Services
–How do we ensure that our products and services meet
strategic requirements?
Research and Development
–How do we stay current in the training and learning fields
and use our knowledge in these areas?
Business Systems
–What are the processes, products, tools, and procedures
required to achieve our goals?
Continuous Learning
–How do we recognize that learning at Sun Microsystems
is continuous, is conscious, and comes from many sources?
Results
–How do we obtain results according to our customers’
standards?
Metrics and Training: Balanced Scorecard
Measurements that look at performance from the
perspective of:
–internal customers
–external customers
–employees
–shareholders
Four different perspectives are considered:
–Customer (time, quality, performance, services, cost)
–Internal (processes that influence customer satisfaction)
–Innovation and Learning (operating efficiency, employee
satisfaction, continuous improvement)
–Financial (profitability, growth, shareholder value)
Organizational Characteristics That Influence Training
The Roles and Duties of Managers in Companies That Use

High-Performance Work Practices
Managing Alignment
–Clarify team goals and company goals
–Help employees manage their objectives
–Scan organization environment for useful information for
the team
Example: SunU’s Analysis to Align Training with Business
Strategy Encouraging Continuous Learning
Customers –Help team identify training needs
–Who are our customers and how do we work for them? –Help team become effective at on-the-job training
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–Create environment that encourages learning

Coordinating Activities
–Ensure that team is meeting internal and external
customer needs
–Ensure that team meets its quantity and quality
objectives
–Help team resolve problems with other teams
–Ensure uniformity in interpretation of policies and
procedures
Facilitating Decision-Making Process
–Facilitate team decision making
–Help team use effective decision-making processes
Creating and Maintaining Trust
–Ensure that each team member is responsible for his or
her work load and customers
–Treat all team members with respect
–Listen and respond honestly to team ideas
Models of Organizing the Training Department
Other HRM Practices
The type of training and resources devoted to training are
influenced by the strategy adopted for two HRM practices:
–Staffing
–Human Resource Planning
Staffing Strategy Influence on Training
Two aspects of a company’s staffing strategy influence
training:
–The criteria used to make promotion and assignment
decisions (assignment flow)
–The places where the company prefers to obtain human
resources to fill open positions (supply flow)
HR Planning Influence on Training
HR planning allows the company to anticipate the
movement of human resources in the company. HR plans
can help identify where employees with certain types of
skills are needed in the company. Training can be used to Faculty Model
prepare employees for:
–increased responsibilities in their current job
–promotions, lateral moves, transfers
–downward job opportunities that are predicted by the
human resource plan
Implications of Business Strategy for Training
Strategy
Customer Model
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Matrix Model Tactics to Market the Training Function

1. Involve the target audience in developing the
training or learning effort
2. Demonstrate how a training and development
program can be used to solve specific needs
3. Showcase an example of how training has been
used within the company to solve specific business
needs
4. Identify a “champion”who actively supports
training
5. Listen and act on feedback received from clients,
managers, and employees
6. Advertise on e-mail, on company websites, in
employee break areas
7. Designate someone in the training function as an
account representative between the training
designer and internal customer
The Corporate University Model CHAPTER 3
NEEDS ASSESMENT
Introduction
Effective training practices involve the use of an
instructional systems design process. The instructional
systems design process begins by conducting a needs
assessment. Before choosing a training method, it is
important to determine:
–what type of training is necessary, and
–whether trainees are willing to learn
Needs Assessment
Refers to the process used to determine whether training
is necessary
Because needs assessment is the first step in the
instructional design process:
–If it is poorly conducted, training will not achieve the
outcomes or financial benefits the company expects
Causes and Outcomes ofNeeds Assessment
Virtual Model(Virtual Training Organizations)
Virtual training organizations operate according to three
principles:
–Employees (not the company) have primary responsibility
for learning
–The most effective learning takes place on the job, not in
the classroom
–For training to translate into improved job performance,
the manager-employee relationship (not employee-trainer
relationship) is critical
Characteristics of Virtual Training Organizations:
1. A virtual training organization is customer focused
2. Takes more responsibility for learning and
evaluating training effectiveness
3. Provides customized training solutions based on
customer needs
4. Determines when and how to deliver training
based on customer needs
5. Leverages resources from many areas
6. Involves line managers in direction and content
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Needs assessment involves: Advantages and Disadvantages of Needs Assessment

Organizational Analysis–involves determining: Techniques
–the appropriateness of training, given the business
strategy
–resources available for training
–support by managers and peers for training
Task Analysis –involves:
–identifying the important tasks and knowledge, skill, and
behaviors that need to be emphasized in training for
employees to complete their tasks
Person Analysis –involves:
–determining whether performance deficiencies result
from a lack of knowledge, skill, or ability (a training issue)
or from a motivational or work design problem
–identifying who needs training
–determining employees’ readiness for training
Key Concerns of Upper-and Midlevel Managers and
Trainers in Needs Assessment
-
Needs Assessment TechniquesInterviews
The Needs Analysis Process
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Questions to Ask in an Organizational Analysis Input

1. How might the training content affect our –Understand need to perform
employees’ relationship with our customers? –Necessary resources (equipment, etc.)
2. What might suppliers, customers, or partners need –Interference from other job demands
to know about the training program? –Opportunity to perform
3. How does this program align with the strategic
needs of the business? Output
4. Should organizational resources be devoted to this –Standard to judge successful performers
program?
5. What do we need from managers and peers for Consequences
this training to succeed? –Positive consequences/incentives to perform
6. What features of the work environment might –Few negative consequences to perform
interfere with training?
7. Do we have experts who can help us develop the Feedback
program content and ensure that we understand –Frequent and specific feedback about how the job is
the needs of the business as we develop the performed
program?
8. Will employees perceive the training program as: Person Analysis: Self-Efficacy
–an opportunity? Self-efficacy-the employees believe that they can
–reward? successfully perform their job or learn the content of the
–punishment? training program
–waste of time? –The job environmentcan be threatening to many
employees who may not have been successful in the past
Process for analyzing the factors that influence employee –The training environmentcan also be threatening to
people who have not received training or formal education
for some length of time
Employees’ self-efficacy level can be increased by:
1. Letting employees know that the purpose of the
training is to try to improve performance rather
than to identify areas in which employees are
incompetent.
2. Providing as much information as possible about
the training program and purpose of training prior
to the actual training
3. Showing employees the training success of their
peers who are now in similar jobs
4. Providing employees with feedback that learning is
under their control and they have the ability and
the responsibility to overcome any learning
difficulties they experience in the program
To ensure that the work environment enhances trainees’
motivation to learn:
1. Provide materials, time, job-related information,
and other work aids necessary for employees to
use new skills or behavior before participating in
training programs
2. Speak positively about the company’s training
programs to employees
3. Let employees know they are doing a good job
when they are using training content in their work
4. Encourage work-group members to involve each
Person Analysis –Readiness for training refers to whether: other in trying to use new skills on the job by
Employees have the personal characteristics necessary to soliciting feedback and sharing training
learn program content and apply it on the job. The work experiences and situations in which training
environment will facilitate learning and not interfere with content was helpful
performance. 5. Provide employees with time and opportunities to
practice and apply new skills or behaviors to their
Factors that influence employee performance and work
learning:
Person Characteristics To determine if training is the best solution, assess
–Ability and skill whether:
–Attitudes and motivation The performance problem is important and has the
potential to cost the company a significant amount of
money from lost productivity or customers
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Employees do not know how to perform effectively In deciding how to evaluate tasks, the focus should be on
–Perhaps they received little or no previous training or the tasks necessary to accomplish the company’s goals and
training was ineffective objectives
–(This problem is a characteristic of the person) –These may not be the tasks that are the most difficult or
take the most time
Employees cannot demonstrate the correct knowledge or
behavior Competency
–Employees were trained but they infrequently or never A competency refers to areas of personal capability that
used the training content on the job enable employees to successfully perform their jobs by
–(This is an input problem) achieving outcomes or successfully performing tasks
–A competency can be knowledge, skills, attitudes, values,
Performance expectations are clear (input) and there are or personal characteristics
no obstacles to performance such as faulty tools or
equipment Competency Model
A competency model identifies the competencies
There are positive consequences for good performance, necessary for each job as well as the knowledge, skills,
while poor performance is not rewarded behavior, and personality characteristics underlying each
competency
Employees receive timely, relevant, accurate, constructive,
and specific feedback about their performance (a feedback Competency models are useful for training and
issue) development in several ways:
1. They identify behaviors needed for effective job
Other solutions such as job redesign or transferring performance
employees to other jobs are too expensive or unrealistic 2. They provide a tool for determining what skills are
needed to meet today’s needs as well as the
Person Analysis: Is training the best solution? company’s future skill needs
If employees lack the knowledge and skill to perform and 3. They help determine what skills are needed at
the other factors are satisfactory, training is needed . If different career points
employees have the knowledge and skill to perform but 4. They provide a framework for ongoing coaching
input, output, consequences, or feedback are inadequate, and feedback to develop employees for current
training may not be the best solution and future roles
5. They create a “roadmap” for identifying and
Task Analysis developing employees who may be candidates for
Task analysis results in a description of work activities, managerial positions
including tasks performed by the employee and the
knowledge, skills, and abilities required to complete the Scope of Needs Assessment
tasks Time constraints can limit the length and detail obtained
from needs assessment . The scope of the needs
Should only be undertaken after you have determined assessment depends on the size of the potential “pressure
from the organizational analysisthat the company wants to point”
devote time and money for training
You will be able to anticipate training needs if you are
Steps in a Task Analysis attuned to the:
1.Select the job(s) to be analyzed –business problems
2.Develop a preliminary list of tasks performed by the job –technological developments
3.Validate or confirm the preliminary list of tasks –other issues facing the organization
4.Identify the knowledge, skills, or abilities necessary to
successfully perform each task CHAPTER 4
Key Points to Remember When Conducting a Task
Analysis LEARNING : THOERIES AND PROGRAM DESIGN
- Task analysis should identify both what employees
are actually doingand what they should be doingon
the job
- Task analysis begins by breaking the job into duties Introduction
and tasks Two conditions necessary for learning to occur:
- Use more than two methods for collecting task 1. opportunities for trainees to practice
information to increase the validity of the analysis 2. meaningful content
For task analysis to be useful, information needs to be For learning to occur it is important to identify what is to
collected from subject matter experts (SMEs) be learned
–SMEs include: –i.e., to identify learning outcomes
1. job incumbents
2. managers Understanding learning outcomesis crucial
3. employees familiar with the job –they influence the characteristics of the training
environment that are necessary for learning to occur
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The design of the training program is also important for trainer needs to identify what outcomes the learner finds
learning to occur most positive (and negative) . Trainers then need to link
these outcomes to learners acquiring knowledge, skills, or
What Is Learning? changing behaviors
Learning is a relatively permanent change in human
capabilities that is not a result of growth processes. Schedules of Reinforcement
These capabilities are related to specific learning
outcomes.
Learning Outcomes
Verbal information
–Includes names or labels, facts, and bodies of knowledge
–Includes specialized knowledge employees need in their
jobs
Social Learning Theory
Intellectual skills Emphasizes that people learn by observing other persons
–Include concepts and rules (models) whom they believe are credible and
–These are critical to solve problems, serve customers, and knowledgeable. Recognizes that behavior that is reinforced
create products or rewarded tends to be repeated. The models’ behavior
or skill that is rewarded is adopted by the observer
Motor skills
–Include coordination of physical movements Learning new skills or behavior comes from:
–directly experiencing the consequences of using behavior
Attitudes or skills, or
–Combination of beliefs and feeling that pre-dispose a –the process of of observing others and seeing the
person to behave a certain way consequences of their behavior
–Important work-related attitudes include job satisfaction,
commitment to the organization, and job involvement Learning is also influenced by a person’s self-efficacy
–self-efficacyis a person’s judgment about whether he or
Cognitive strategies she can successfully learn knowledge and skills
–Regulate the process of learning
–They relate to the learner’s decision regarding: Processes of Social Learning Theory
1. what information to attend to (i.e., pay attention
to)
2. how to remember
3. how to solve problems
Learning Theories
Goal Setting Theory

Goal setting theoryassumes behavior results from a
person’s conscious goals and intentions
Goals influence behavior by:
–directing energy and attention
–sustaining effort over time
–motivating the person to develop strategies for goal
attainment
Reinforcement Theory Specific challenging goals result in better performance

Emphasizes that people are motivated to perform or avoid than vague, unchallenging goals . Goals lead to high
certain behaviors because of past outcomes that have performance only if people are committed to the goal
resulted from those behaviors Employees are less likely to be committed to a goal if they
–Positive reinforcement believe it is too difficult
–Negative Reinforcement
–Extinction Goal setting theory is used in training program design. It
–Punishment suggests that learning can be facilitated by providing
trainees with specific challenging goals and objectives. The
From a training perspective, it suggests that for learners to influence of goal setting theory can be seen in the
acquire knowledge, change behavior, or modify skills, the development of training lesson plans
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Goal Orientation Adult Learning Theory

Goal orientation–refers to the goals held by a trainee in a It is based on several assumptions:
learning situation –Adults have the need to know why they are learning
–Mastery orientation:relates to trying to increase ability or something
competence in a task –Adults have a need to be self-directed
–Performance orientation:refers to a focus of learners on –Adults bring more work-related experiences into the
task performance and how they compare to others learning situation
–Adults enter into a learning experience with a problem-
Goal orientation affects the amount of effort a trainee will centered approach to learning
expend in learning (motivation to learn) –Adults are motivated to learn by both extrinsic and
intrinsic motivators
Learners with a high mastery orientation–
–direct greater attention to the task Implications of Adult Learning Theory for Training:
–learn for the sake of learning
Learners with a high performance orientation–
–direct more attention to performing well
–devote less effort to learning
Trainees with a learning orientation exert greater effort to
learn and use more complex learning strategies than
trainees with a performance orientation
Need Theories
Help explain the value that a person places on certain
outcomes
Suggest that to motivate learning:
–trainers should identify trainees’ needs, and
–communicate how training program content relates to
fulfilling these needs Information Processing Theory
These theories give more emphasis to the internal
If the basic needs of trainees are not met, they are unlikely processes that occur when training content is learned and
to be motivated to learn retained. Highlights how external events influence learning
Expectancy Theory A Model of Human Information Processing
Expectancy theory suggests that a person’s behavior is
based on three factors:
–expectancy
–instrumentality
–valance
Expectancy theory suggests that learning is most likely to
occur when employees believe:
–They can learn the content of the program (expectancy)
–Learning is linked to outcomes such as better job
performance, a salary increase, or peer recognition
(instrumentality)
–Employees value these outcomes
Expectancy Theory of Motivation
The Learning Process

This material asks three questions:
1.What are the physical and mental processes involved in
learning?
2.How does learning occur?
3.Do trainees have different learning styles?
X
X
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The Learning Process:Mental and Physical Processes 1. Communicating courses and programs to
employees
2. Enrolling employees in courses and programs
3. Preparing and processing any pre-training
materials such as readings or tests
4. Preparing materials that will be used in instruction
5. Arranging for the training facility and room
6. Testing equipment that will be used in instruction
7. Having backup equipment should equipment fail
8. Providing support during instruction
9. Distributing evaluation materials
10. Facilitating communications between trainer and
trainees during and after training
11. Recording course completion in the trainees’
records or personnel files
The Learning Process:Learning Styles Internal and External Conditions Necessary for Learning
Outcomes
Implications of the Learning Process for Instruction:

- Employees need to know why they should learn
- Employees need meaningful training content
- Employees need opportunities to practice
- Employees need to commit training content to
memory
- Employees need feedback
Employees learn through:
–Observation
–Experience
–Interacting with others
Employees need the training program to be properly
coordinated and arranged
Training Objectives
Employees learn best when they understand the objective
of the training program. The objectiverefers to to the
purpose and expected outcome of training activities.
Training objectives based on the training needs analysis
help employees understand why they need the training.
Objectives are useful for identifying the types of training Considerations in Designing Effective Training Programs:
outcomes that should be measured to evaluate a training 1. Selecting and preparing the training site
program’s effectiveness 2. Selecting trainers
3. Making the training site and instruction conducive
A training objective has three components: to learning
1.A statement of what the employee is expected to do 4. Program design
(performance or outcome)
2.A statement of the quality or level of performance that is How Trainers Can Make the Training Site and Instruction
acceptable (criterion) Conducive to Learning:
3.A statement of the conditions under which the trainee is 1. Creating A Learning Setting
expected to perform the desired outcome (conditions) 2. Preparation
3. Classroom Management
Training administration involves: 4. Engaging Trainees
5. Managing Group Dynamics
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Program Design Transfer of Training Theories
Self-Management Strategies
Self-managementrefers to a person’s attempt to control
CHAPTER 5 certain aspects of decision making and behavior. Training
programs should prepare employees to self-manage their
TRANSFER OF TRAINING use of new skills and behaviors on the job
Self-Management Involves:
1. Determining the degree of support and negative
Transfer of Training consequences in the work setting for using newly
Transfer of training -trainees effectively and continually acquired skills
applying what they learned in training on their jobs . The 2. Setting goals for using learned capabilities
work environment plays an important role in ensuring that 3. Applying learned capabilities to the job
transfer of training occurs 4. Monitoring use of learned capabilities on the job
5. Engaging in self –reinforcement
Transfer of training is also influenced by:
–trainee characteristics Obstacles in the work environment that inhibit transfer of
–training design training:
A Model of The Transfer Process Work Conditions(Trainee has difficulty using new
knowledge, skills, or behavior)
–Time pressures
–Inadequate equipment
–Few opportunities to use skills
–Inadequate budget
Lack of Peer Support(Peers do not support use of new
knowledge, skills, or behavior)
–Discourage use of new knowledge and skills on the job
–Unwilling to provide feedback
–See training as a waste of time
Lack of Management Support(Managers do not reinforce
training or provide opportunities to use new knowledge,
skills, or behavior)
–Do not accept ideas or suggestions that are learned in
training
–Do not discuss training opportunities
–Oppose use of skills learned in training
–Communicate that training is a waste of time
–Unwilling to provide feedback and reinforcement for
Training Design trainees to use training content
Training designrefers to factors built into the training
program to increase the chances that transfer of training Sample Content of Self-Management Module:
will occur Discuss lapses
–Note evidence of inadequacy
For transfer of training to occur we need to apply: –Provide direction for improvement
–Transfer of training theories
–Principles of self –management
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Identify skills targeted for transfer Levels of Management Support for Training:
Identify when lapses are likely
–Situations
–Actions to deal with lapses
Identify personal or environment factors contributing to
lapse
–Low self-efficacy
–Time pressure
–Lack of manager or peer support
Discuss coping skills and strategies
–Time management
–Setting priorities
–Self-monitoring
–Self-rewards
–Creating a personal support network
Discuss resources to ensure transfer of skills
–Manager
–Trainer
–Other trainees
Work Environment Characteristics Influencing Transfer of The Learning Organization
Training Peer Support Learning organization –acompany that has an enhanced
capacity to learn, adapt, and change. Training processes
are carefully scrutinized and aligned with company goals.
Training is seen as one part of a system designed to create
intellectual capital
Key Features of a Learning Organization
Characteristics of a Positive Climate for Transfer of

Training:
Supervisors and co-workers encourage and set goals for
trainees to use new skills and behaviors acquired in
training
Task cues:
–Characteristics of a trainee’s job prompt or remind him to
use new skills and behaviors acquired in training
Feedback consequences:
–Supervisors support the application of new skills and
behaviors acquired in training
Lack of punishment:
–Trainees are not openly discouraged from using new skills
and behaviors acquired in training
Extrinsic reinforcement consequences:
–Trainees receive extrinsic rewards for using new skills and
behaviors acquired in training
Intrinsic reinforcement consequences:
–Trainees receive intrinsic rewards for using new skills and
behaviors acquired in training Knowledge and Knowledge Management
Knowledgerefers to:
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–what individuals or teams of employees know or know 8.Design office space to facilitate interaction between
how to do (human and social knowledge) employees
–a company’s rules, processes, tools, and routines
(structured knowledge) CHAPTER 6
Knowledge is either:
–tacitknowledge, or TRAINING EVALUATION
–explicitknowledge
Knowledge management refers to the process of
enhancing company performance by: Introduction
–designing and implementing tools, processes, systems, Training effectiveness refers to the benefits that the
structures, and cultures company and the trainees receive from training
–to improve the creation, sharing, and use of knowledge
Training outcomes or criteria refer to measures that the
Knowledge management can help companies: trainer and the company use to evaluate training programs
–Get products to market quicker
–Better serve customers Training evaluation refers to the process of collecting the
–Develop innovative products and services outcomes needed to determine if training is effective
–Attract new employees and retain current ones by giving
people the opportunity to learn and develop Evaluation design refers to from whom, what, when, and
how information needed for determining the effectiveness
Four Modes of Knowledge Sharing of the training program will be collected
Reasons for Evaluating Training
Companies are investing millions of dollars in training
programs to help gain a competitive advantage. Training
investment is increasing because learning creates
knowledge which differentiates between those companies
and employees who are successful and those who are not
Because companies have made large dollar investments in
training and education and view training as a strategy to be
successful, they expect the outcomes or benefits related to
training to be measurable. Training evaluation provides the
data needed to demonstrate that training does provide
benefits to the company.
Ways to Create and Share Knowledge(1 of 4) Formative Evaluation

1.Use technology and software that allows people to store Formative evaluation –evaluation conducted to improve
information and share it with others the training process
2.Publish directories that list: Helps to ensure that:

- what employees do –the training program is well organized and runs smoothly
- how they can be contacted –trainees learn and are satisfied with the program
- the type of knowledge they have Provides information about how to make the program
better
3.Develop informational maps that identify where specific
knowledge is stored in the company Summative Evaluation
Summative evaluation –evaluation conducted to
4.Create chief information officer and chief learning officer determine the extent to which trainees have changed as a
positions for cataloging and facilitating the exchange of result of participating in the training program. May also
information in the company measure the return on investment (ROI) that the company
receives from the training program
5.Require employees to give presentations to other
employees about what they have learned from training Why Should A Training Program Be Evaluated?
programs they have attended 1. To identify the program’s strengths and
weaknesses
6.Allow employees to take time off from work to acquire 2. To assess whether content, organization, and
knowledge, study problems, attend training, and use administration of the program contribute to
technology learning and the use of training content on the job
3. To identify which trainees benefited most or least
7.Create an online library of learning resources such as from the program
journals, technical manuals, training opportunities, and 4. To gather data to assist in marketing training
seminars programs
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5. To determine the financial benefits and costs of Results

the programs –Determine the training program’s payoff for the company
6. To compare the costs and benefits of training Outcomes Used in Evaluating Training Programs:(4 of 4)
versus non-training investments
7. To compare the costs and benefits of different Return on Investment (ROI)
training programs to choose the best program –Comparing the training’s monetary benefits with the cost
of the training
The Evaluation Process 1. direct costs
1. Conduct a Needs Analysis 2. indirect costs
2. Develop Measurable Learning Outcomes and 3. benefits
Analyze Transfer of Training
3. Develop Outcome MeasuresChoose an Evaluation How do you know if your outcomes are good?
Strategy Good training outcomes need to be:
4. Plan and Execute the Evaluation 1. Relevant
2. Reliable
Training Outcomes: Kirkpatrick’s Four-Level Framework of 3. Discriminative
Evaluation Criteria 4. Practical
Good Outcomes: Relevance
- Criteria relevance –the extent to which training
programs are related to learned capabilities
emphasized in the training program
- Criterion contamination –extent that training
outcomes measure inappropriate capabilities or
are affected by extraneous conditions
- Criterion deficiency –failure to measure training
outcomes that were emphasized in the training
objectives
Criterion deficiency, relevance, and contamination:
Outcomes Used in Evaluating Training Programs:
- Reliability –degree to which outcomes can be

Cognitive Outcomes measured consistently over time
–Determine the degree to which trainees are familiar with - Discrimination –degree to which trainee’s
the principles, facts, techniques, procedures, or processes performances on the outcome actually reflect true
emphasized in the training program differences in performance
–Measure what knowledge trainees learned in the - Practicality –refers to the ease with which the
program outcomes measures can be collected
Skill-Based Outcomes Training Evaluation Practices

–Assess the level of technical or motor skills
–Include acquisition or learning of skills and use of skills on
the job
Affective Outcomes
–Include attitudes and motivation
–Trainees’ perceptions of the program including the
facilities, trainers, and content
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Training Program Objectives and Their Implications for

Evaluation:
Evaluation Designs: Threats to Validity

Threats to validityrefer to a factor that will lead one to
question either:
–The believability of the study results (internal validity), or
–The extent to which the evaluation results are
generalizable to other groups of trainees and situations
(external validity)
Threats to Validity
Example of a Pretest / Posttest ComparisonGroup Design:
Methods to Control for Threats to Validity

1. Pre- and Posttests
2. Use of Comparison Groups
3. Random Assignment
Types of Evaluation Designs
1. Posttest –only
2. Pretest / Posttest
3. Posttest –only with Comparison Group
4. Pretest / Posttest with Comparison Group
5. Time Series
6. Time Series with Comparison Group and Reversal
7. Solomon Four–Group
Comparison of Evaluation Designs
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Factors That Influence the Type of Evaluation Design Determining Costs for a Cost-Benefit Analysis:
Example of Return on Investment
Conditions for choosing a rigorous evaluation design:

1.The evaluation results can be used to change the
program
2.The training program is ongoing and has the potential to
affect many employees (and customers)
3.The training program involves multiple classes and a
large number of trainees
4.Cost justification for training is based on numerical
indicators
5.You or others have the expertise to design and evaluate
the data collected from the evaluation study
6.The cost of training creates a need to show that it works
7.There is sufficient time for conducting an evaluation
8.There is interest in measuring change from pre-training CHAPTER 7
levels or in comparing two or more different programs
Importance of Training Cost Information TRADITIONAL TRAINING METHODS
1. To understand total expenditures for training,
including direct and indirect costs
2. To compare costs of alternative training programs
3. To evaluate the proportion of money spent on Introduction
training development, administration, and Knowledge is a necessary but not sufficient condition for
evaluation as well as to compare monies spent on employees to perform their jobs . Knowledge must be
training for different groups of employees translated into behavior
4. To control costs
Traditional Training Methods Categories
To calculate return on investment (ROI), follow these 1. Presentation Methods
steps: 2. Hands-On Methods
1.Identify outcome(s) (e.g., quality, accidents) 3. Group Building Methods
2.Place a value on the outcome(s)
3.Determine the change in performance after eliminating Presentation Methods
other potential influences on training results. Presentation methods -methods in which trainees are
4.Obtain an annual amount of benefits (operational passive recipients of information
results) from training by comparing results after training to
results before training (in dollars) This information may include:
5.Determine training costs (direct costs +indirect costs –Facts or information
+development costs +overhead costs +compensation for –Processes
trainees) –Problem –solving methods
6.Calculate the total savings by subtracting the training
costs from benefits (operational results) Presentation methods include:
7.Calculate the ROI by dividing benefits (operational –Lectures
results) by costs. The ROI gives you an estimate of the –Audio-visual techniques
dollar return expected from each dollar invested in
training.
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Presentation Methods: Lecture –Orienting transferred or promoted employees to their

Lecture involves the trainer communicating through new jobs
spoken words what she wants the trainees to learn. The
communication of learned capabilities is primarily one-way Effective OJT Programs Include:
–from the trainer to the audience 1. A policy statement that describes the purpose of
OJT and emphasizes the company’s support for it.
One of the least expensive, least time-consuming ways to 2. A clear specification of who is accountable for
present a large amount of information efficiently in an conducting OJT.
organized manner. Useful because it is easily employed 3. A thorough review of OJT practices at other
with large groups of trainees companies in similar industries
4. Training of managers and peers in the principles of
Variations of the Lecture Method structured OJT
5. Availability of lesson plans, checklists, procedure
manuals, training manuals, learning contracts, and
progress report forms for use by employees who
conduct OJT
6. Evaluation of employees’ levels of basic skills
before OJT
OJT Programs: Self-Directed Learning
Employees take responsibility for all aspects of learning:
–when it is conducted
–who will be involved
Trainees master predetermined training content at their
own pace without an instructor. Trainers are available to
evaluate learning or answer questions for the trainee
Presentation Methods:Audio-Visual Techniques
Audio-visual instructionincludes: Advantages
–Overheads 1. Learn at own pace
–Slides 2. Feedback about learning performance
–Video 3. Fewer trainers needed
4. Consistent materials
It has been used for improving: 5. Multiple sites easier
–Communication skills 6. Fits employee shifts and schedules
–Interviewing skills
–Customer-service skills Disadvantages
–Illustrating how procedures should be followed 1. Trainees must be motivated to learn on their own
2. Higher development costs
Hands-on Methods 3. Higher development time
Training methods that require the trainee to be actively
involved in learning Steps to Develop Effective Self-Directed Learning:
1.Conduct a job analysis to identify the tasks that must be
These methods include: covered
–On-the-job training (OJT) 2.Write trainee-centered learning objectives directly
–Simulations related to the tasks
–Case studies 3.Develop the content for the learning package
–Business games 4.Break the content into smaller pieces
–Role plays 5.Develop an evaluation package that includes:
–Behavior modeling evaluation of the trainee
Hands-on Methods: On-the-Job Training OJT Programs: Apprenticeship
On-the-job training (OJT)refers to new or inexperienced 1. Work-study training method with both on-the-job
employees learning through observing peers or managers and classroom training
performing the job and trying to imitate their behavior 2. To qualify as a registered apprenticeship program
under state or federal regulations:
OJT includes: –144 hours of classroom instruction
–Apprenticeships –2000 hours (or one year) of OJT experience
–Self-directed learning programs 3. Can be sponsored by companies or unions
4. Most programs involve skilled trades
OJT can be useful for:
–Training newly hired employees Advantages
–Upgrading experienced employees’ skills when new 1. Earn pay while learning
technology is introduced 2. Effective learning about “why and how”
–Cross-training employees within a department or work 3. Full-time employment at completion
unit
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Disadvantages Skill Preparation and Development

1. Limited access for minorities and women –View model
2. No guarantee of full-time employment –Participate in role plays and practice
3. Training results in narrow focus expertise –Receive oral and video feedback on performance of key
behaviors
Hands-on Methods: Simulations
- Represents a real-life situation Application Planning
- Trainees’ decisions result in outcomes that mirror –Set improvement goals
what would happen if on the job –Identify situations to use key behaviors
–Identify on-the-job applications of the key behaviors
Used to teach:
–Production and process skills Group Building Methods
–Management and interpersonal skills Group building methods-training methods designed to
improve team or group effectiveness. Training directed at
Hand-on Methods: Case Studies improving trainees’ skills as well as team effectiveness.
Description about how employees or an organization dealt
with a difficult situation Group building methods involve trainees:
–sharing ideas and experiences
Trainees are required to: –building group identity
–analyze and critique actions taken –understanding interpersonal dynamics
–indicate the appropriate actions –learning their strengths and weaknesses and of their co-
–suggest what might have been done differently workers
Major assumption is that employees are most likely to Group techniques focus on helping teams increase their
recall and use knowledge and skills learned through a skills for effective teamwork. Group building methods
process of discovery often involve experiential learning
Process for Case Development Group building methods include:
1.Identify a story –Adventure Learning
2.Gather information –Team Training
3.Prepare a story outline –Action Learning
4.Decide on administrative issues
5.Prepare case materials Group Building Methods:Adventure Learning
Focuses on the development of teamwork and leadership
Hand-on Methods: Business Games skills using structured outdoor activities. Also known as
1. Require trainees to gather information, analyze it, wilderness training and outdoor training. Best suited for
and make decisions developing skills related to group effectiveness such as:
2. Primarily used for management skill development –self-awareness
3. Games mimic the competitive nature of business –problem solving
–conflict management
Hands-on Methods: Role Plays –risk taking
- Trainees act out characters assigned to them
- Information regarding the situation is provided to To be successful:
the trainees –Exercises should be related to the types of skills that
- Focus on interpersonal responses participants are expected to develop
- Outcomes depend on the emotional (and –After the exercises, a skilled facilitator should lead a
subjective) reactions of the other trainees discussion about
- The more meaningful the exercise, the higher the 1. what happened in the exercise
level of participant focus and intensity 2. what was learned
3. how events in the exercise relate to job situation
Hands-on Methods: Behavior Modeling 4. how to apply what was learned on the job
- Involves presenting trainees with a model who
demonstrates key behaviors to replicate Group Building Methods: Team Training
- Provides trainees opportunity to practice the key Involves coordinating the performance of individuals who
behaviors work together to achieve a common goal. Teams that are
- Based on the principles of social learning theory effectively trained develop procedures to identify and
- More appropriate for learning skills and behaviors resolve errors, coordinate information gathering, and
than factual information reinforce each other
- Effective for teaching interpersonal and computer
skills Components of Team Performance
1. Behavior
Behavior Modeling:Training Program Activities 2. Knowledge
Introduction 3. Attitude
–Present key behaviors using video
–Give rationale for skill module
–Trainees discuss experiences in using skill
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Main Elements of the Structure of Team Training Use of New Technology in Training
- 24 percent of companies have a separate
technology-based training budget
- 18 percent of companies have full-time trainers
who are paid from the information technology
department’s budget
- The most frequently used technology in training is
the Internet / intranet / extrane–(54 percent of
companies)
Training delivered by the computer:
–60 percent is not instructor-led and is done through self-
paced Web courses
–32 percent uses CD-ROM / DVD / diskettes
34 percent of online learning follows the classroom
learning model
–i.e., connects trainees with an instructor or other
students
80 percent of companies who use e-learning are creating
the content of these programs internally
Of those companies who use e-learning:
–56 percent offer it to all employees
–45 percent offer it to select groups of employees
–26 percent offer it to customers
Group Building Methods: Action Learning
Involves giving teams or work groups: Technologies’ Influence on Training and Learning:
–an actual problem, New technologies have made it possible to:
–having them work on solving it, –Reduce the costs associated with delivering training
–committing to an action plan, and –Increase the effectiveness of the learning environment
–holding them accountable for carrying out the plan –Help training contribute to business goals
Several types of problems are used including how to: New technologies include:
–Change the business –Multimedia
–Better utilize technology –Distance learning
–Remove barriers between the customer and company –Expert systems
–Develop global leaders –Electronic support systems
–Training software applications
Choosing a Training Method
1.Identify the type of learning outcome that you want Technology has made several benefits possible:
training to influence 1. Employees can gain control over when and where
2.Consider the extent to which the learning method they receive training
facilitates learning and transfer of training 2. Employees can access knowledge and expert
3.Evaluate the costs related to development and use of the systems on an as-needed basis
method 3. Employees can choose the type of media (print,
4.Consider the effectiveness of the training method sound, video) they want to use in a training
program
4. Course enrollment, testing, and training records
CHAPTER 8 can be handled electronically,
5. –reducing the paperwork and time needed for
E-LEARNING AND USE OF TECHNOLOGY IN administrative activities
TRAINING 6. Employees’ accomplishments in training in
progress can be monitored
7. Traditional training methods can be delivered to
Introduction trainees rather than requiring them to come to a
Technology is having a major impact on the delivery of central training location
training programs
Technology allows digital collaborationto occur:(1 of 2)
Using technology for training requires collaboration among Digital collaboration -the use of technology to enhance and
the areas of: extend employees’ abilities to work together regardless of
–training their geographic proximity
–information technology Digital collaboration includes:
–top management –electronic messaging systems
–electronic meeting systems
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–online communities of learning Technological Learning Environment

Digital collaboration can be:
–Synchronous–trainers, experts, and learners interacting
with each other live and in real time; just like face-to-face
classroom instruction
–Asynchronous –non-real-time interactions; learners can
access information resources when they desire them
Impact of new technology on the learning environment:
Prior to the introduction of new technology:
–Learning was a very linear process
–Instructors presented information to the learners
–Practice and applications occurred after instruction
–Instructor/trainer and learner were only ones involved
–Communication was one way –from instructor to trainee
–Trainee played passive role in learning
Classroom Learning Environment
Blended Learning Environment
Multimedia Training
Multimedia training combines audiovisual training
methods with computer-based training. These programs
Technology has allowed learning to become a more integrate text, graphics, animation, audio, and video.
dynamic process Because this training is computer-based, the trainee can
–The learning environment has expanded to include interact with the content.Can be delivered using
greater interaction between learners and the training interactive video, the Internet or intranets
content
–There is greater interaction between learners and the
instructor
–Instruction is primarily delivered to the learners online
using the internet
–Instructor is more of a coach and resource person
–Learning occurs through:
1. communicating with other learners
2. working on virtual team projects
3. exchanging ideas
4. interacting with experts
5. discovering ideas and applications using hyperlinks
Computer-Based Training
–Experts and resource materials are part of the learning Computer-based training (CBT)is an interactive training
environment experience in which:
–the computer provides the learning stimulus,
–the trainee must respond, and
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–the computer analyzes the responses and provides 4. Training can be delivered to geographically
feedback to the trainee dispersed employees
5. Training can be delivered faster and to more
Computer-Based Training employees in a shorter period of time
6. Updating is easy
7. Practice, feedback, objectives, assessment, and
other positive features of a learning environment
can be built into the program
8. Learning is enhanced through use of multiple
media and trainee interaction
9. Paperwork related to training management can be
eliminated
10. It can link learners to other content, experts, and
peers
Factors Limiting the Use of E-Learning
1. Cost
Levels of internet-based training 2. Lack of motivation of employees to learn online
3. Lack of management buy-in
4. Lack of employee intranet access
5. Lack of proof concerning return on investment
6. Lack of high-quality content
Intelligent Tutoring Systems
Intelligent tutoring systems (ITS) -instructional systems
using artificial intelligence
There are three types of ITS:
–tutoring
–coaching
Characteristics of E-Learning Content –empowering environments
Tutoring is a structured attempt to increase trainee
understanding of a content domain
Components of intelligent tutoring systems:
Advantages of E-learning
1. It supports company’s business strategy and
objectives
2. It is accessible at any time and any place Characteristics of Intelligent Tutoring Systems (ITS):
3. The audience can include employees and 1. ITS has the ability to match instruction to
managers as well as vendors, customers, and individual student needs
clients 2. ITS can communicate and respond to the student
3. ITS can model the trainee’s learning process
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4. ITS can decide, on the basis of a trainee’s previous –document management

performance, what information to provide –electronic bulletin board
5. ITS can make decisions about the trainee’s level of
understanding A popular brand of groupware is Lotus Notes
6. ITS can complete a self-assessment resulting in a
modification of its teaching process Training Support Technologies:Electronic Performance
Support Systems
Distance Learning An electronic performance support system (EPSS) is an
Distance learning is used by geographically dispersed electronic infrastructure that:
companies to provide information about new products, –captures, stores, and distributes individual and corporate
policies, procedures, and skills training and expert lectures knowledge assets throughout an organization, to
to field locations –enables individuals to achieve required levels of
performance in the fastest possible time and with a
Features two-way communications between people. minimum of support from other people
Involves two types of technology:
–teleconferencing Technologies for Training Administration
–individualized, personal-computer-based training 1. Interactive Voice Technology
2. Imaging
Technologies for Training Support 3. Training Software Applications
1. Expert Systems
2. Groupware Use of new technology training methods should be
3. Electronic Performance Support Systems (EPSS) considered under certain conditions:
1.Sufficient budget has been provided to develop and use
Conditions When Training Support Technologies Are Most new technology
Needed: 2.Trainees are geographically dispersed and travel costs
1. Performance of task is infrequent related to training are high
2. The task is lengthy, difficult, and information 3.Trainees are comfortable using technology including:
intensive - the web
3. The consequences of error are damaging - personal computers
4. Performance relies on knowledge, procedures, or - CD-ROMs
approaches that frequently change 4.The increased use of technology is part of the company’s
5. There is high employee turnover business strategy
6. Little time is available for training, or resources are 5.Employees have a difficult time attending scheduled
few training programs
7. Employees are expected to take full responsibility 6.Current training methods allow limited time for practice,
for learning and performing tasks feedback, and assessment
Training Support Technologies:Expert Systems
CHAPTER 9
Expert systems -technology that organizes and applies the
knowledge of human experts to specific problems
EMPLOYEE DEVELOPMENT
Used as a support tool that employees refer to when they
have problems or decisions they feel exceed their current
knowledge and skills
Development refers to formal education, job experiences,
Expert systems have three elements: relationships, and assessments of personality and abilities
1.A knowledge base that contains facts, figures, and rules that help employees perform effectively in their current or
about a specific subject future job and company.
2.A decision making capability that draws conclusions from
those facts and figures to solve problems and answer Comparison Between Training and Development
questions
3.A user interface that gathers and gives information to the
person using the system
Training Support Technologies:Groupware
Groupware (electronic meeting software) -a special type of
software application that enables multiple users to track,
share, and organize information, and to work on the same
document simultaneously
Companies have been using groupware to improve
business processes, to improve meeting effectiveness, as
well as to identify and share knowledge in the organization Why is employee development important?
Employee development is a necessary component of a
A groupware system combines such elements as: company’s efforts to:
–electronic mail –improve quality
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–retain key employees Supplementing formal courses from consultants or

–meet the challenges of global competition and social university faculty with other types of training and
change development activities
–incorporate technological advances and changes in work
design Assessment involves collecting information and providing
feedback to employees about their behavior,
Approaches to Employee Development communication style, or skills
Used most frequently to:
–identify employees with managerial potential
–measure current managers’ strengths and weaknesses
–identify managers with potential to move into higher-
level executive positions
–work with teams to identify members’ strengths and
weaknesses, and factors that inhibit productivity
Popular Assessment Tools
Formal Education
Formal education programs include:
–off-site and on-site programs designed specifically for the
company’s employees
–short courses offered by consultants or universities
–executive MBA programs Assessment Tools: Myers-Briggs (MBTI)
–university programs in which participants actually live at Most popular psychological test for employee
the university while taking classes development
Examples of development programs at GE Used for understanding such things as:
–communication
–motivation
–teamwork
–work styles
–leadership
McGraw-Hill/Irwin
Examples of MBTI Use:
Can be used by salespeople who want to become more
effective at interpersonal communication by learning
things about their own personality styles and the way they
are perceived by others
Can help develop teams by matching team members with
assignments that allow them to capitalize on their
preferences
Can help employees understand how the different
preferences can lead to useful problem solving
Assessment Tools: Assessment Center
The assessment center is a process in which multiple raters
or evaluators evaluate employees’ performance on a
number of exercises
–usually held at an off-site location
–used to identify if employees have the abilities,
personality, and behaviors for management jobs
Important trends in executive education: –used to identify if employees have the necessary skills to
Increasing use of distance learning by many companies and work in teams
universities
Companies and the education provider create short,
custom courses, with content designed specifically to
needs of the audience
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Examples of Skills Measured by Assessment Center Managers must frequently give employees performance
Exercises feedback
Managers also need to monitor employees’ progress in
carrying out the action plan
Assessment Tools: 360-Degree Feedback System
Assessment Tools: Benchmarks

Benchmarks is an instrument designed to measure
important factors in being a successful manager. Items
measured are based on research that examines the lessons
executives learn at critical events in their careers. This Activities involved in development planning using the
includes items that measure managers’ skills in dealing 360-degree feedback process:
with subordinates, acquiring resources, and creating a
productive work climate 1.Understand strengths and weaknesses
- Review ratings for strengths and weaknesses
Skills Related to Managerial Success - Identify skills or behaviors where self and others’
Resourcefulness ratings agree and disagree
Doing whatever it takes 2.Identify a development goal
Being a quick study - Choose a skill or behavior to develop
Building and mending relationships - Set a clear, specific goal with a specified outcome
Leading subordinates 3.Identify a process for recognizing goal accomplishment
Compassion and sensitivity 4.Identify strategies for reaching the development goal
Straightforwardness and composure - Establish strategies such as reading, job
Setting a developmental climate experiences, courses, and relationships
Confronting problem subordinates - Establish strategies for receiving feedback on
Team orientation progress
Balance between personal life and work - Establish strategies for receiving reinforcement for
Decisiveness new skills or behavior
Self-awareness
Hiring talented staff Factors necessary for a 360-degree feedback system to be
Putting people at ease effective:
Acting with flexibility The system must provide consistent (reliable) ratings
McGraw-Hill/Irwin Feedback must be job-related (valid)
The system must be easy to use, understandable, and
Assessment Tools:Performance Appraisals relevant
Performance appraisal-the process of measuring The system must lead to managerial development
employees’ performance
360-Degree Feedback:Important Issues to Consider
Approaches for measuring performance: Who will the raters be?
–ranking employees How will you maintain the confidentiality of the raters?
–rating work behaviors What behaviors and skills are job-related?
–rating the extent to which employees have desirable How will you ensure full participation and complete
traits believed to be necessary for job success (e.g., responses from every employee who is asked to be a
leadership) rater?
–directly measuring the results of work performance (e.g., What will the feedback report include?
productivity) How will you ensure that managers receive and act on the
feedback?
Conditions under which performance measurement is
useful for development: Job Experiences
The appraisal system must give employees specific Job experiences refer to relationships, problems, demands,
information about their performance problems and ways tasks, or other features that employees face in their
they can improve their performance jobs.Most employee development occurs through job
Managers must be trained in providing performance experiences. A major assumption is that development is
feedback most likely to occur when there is a mismatch between the
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employee’s skills and past experiences and the skills 5.Job rotation is linked with the career management
required for the job process so employees know the development needs
addressed by each job assignment
To be successful in their jobs, employees must stretch their 6.Benefits of rotation are maximized and costs are
skills. They must be forced to learn new skills, apply their minimized through managing time of rotations to reduce
skills and knowledge in a new way, and master new workload costs and help employees understand job
experiences. rotation’s role in their development plans
Job Demands and Lessons Learned from Them Interpersonal Relationships
Employees can also develop skills and increase their
knowledge about the company and its customers by
interacting with a more experienced organizational
member
Two types of interpersonal relationships used to develop
employees:
–Mentoring
–Coaching
Characteristics of Successful Formal Mentoring Programs:
Mentor and protégé participation is voluntary
–relationship can be ended at any time without fear of
punishment
Mentor-protégé matching process does not limit the ability
of informal relationships to develop
Mentors are chosen on the basis of:
–their past record in developing employees
–willingness to serve as a mentor
–evidence of positive coaching, communication, and
How Job Experiences are Used for Employee Development: listening skills
The purpose of the program is clearly understood
The length of the program is specified
A minimum level of contact between the mentor and
protégé is specified
Protégés are encouraged to contact one another to discuss
problems and share successes
The mentor program is evaluated
Employee development is rewarded
Coaching Relationships
Coach –a peer or manager who works with employees to:
–motivate them
–help them develop skills
–provide reinforcement and feedback
Coaches need to be able to suggest effective improvement
actions
The Development Planning Process
The development planning processinvolves:
–identifying development needs
–choosing a development goal
–identifying the actions that need to be taken by the
employee and the company to achieve the goal
–determining how progress toward goal attainment will be
Characteristics of Effective Job Rotation Systems measured
1.Job rotation is used to develop skills as well as give –investing time and energy to achieve the goal
employees experience needed for managerial positions –establishing a timetable for development
2.Employees understand specific skills that will be McGraw-Hill/Irwin
developed by rotation
3.Job rotation is used for all levels and types of employees An emerging trend in development is that the employee
4.All employees have equal opportunities for job rotation must initiate the development planning process. The
assignments
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development approach used is dependent on the needs

and development goal Training Situations That May Result in Legal Action:
1. Failing to provide required training
Responsibilities in the Development Planning Process: 2. Incurring employee injury during a training activity
3. Incurring injuries to employees or others outside
the training session
4. Incurring breach of confidentiality or defamation
5. Reproducing and using copyrighted material in
training classes without permission
6. Excluding women, minorities, and older Americans
from training programs
7. Not ensuring equal treatment while in training
8. Requiring employees to attend training programs
they find offensive
9. Revealing discriminatory information during a
training session
10. Not accommodating trainees with disabilities
11. Incorrectly reporting training as an expense or
failing to report training reimbursement as income
Cross-Cultural Preparation
Cross-cultural preparationinvolves educating employees
and their families who are to be sent to a foreign country
(i.e., expatriates)
To successfully conduct business in the global market
place, employees must understand the business practices
and the cultural norms of different countries
Types of Employees in Global Companies
Parent-country national:Employee whose country of origin
is where the company has its headquarters (i.e.,
expatriate)
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
Hofstede’s Cultural Dimensions
- Power Distance
- Uncertainty Avoidance
- Individualism –Collectivism
Company Strategies for Providing Development: - Masculinity –Femininity
1. Individualization - Long-term –Short-term Time Orientation
2. Learner Control
3. Ongoing Support To prepare employees for cross-cultural assignments,
companies need to provide cross-cultural training.
CHAPTER 10 To be successful in overseas assignments, expatriates need
to be:
SPECIAL ISSUES IN TRAINING ANG EMPLOYEE 1.Competent in their area of expertise
DEVELOPMENT 2.Able to communicate verbally and nonverbally in the
host country
3.Flexible, tolerant of ambiguity, and sensitive to cultural
Trainers are often forced to deal with a wide variety of differences
important issues that fall outside the traditional discussion 4.Motivated to succeed, able to enjoy the challenge of
of the components of instructional system design. working in other countries, and willing to learn about the
host country’s culture, language, and customs
Training Issues Resulting from the External Environment: 5.Supported by their families
1. Legal Issues
2. Cross-Cultural Preparation Foreign Assignments
3. Managing Work Force Diversity Foreign assignments involve three phases:
4. School-to-Work Transition –Pre-departure Phase
5. Welfare-to-Work Programs –On-Site Phase
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–Repatriation Phase Managing Work Force Diversity

Managing diversityinvolves creating an environment that
Training is necessary in all three phases allows all employees to contribute to organizational goals
and experience personal growth
Pre-departure Phase
Employees need to receive language training and an This includes:
orientation in the new country’s culture and customs –Access to jobs
–The family should be included in the orientation –Fair and positive treatment of all employees
–Expatriates and their families need information about
housing, schools, recreation, shopping, and health care Managing diversity requires the company to develop
facilities in the area where they will live employees so that they are comfortable working with
–Experiential training methods are most effective in others from a wide variety of ethnic, racial, and religious
assignments that require significant interpersonal backgrounds. Managing diversity may require changing the
interaction with host nationals company culture
On-Site Phase The goals of diversity training are:
Training involves continued orientation to the host country 1. To eliminate values, stereotypes, and managerial
and its customs and cultures through formal programs or practices that inhibit employees’ personal
through a mentoring relationship development
–Expatriates and their families may be paired with a 2. To allow employees to contribute to organizational
mentor from the host country who helps them understand goals regardless of their race, age, physical
the new, unfamiliar work environment and community condition, sexual orientation, gender, family
status, religious orientation, or cultural
Repatriation Phase background
Prepares expatriates for return to the parent company and
country from the foreign assignment. Expatriates and their How Managing Cultural Diversity Can Provide
families are likely to experience high levels of stress and Competitive Advantage
anxiety when they return because of the changes that have
occurred since their departure
Many expatriates decide to leave the company because
the assignment they are given upon return has less
responsibility, challenges, and status than the foreign
assignment. Employees should be encouraged to self-
manage the repatriation process
Implications of Cultural Dimensions for Training Design:
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Cycle of disillusionment resulting from managing diversity Characteristics of Successful Diversity Efforts:
through adherence to legislation:Minorities and Women 1. Top management provides resources, personally
intervenes, and publicly advocates diversity
2. The program is structured
3. Capitalizing on a diverse work force is defined as a
business objective
4. Capitalizing on a diverse work force is seen
necessary to generate revenue and profits
5. The program is evaluated
6. Manager involvement is mandatory
7. The program is seen as a culture change, not a
one-shot program
8. Managers and demographic groups are not blamed
for problems
9. Behaviors and skills needed to successfully interact
with others are taught
10. Managers are rewarded on progress toward
meeting diversity goals
School-to-Work Transition
School-to-work transition programscombine classroom
experiences with work experiences to prepare high school
students for employment
To successfully manage a diverse work force, companies School-to-Work Opportunities Actencourages partnerships
need to ensure that: between educational institutions, employers, and labor
1. Employees understand how their values and unions
stereotypes influence their behavior toward others –Every school-to-work system required to include work-
of different gender, ethnic, racial, or religious based learning, school-based learning, and activities that
backgrounds match students with employers
2. Employees gain an appreciation of cultural
differences among themselves Training’s Role in Welfare-to-Work Programs
3. Behaviors that isolate or intimidate minority group There are two methods for training welfare recipients:
members improve –The first model involves government agencies referring
welfare recipients to a company-sponsored training
These goals can be accomplished through diversity training program subsidized with money and tax credits from the
programs! government
–The second method is for state and local governments to
Diversity Training Programs provide life and skills training directly to welfare recipients
Diversity training-training designed to change employee Example:Marriott International’s Pathways to
attitudes about diversity and/or developing skills needed Independence Program
to work with a diverse work force
Six-week program consists of classroom training and work
Diversity training programs differ according to whether sessions in Marriott properties. Applicants must have a
attitude changeor behavior changeis emphasized sixth grade reading level, pass a drug test, and
demonstrate a desire to work. Less than 25 percent of
Attitude Awareness and Change Programs applicants are accepted. Participants often need to
–Focus on increasing employees’ awareness of differences develop bothjob skills and life management skills to
in cultural and ethnic backgrounds, physical characteristics, succeed.
and personal characteristics that influence behavior
toward others Training Issues Related to Internal Needs of the Company
–The assumption is that by increasing their awareness of
stereotypes and beliefs, employees will be able to avoid
negative stereotypes
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 immersionis also used
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Deloitte & Touche’s Recommendations for Melting the The biggest challenge companies face is how to balance
Glass Ceiling: advancing current employees’ careers with simultaneously
1. Make sure that senior management supports and attracting and acquiring employees with new skills.The
is involved in the program growing use of teams is influencing the concept of careers
2. Make a business case for change –e.g., project careers
3. Make the change public
4. Using task forces, focus groups, and Changes in the concept of career affect:
questionnaires, gather data on problems causing –employees’ motivation to attend training programs
the glass ceiling –the outcomes they expect to gain from attendance
5. Create awareness of how gender attitudes affect –their choice of programs
the work environment –how and what they need to know
6. Create accountability through reviews of
promotion rates and assignment decisions What Is Career Management?
7. Promote development for all employees Career managementis the process through which
employees:
Joint Union-Management Programs –Become aware of their own interests, values, strengths,
- Provide a wide range of services designed to help and weaknesses
employees learn skills that are directly related to –Obtain information about job opportunities within the
their job company
- Develop skills that are “portable” –i.e., valuable to –Identify career goals
employers in other companies or industries –Establish action plans to achieve career goals
- Both employers and unions contribute money to
run the programs and both oversee their operation From the company’s perspective, the failure to motivate
- Joint Union-Management Programs (continued) employees to plan their careers can result in:
–a shortage of employees to fill open positions
Example:The United Auto Workers –Ford Education –lower employee commitment
Development and Training Program –inappropriate use of monies allocated for training and
–Life / Education Planning Program development programs
–Education and Training Assistance Plan
–Skills Enhancement Program From the employees’ perspective, lack of career
–College and University Options Program management can result in:
–Targeted Education, Training, or Counseling –frustration
–Retirement Planning Program –feelings of not being valued by the company
–Financial Education Program –being unable to find suitable employment should a job
change be necessary due to mergers, acquisitions,
The Succession Planning Process restructuring, or downsizing
1.Identify what positions are included in the plan
2.Identify the employees who are included in the plan Career Management and Career Motivation
3.Develop standards to evaluate positions Career motivationrefers to:
4.Determine how employee potential will be measured –Employees’ energy to invest in their careers
5.Develop the succession planning review –Their awareness of the direction they want their careers
6.Link the succession planning system to other human to take
resource systems –The ability to maintain energy and direction despite
7.Determine what feedback is provided to employees barriers they may encounter
Training and Pay Systems Career motivation has three aspects:
Training is increasingly linked to employees’ compensation –Career resilience
–skill-based pay systems –Career insight
–knowledge-based pay systems –Career identity
Employees’ pay is based primarily on the knowledge and Career resilience –the extent to which employees are able
skills they possess rather than the knowledge or skills to cope with problems that affect their work
necessary to perform the current job
Career insight involves:
CHAPTER 11
–how much employees know about their interests, skill
strengths, and weaknesses
–the awareness of how these perceptions relate to their
CAREERS AND CAREER MANAGEMENT career goals
Career identity –the degree to which employees define
their personal values according to their work
Introduction
Career development is important for companies to create
and sustain a continuous learning environment
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The Value of Career Motivation Model of Career Development

Career development is the process by which employees
progress through a series of stages. Each stage is
characterized by a different set of developmental tasks,
activities, and relationships
There are four career stages:
–Exploration
–Establishment
–Maintenance
–Disengagement
What Is A Career?
Traditional Career
–Sequence of positions held within an occupation
–Context of mobility is within an organization
–Characteristic of the employee
Protean Career
–Frequently changing based on changes in the person and
changes in the work environment
–Employees take major responsibility for managing their
careers
–Based on self-direction with the goal of psychological
success in one’s work
Comparison of Traditional Careerand Protean Career:
The career management process:
Components of the Career Management Process:

Self-Assessment
–Use of information by employees to determine their
career interests, values, aptitudes, and behavioral
tendencies
–Often involves psychological tests
Reality Check
–Information employees receive about how the company
evaluates their skills and knowledge and where they fit
into company plans
Components of the Career Management Process: (2 of 2)
Goal Setting
Different generations of employees have different career –The process of employees developing short-and long-
needs and interests: term career objectives
–Usually discussed with the manager and written into a
development plan
Action Planning
–Employees determining how they will achieve their short-
and long-term career goals
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Design factors of Effective Career Management Systems: HR Manager’s Role in Career Management
1.System is positioned as a response to a business need or 1. Provide information or advice about training and
supports a business strategy development opportunities
2.Employees and managers participate in development of 2. Provide specialized services such as testing to
the system determine employees’ values, interests, and skills
3.Employees are encouraged to take active roles in career 3. Help prepare employees for job searches
management 4. Offer counseling on career-related problems
4.Evaluation is ongoing and used to improve the system
5.Business units can customize the system for their own Company’s Role in Career Management
purposes Companies are responsible for providing employees with
6.Employees need access to career information sources the resources needed to be successful in career planning:
7.Senior management supports the career system –Career workshops
8.Career management is linked to other human resource –Information on career and job opportunities
practices such as training, recruiting systems, and –Career planning workbooks
performance management –Career counseling
9.System creates a large, diverse talent pool –Career paths
10.Information about career plans and talent is accessible
to all managers Evaluating Career Management Systems
Career management systems need to be evaluated to
Elements of Career Management Websites ensure that they are meeting the needs of employees and
the business
Two types of outcomes can be used to evaluate:
–Reactions of the customers (employees and managers)
who use the career management system
–Results of the career management system
Evaluation of a career management system should be
based on its objectives
CHAPTER 12
Shared Responsibility:Roles in Career Management
1. Manager
2. Employees SPECIAL CHALLENGES IN CAREER MANAGEMENT
3. Company
4. HR Manager
Employees’ Role in Career Management Introduction
1. Take the initiative to ask for feedback from Supportive work-life culture –a company culture that:
managers and peers regarding their skill strengths –acknowledges and respects family and life responsibilities
and weaknesses and obligations
2. Identify their stage of career development and –encourages managers and employees to work together to
development needs meet personal and work needs
3. Seek challenges by gaining exposure to a range of
learning opportunities Helping employees balance work and life, benefits the
4. Interact with employees from different work business and employees’ personal lives
groups inside and outside the company
5. Create visibility through good performance Work-Life Balance
Employee’s Perspective
Managers’ Role in Career Management Trying to manage work obligations as well as family and life
responsibilities
Employer’s Perspective
The challenge of creating a supportive company culture
where employees can focus on their jobs while at work
If companies do not help their employees with their
personal lives, they may leave for jobs with other
companies in other areas that do.
Special Challenges in Career Management
Socialization and Orientation
Dual-Career Paths
Plateauing
Skills Obsolescence
Work and Non-work Policies
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Balancing Work and Life 6. Introduction to co-workers

Coping With Job Loss
Dealing With Older Workers Miscellaneous
1. Community
Socialization and Orientation 2. Housing
Organizational socialization-the process by which new 3. Family adjustment
employees are transformed into effective members of the
company Characteristics of Effective Orientation Programs
1. Employees are encouraged to ask questions
The purpose of orientationis to: 2. Program includes information on both technical
–Prepare employees to perform their jobs effectively and social aspects of the job
–Learn about the organization 3. Orientation is the responsibility of the new
–Establish work relationships employee’s manager
4. New employees are not debased or embarrassed
Phases of the Socialization Process 5. Formal and informal interactions with managers
1. Anticipatory Socialization and peers occur
2. Encounter 6. Programs involve relocation assistance
3. Settling In 7. Employees receive information about the
company’s products, services, and customers
What Employees Should Learn and Develop Through
Socialization: Dual-Career Paths
A career pathis a sequence of job positions involving
similar types of work and skills that employees move
through in the company.For companies with professional
employees, a key issue is how to ensure that they feel they
are valued. The traditional career path modelhas limited
advancement opportunities for those in the technical
career path
A dual-career-path system enables employees to remain in

a technical career path or move into a management career
path.
Example of Dual-Career-Path System
Socialization and Orientation Programs

Play an important role in socializing employees
Effective socialization programs result in employees having
a strong commitment and loyalty to the company, This
reduces turnover
Effective orientation programs include active involvement
of the new employee. Effective programs have peers,
managers, and senior co-workers actively involved
Content of Orientation Programs
1. Company-Level Information
2. Company overview
3. Key policies and procedures
4. Compensation
5. Employee benefits & services
6. Safety & accident protection
7. Employee & union relations
8. Physical facilities
9. Economic factors
10. Customer relations
Department-Level Information
1. Department functions
2. Job duties & responsibilities
3. Policies, procedures, rules Traditional career path for scientists and managers:
4. Performance expectations
5. Tour of department
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- Employee is encouraged to seek career counseling

- Employee does a reality check on his or her
solutions
Skills Obsolescence
Obsolescence –a reduction in an employee’s competence
resulting from a lack of knowledge of new work processes,
techniques, and technologies that have developed since
the employee completed her education
Not just a concern of technical and professional
occupations, all employees are at risk. Obsolescence needs
to be avoided if companies are trying to become learning
organizations
Factors Related to Updating Skills
Characteristics of Effective Career Paths

- Salary, status, and incentives for technical
employees compare favorably with those of
managers
- Individual contributors’ base salary may be lower
than managers’, but they are given opportunities
to increase their total compensation through
bonuses
- The individual contributor career path is not used
to satisfy poor performers who have no managerial
potential
- The career path is for employees with outstanding
technical skills
Individual contributors are given the opportunity to choose Additional Steps to Avoid Obsolescence
their career path 1.Provide employees with the opportunity to exchange
–The company provides assessment resources information and ideas
–Assessment information enables employees to make 2.Give employees challenging job assignments early in
comparisons between their interests and abilities with their careers
those of employees in technical and managerial positions 3.Provide job assignments that challenge employees and
require them to “stretch” their skills
Plateauing 4.Provide rewards for updating behaviors, suggestions, and
Plateauing means that the likelihood of the employee innovations
receiving future job assignments with increased 5.Allow employees to:
responsibility is low. Mid-career employees are most likely - attend professional conferences
to plateau. Plateauing becomes dysfunctional when the - subscribe to professional journals and magazines
employee feels stuck in a job that offers no potential for - enroll in university, technical school, or community
personal growth. Such frustration results in poor job college courses at low or no cost
attitude, increased absenteeism, and poor job 6.Encourage employees to interact in person or
performance electronically to discuss problems and new ideas
Reasons Employees Can Plateau Balancing Work and Life
1. Discrimination based on age, gender, or race Families with a working husband, homemaker wife, and
2. Lack of ability two or more children account for only 7 percent of
3. Lack of training American families. The increasing number of two-career
4. Low need for achievement couples and single heads of households creates a challenge
5. Unfair pay decisions or dissatisfaction with pay for companies. Companies have to carefully consider how
raises to manage employees who are simultaneously meeting the
6. Confusion about job responsibilities needs of both work and family
7. Slow company growth resulting in reduced
development opportunities Family and Medical Leave Act (FMLA)
Possible Remedies for Plateaued Employees There are two roles that training can play in balancing work
- Employee understands the reasons for plateauing and non-work:
- Employee is encouraged to participate in
development activities
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–trainers and managers may be responsible for developing 4.Allocate resources for communicating the program to
policies and procedures employees and managers
–trainers may be responsible for developing training 5.Request feedback from users to make adjustments to the
programs to teach managers their role in administering program
and overseeing the use of work-life policies
Coping With Job Loss
Types of Work-Life Conflict Important career management issue because of the
1. Time-Based Conflict increased use of downsizing to deal with excess employees
2. Strain-Based Conflict resulting from corporate restructuring, mergers,
3. Behavior-Based Conflict acquisitions, and takeovers
Company Policies to Accommodate Work and Non-work: Companies that lay off employees can experience lowered
1. Identifying work and life needs and communicating job commitment, distrust of management, and difficulties
information about work and non-work policies and recruiting new employees. Job loss causes stress and
job demands disrupts the personal lives of laid-off employees
2. Flexibility in work arrangements and work
3. Schedules From a career management standpoint, companies and
4. Redesigning jobs managers have two major responsibilities:
5. Managerial support for work-life policies –They are responsible for helping employees who will lose
6. Dependent care support: child and elder care their jobs
–Steps must be taken to ensure that the “survivors” of the
Example of work-life programsat Bank of America: layoff (remaining employees) remain productive and
- Child Care Plus committed to the organization
- Adoption Reimbursement
- Tuition Reimbursement Outplacement services should include:
- Flexible Work Arrangements 1. Advance warning and explanation for a layoff
- Time Off and Leaves 2. Psychological, financial, and career counseling
- Employee Assistance Program 3. Assessment of skills and interests
- LifeWorks© 4. Job campaign services (e.g., résumé-writing
assistance)
Examples of Alternative Work Schedules and Work 5. Job banks
Arrangements 6. Electronic delivery of job openings, self-directed
1. Traditional career management guides, and values and
2. Flextime interest inventories
3. Compressed Workweek
4. Temporary Work Dealing With Older Workers
5. Job Sharing - Age Discrimination in Employment Act
6. Part-Time Work - Meeting the needs of older workers
7. Shift Work - Pre-retirement socialization
8. Telecommuting - Retirement
9. Reduced Work Hours - Early retirement programs
10. Hoteling
Meeting the Needs of Older Workers
For Job Sharingto be Effective: Flexibility in scheduling to allow for care of sick spouses,
1.The impact of job sharing on clients and customers must return to school, travel, or reduced work hours. Older
be determined workers should receive the training they need to avoid skill
2.The employee interested in job sharing must find obsolescence and to be prepared to use new technology.
another employee performing the same job who wants Older employees need resources and referral help that
reduced work hours addresses long-term care and elder care
3.The two people sharing the job need to have similar
work values and motivations Assessment and counseling to help older workers
4.The manager must actively communicate with the job- –recycle to new jobs or careers, or
sharing employees and accept the fact that they might not –Transition to less secure positions whose responsibilities
be immediately available for consultation are not as clearly outlined
5.Meeting schedules, work assignments, and vacation
schedules need to be carefully coordinated Companies need to ensure that employees do not hold
6.Performance evaluation of job sharers needs to include inappropriate stereotypes about older employees
both an individual and team appraisal
Preretirement Socialization Programs
Recommendations for the Development of Dependent 1. Typically address the following topics:
Care Assistance Programs: 2. Psychological aspects of retirement
1.Use surveys and focus groups to determine need 3. Housing (i.e., transportation, costs, proximity to
2.Develop a philosophy or rationale related to business medical care)
objectives 4. Health during retirement
3.Solicit employees’ participation in designing and 5. Financial planning, insurance, and investments
implementing the program 6. Health care plans
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7. Estate planning –software such as Lotus Notesand intranets

8. The collection of benefits from company plans and –growing emphasis on creating a learning organization
Social Security
Trainers and the training department likely will:
Early Retirement Programs –manage knowledge
To avoid costly litigation, companies need to make sure –coordinate organizational learning
that their early retirement programs contain the following
features: Learning Management Systems (LMS)
–The program is part of the employee benefit plan Used to automate the administration of online learning
–The company can justify age-related distinctions for systems
eligibility for early retirement
–Employees are allowed to voluntarily choose early Can help companies:
retirement –reduce travel costs related to training
–reduce time for program completion
–increase employees’ accessibility to training across the
CHAPTER 13
business
–provide administrative capabilities to track program
THE FUTURE OF TRAINING AND DEVELOPMENT completion and course enrollments
Important for human capital management
Human capital management –integrates training with the
Future Trends That Will Affect Training human resource function to determine:
1.The use of new technologies for training delivery will –how training dollars are spent, and
increase –how that expense relates to business dollars for the
2.Demand for training for virtual work arrangements will company
rise
3.Emphasis on capture and storage and use of intellectual Accomplished through a software system that integrates
capital will increase all human resource management activities with each other
4.Companies will rely on learning management systems,
integration with business processes, and real-time learning How should an LMS be developed?
5.Training will focus on business needs and performance 1.Senior management needs to be convinced that an LMS
6.Training departments will develop partnerships and will will
outsource - benefit employees
7.Training and development will be viewed more from a - improve business functions
change model perspective - contribute to overall business strategy and goals
2.The company must have an e-learning culture that
New Technologies for Training Delivery supports online learning and encourages employee
- Cost of these new technologies will decrease participation
- Companies can use technology to better prepare 3.The online learning environment needs to be under the
employees to service customers and generate new control of the learner
business
- Training costs will be substantially reduced Functional Areas and Applications of Real-Time Extended
through use of new technologies Business:
- Technologies allow trainers to build into training
many of the desirable features of a learning
environment
- Technology will allow training to be delivered to
contingent, decentralized employees in a timely,
effective manner
Virtual Work Arrangements
Virtual work arrangements:
–Work that is conducted in a remote location
–Employee has limited contact with peers
–Employee able to communicate electronically
Two training challenges:
–Companies have to invest in training delivery methods
that facilitate digital collaboration
–Teams and employees must be provided the tools they Business Needs and Performance
need for finding knowledge Training departments will have to ensure that they are
seen as helping the business functions to meet their needs.
Intellectual Capital
Companies will increasingly seek ways to turn employees’ Requires a shift from training as the solutionto business
knowledge (intellectual capital) into a shared company problems to a performance analysis approach
asset because of:
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–Involves identifying performance gaps or deficiencies and A Change Model

examining training as one possible solution for the
business units (the customers)
Two ways that training departments will need to be
involved are:
(1) focusing on interventions related to performance
improvement
(2) providing support for high-performance work systems
Training departments’ responsibilities will include a greater
focus on systems that employees can use for information
on an as-needed basis
Partnerships and Outsourcing
Companies are turning to external suppliers for their
training services because:
–downsizing has caused reductions in training staffs
–employees are needing to learn specialized new
knowledge
–demand for training services is fluctuating
External suppliers can be used as partners or as sole
providers of training services Methods to Determine Whether Change is Necessary
Viewing training from a systems perspective means that
Outsourcing –the reliance on external suppliers to provide companies and trainers need to understand both internal
training services and external environments. They need to understand the
effectiveness and efficiency of current training practices.
Application service provider (ASP) –a company that rents They need to be aware of other companies’ practices to
out access to software for a specific application ensure that their training practices are the best possible
–Major benefit is that company resources are not used to
purchase or maintain an internal network or intranet Methods to Determine Whether Change is Necessary:
Benchmarking
Training and Development from a Change Model Benchmarking provides information about other
Perspective: companies’ practices. Trainers need to take several things
For new training or development practices to be into account when benchmarking:
successfully implemented, they must first be accepted by –Information about internal processes must be gathered to
managers, upper management, and employees. For serve as a comparison for best practices
managers and employees, change is not easy. Resistance –The purpose of benchmarking and the practice to be
to new training and development practices is likely. benchmarked must be clearly identified
Training and development should be viewed from a change –Upper-level management needs to be committed to it
model perspective –Quantitative and qualitative data should be collected
The process of change is based on the interaction among Example: Xerox’s Benchmarking Practices
four components of the organization: 1.Identify what is to be benchmarked
–Task 2.Identify comparable companies
–Employees 3.Determine data collection methods and collect data
–Formal organization arrangements 4.Determine current performance levels
–Informal organization 5.Project future performance levels
6.Communicate benchmark results and gain acceptance
Different types of change-related problems occur 7.Establish functional goals
depending on the organizational component that is 8.Develop action plans
influenced by the change 9.Implement action plans and monitor progress
10.Recalibrate benchmarks
Four change-related problems need to be considered for
any new training practice: Methods to Determine Whether Change is Necessary:
–Resistance to change Process Reengineering
–Control Process reengineering provides information about the
–Power effectiveness and efficiency of training systems within the
–Task redefinition company. Trainers need to understand their current
training practices and processes and evaluate them to
determine what should be changed. Reengineering is
critical to ensuring that the benefits of new training and
development programs can be realized
Reengineering is important when trying to:
–Deliver training using new technology
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–Streamline administrative processes and improve the

services the training department offers
–Review the training department functions
–Review a specific training program or development
program practice
Reengineering involves four steps:
–Identify the process to be reengineered
–Understand the process
–Redesign the process
–Implement the new process
The Reengineering Process
1. Identify the Process to Be Reengineered
2. Understand the Process
3. Redesign the Process
4. Implement the New Process
Organization Development and Change Management
Organization Development
Planned, systematic change process that uses behavioral
science knowledge and techniques to improve companies’
effectiveness by improving relationships and increasing
learning and problem-solving capabilities
Change Management
The process of ensuring that new interventions such as
training practices are accepted and used by employees and
managers
Change Management Steps
1. Overcoming Resistance To Change
2. Managing The Transition
3. Shaping Political Dynamics
4. Using Training To Explain New Tasks
Managers’ Misconceptions About Training
- Training is not valuable
- Training is an expense, not an investment
- Anybody can be a trainer
- The training department is a good place to put
poor performers
- Training is the responsibility of the trainers
Change Interventions
1. Survey Feedback
2. Process Consultation
3. Group Interventions
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Disusun oleh : Muhammad Firman (Akuntansi FE UI 2012)

PELATIHAN DAN PENGEMBANGAN SDM

Human Resource Management The need to demonstrate the benefits of training

What is training? Training Design Process

High-Leverage Training Instructional System Design (ISD)

–systematic How Managing Cultural Diversity Can Provide

- Coach / Performance Consultant Evolution of Training’s Role: Knowledge

Introduction: Business Strategy

Strategy impacts training with a strong influence on

Decisions a company must make about how to compete

Evolution of Training’s Role: Learning 3. With what will we compete?

The Roles and Duties of Managers in Companies That Use

–Create environment that encourages learning

Matrix Model Tactics to Market the Training Function

The Corporate University Model CHAPTER 3

Needs assessment involves: Advantages and Disadvantages of Needs Assessment

Questions to Ask in an Organizational Analysis Input

Goal Setting Theory

Reinforcement Theory Specific challenging goals result in better performance

Goal Orientation Adult Learning Theory

The Learning Process

Implications of the Learning Process for Instruction:

Program Design Transfer of Training Theories

Characteristics of a Positive Climate for Transfer of

Ways to Create and Share Knowledge(1 of 4) Formative Evaluation

2.Publish directories that list: Helps to ensure that:

5. To determine the financial benefits and costs of Results

Outcomes Used in Evaluating Training Programs:

- Reliability –degree to which outcomes can be

Skill-Based Outcomes Training Evaluation Practices

Training Program Objectives and Their Implications for

Evaluation Designs: Threats to Validity

Example of a Pretest / Posttest ComparisonGroup Design:

Methods to Control for Threats to Validity

Example of Return on Investment

Conditions for choosing a rigorous evaluation design:

Presentation Methods: Lecture –Orienting transferred or promoted employees to their

Disadvantages Skill Preparation and Development

–online communities of learning Technological Learning Environment

Blended Learning Environment

4. ITS can decide, on the basis of a trainee’s previous –document management

–retain key employees Supplementing formal courses from consultants or

Assessment Tools: Benchmarks

development approach used is dependent on the needs

–Repatriation Phase Managing Work Force Diversity

The Value of Career Motivation Model of Career Development

Components of the Career Management Process:

Balancing Work and Life 6. Introduction to co-workers

A dual-career-path system enables employees to remain in

Socialization and Orientation Programs

- Employee is encouraged to seek career counseling

Characteristics of Effective Career Paths

7. Estate planning –software such as Lotus Notesand intranets

–Involves identifying performance gaps or deficiencies and A Change Model

–Streamline administrative processes and improve the

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