07. training issues good ppt inc diversity

7/31/2019 07. Training Issues Good Ppt Inc Diversity

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McGraw- 2005 The McGraw-Hill Companies, Inc. All rights 10 -

10

Chapt

er

Special Issues inTraining and

Employee

Development


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Trainers are often forced to deal with a wide

variety of important issues that fall outside the

traditional discussion of the components of

instructional system design.


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Training Issues Resulting from the ExternalEnvironment:

Legal Issues

Cross-Cultural

Preparation

ManagingWork Force

Diversity

School-to-WorkTransition

Welfare-to-Work

Programs


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Training Situations That May Result in LegalAction: (1 of 2)

Failing to provide required training

Incurring employee injury during a training activity

Incurring injuries to employees or others outside the

training sessionIncurring breach of confidentiality or defamation

Reproducing and using copyrighted material intraining classes without permission

Excluding women, minorities, and older Americansfrom training programs


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Training Situations That May Result in LegalAction: (2 of 2)

Not ensuring equal treatment while in training

Requiring employees to attend training programs theyfind offensive

Revealing discriminatory information during atraining session

Not accommodating trainees with disabilities

Incorrectly reporting training as an expense or failingto report training reimbursement as income


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Cross-Cultural Preparation

Cross-cultural preparation involves educatingemployees and their families who are to be sent to aforeign country (i.e., expatriates)

To successfully conduct business in the global marketplace, employees must understand the businesspractices and the cultural norms of different countries


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Types of Employees in Global Companies

Parent-country national: Employee whosecountry of origin is where the company has itsheadquarters (i.e., expatriate)

Host-country national: Employee from the hostcountry

Third-country national: Employee who has a

country of origin different from both the parentcountry and host country where he or she works


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Hofstedes Cultural Dimensions

Power Distance

Uncertainty Avoidance

Individualism Collectivism

Masculinity Femininity

Long-term Short-term Time

Orientation


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To prepareemployees for

cross-culturalassignments,companies

need toprovide cross-culturaltraining.


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To be successful in overseas assignments,expatriates need to be:

1. Competent in their area of expertise

2. Able to communicate verbally and nonverballyin the host country

3. Flexible, tolerant of ambiguity, and sensitive tocultural differences

4. Motivated to succeed, able to enjoy thechallenge of working in other countries, and

willing to learn about the host countrysculture, language, and customs

5. Supported by their families


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Foreign Assignments

Foreign assignments involve three phases:Pre-departure Phase

On-Site Phase

Repatriation Phase

Training is necessary in all three phases


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Pre-departure Phase

Employees need to receive language training andan orientation in the new countrys culture andcustoms

The family should be included in the orientationExpatriates and their families need information abouthousing, schools, recreation, shopping, and health carefacilities in the area where they will live

Experiential training methods are most effective inassignments that require significant interpersonalinteraction with host nationals


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2005 The McGraw-Hill Companies, Inc. All rights 10 -

On-Site Phase

Training involves continued orientation to thehost country and its customs and cultures throughformal programs or through a mentoring

relationshipExpatriates and their families may be paired with amentor from the host country who helps themunderstand the new, unfamiliar work environment and

community


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Repatriation Phase (1 of 2)

Prepares expatriates for return to the parentcompany and country from the foreignassignment

Expatriates and their families are likely toexperience high levels of stress and anxiety whenthey return because of the changes that haveoccurred since their departure



Repatriation Phase (2 of 2)

Many expatriates decide to leave the companybecause the assignment they are given uponreturn has less responsibility, challenges, and

status than the foreign assignment

Employees should be encouraged to self-managethe repatriation process



Implications of Cultural Dimensions forTraining Design:(1 of 2)

CulturalDimension

Implications

Individualism Culture high in individualism expectsparticipation in exercises and questioningto be determined by status in the company

or culture.UncertaintyAvoidance

Culture high in uncertainty avoidanceexpects formal instructional environments.

Less tolerance for impromptu style.

Masculinity Culture low in masculinity valuesrelationships with fellow trainees.

Female trainers less likely to be resisted inlow-masculinity cultures.



Implications of Cultural Dimensions forTraining Design:(2 of 2)

CulturalDimension

Implications

PowerDistance

Culture high in power distance expectstrainer to be expert.

Trainers expected to be authoritarian and

controlling of session.

TimeOrientation

Culture with long-term orientation will havetrainees who are likely to acceptdevelopment plans and assignments.



Managing Work Force Diversity (1 of 2)

Managing diversity involves creating anenvironment that allows all employees tocontribute to organizational goals and experience

personal growth

This includes:

Access to jobs

Fair and positive treatment of all employees



Managing Work Force Diversity (2 of 2)

Managing diversity requires the company todevelop employees so that they are comfortableworking with others from a wide variety of

ethnic, racial, and religious backgrounds

Managing diversity may require changing thecompany culture



The goals of diversity training are:

To eliminate values, stereotypes, and managerialpractices that inhibit employees personaldevelopment

To allow employees to contribute toorganizational goals regardless of their race, age,physical condition, sexual orientation, gender,family status, religious orientation, or culturalbackground



How Managing Cultural Diversity CanProvide Competitive Advantage (1 of 2)

Argument Rationale1. Cost As organizations become more diverse, the

cost of a poor job in integrating workers willincrease.

Those who handle this well will thus create

cost advantages over those who dont.2. Resource Acquisition Companies develop reputations on favorability

as prospective employers for women andminorities.

Those with the best reputations for managingdiversity will be the most attractive employersfor women and minority groups.

An important edge in a tight labor market.

3. Marketing The insight and cultural sensitivity thatmembers with roots in other countries bring to

the marketing effort should improve these



How Managing Cultural Diversity CanProvide Competitive Advantage(2 of 2)

Argument Rationale4. Creativity Diversity of perspectives and less emphasis on

conformity to norms of the past shouldimprove the level of creativity.

5. Problem Solving Heterogeneity in decisions and problem-

solving groups potentially produces betterdecisions through a wider range ofperspectives and more through critical analysisof issues.

6. System Flexibility An implication of the multicultural model for

managing diversity is that the system willbecome less determinant, less standardized,and therefore more fluid.

The increased fluidity should create greaterflexibility to react to environmental changes(i.e., reactions should be faster and cost less).



Cycle of disillusionment resulting from managingdiversity through adherence to legislation:

Minorities andWomen Leave

the Organization

Organizational

Status Quo

ProblemIdentificati

on

Action Relaxation

Frustration

Disillusionment



To successfully manage a diverse workforce, companies need to ensure that:

Employees understand how their values andstereotypes influence their behavior towardothers of different gender, ethnic, racial, orreligious backgrounds

Employees gain an appreciation of culturaldifferences among themselves

Behaviors that isolate or intimidate minority

group members improveThese goals can be accomplished through diversity

training programs!



Diversity Training Programs (1 of 3)

Diversity training- training designed to changeemployee attitudes about diversity and/ordeveloping skills needed to work with a diversework force

Diversity training programs differ according towhetherattitude change orbehavior change is

emphasized


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Attitude Awareness and Change ProgramsFocus on increasing employees awareness ofdifferences in cultural and ethnic backgrounds, physicalcharacteristics, and personal characteristics thatinfluence behavior toward others

The assumption is that by increasing their awareness ofstereotypes and beliefs, employees will be able to avoid

negative stereotypes


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Behavior-Based ProgramsFocus on changing the organizational policies andindividual behaviors that inhibit employees personalgrowth and productivity

One approach is to identify incidents that discourageemployees from working up to their potential

Another approach is to teach managers and employees

basic rules of behavior in the workplaceCultural immersion is also used


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Characteristics of Successful DiversityEfforts: (1 of 2)

Top management provides resources, personallyintervenes, and publicly advocates diversity

The program is structured

Capitalizing on a diverse work force is defined as abusiness objective

Capitalizing on a diverse work force is seen necessaryto generate revenue and profits

The program is evaluated

Manager involvement is mandatory


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Characteristics of Successful DiversityEfforts: (2 of 2)

The program is seen as a culture change, not a one-shot program

Managers and demographic groups are not blamed

for problemsBehaviors and skills needed to successfully interactwith others are taught

Managers are rewarded on progress toward meeting

diversity goals


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School-to-Work Transition

School-to-work transition programs combineclassroom experiences with work experiences toprepare high school students for employment

School-to-Work Opportunities Actencouragespartnerships between educational institutions,employers, and labor unions

Every school-to-work system required to include work-

based learning, school-based learning, and activities thatmatch students with employers


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Trainings Role in Welfare-to-Work Programs(1 of 2)

There are two methods for training welfare recipients:The first model involves government agencies referringwelfare recipients to a company-sponsored training

program subsidized with money and tax credits from the

governmentThe second method is for state and local governments to

provide life and skills training directly to welfarerecipients


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Trainings Role in Welfare-to-Work Programs(2 of 2)

Example: Marriott Internationals Pathwaysto Independence Program

Six-week program consists of classroom training and

work sessions in Marriott propertiesApplicants must have a sixth grade reading level, pass adrug test, and demonstrate a desire to work

Less than 25 percent of applicants are accepted

Participants often need to develop both job skills and lifemanagement skills to succeed


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Training Issues Related to Internal Needs ofthe Company

The companys internal environment results inpressures which influence training practices:

The need to train managerial talent

Training and development opportunities for allemployees (regardless of their personal characteristics)

Use of the companys compensation system to motivateemployees to learn


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Training Issues Related to Internal Needs of theCompany:

Basic SkillsTraining Melting theGlass Ceiling

Joint Union-

ManagementPrograms

SuccessionPlanning

DevelopingManagers withDysfunctional

Behaviors

Training and PaySystems


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Deloitte & Touches Recommendations for Meltingthe Glass Ceiling:

Make sure that senior managementsupports and is involved in the program

Make a business case for change

Make the change public

Using task forces, focus groups, andquestionnaires, gather data on problemscausing the glass ceiling

Create awareness of how gender attitudesaffect the work environment

Create accountability through reviews ofpromotion rates and assignment decisions

Promote development for all employees


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Joint Union-Management Programs

Provide a wide range of services designed to helpemployees learn skills that are directly related to their job

Develop skills that are portable i.e., valuable toemployers in other companies or industries

Both employers and unions contribute money to run the

programs and both oversee their operation


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Joint Union-Management Programs (continued)

Example: The United Auto Workers FordEducation Development and Training Program

Life / Education Planning Program

Education and Training Assistance PlanSkills Enhancement Program

College and University Options Program

Targeted Education, Training, or Counseling

Retirement Planning Program

Financial Education Program


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The Succession Planning Process

1. Identify what positions are included inthe plan

2. Identify the employees who are

included in the plan3. Develop standards to evaluate

positions

4. Determine how employee potentialwill be measured

5. Develop the succession planning

review


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Training and Pay Systems

Training is increasingly linked to employeescompensation

skill-based pay systems

knowledge-based pay systemsEmployees pay is based primarily on theknowledge and skills they possess rather than theknowledge or skills necessary to perform the

current job

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