mana3320-spring 2010 prewitt. © 2010 south-western, a part of cengage learning. all rights...

MANA3320-Spring 2010MANA3320-Spring 2010

PrewittPrewitt

© 2010 South-Western, a part of Cengage Learning. All rights reserved. 7–2

Training and Development and Training and Development and Other HRM FunctionsOther HRM Functions

Training may permit hiring less-qualified applicants

Training may permit hiring less-qualified applicants SelectionSelection Effective selection may

reduce training needs

Effective selection may reduce training needs

Training aids in the achievement of performance

Training aids in the achievement of performance

Performance Appraisal

Performance Appraisal

A basis for assessing training needs and results

A basis for assessing training needs and results

Training and development may lead to higher pay

Training and development may lead to higher pay

Compensation Management

Compensation Management

A basis for determining employee’s rate of pay

A basis for determining employee’s rate of pay

Availability of training can aid in recruitment

Availability of training can aid in recruitment RecruitmentRecruitment Provide an additional

source of trainees

Provide an additional source of trainees

Training may include a role for the union

Training may include a role for the union Labor RelationsLabor Relations Union cooperation can

facilitate training efforts

Union cooperation can facilitate training efforts


The Scope of TrainingThe Scope of Training

•Training Training Effort initiated by an organization to foster Effort initiated by an organization to foster

learning among its members.learning among its members. Tends to be narrowly focused and oriented Tends to be narrowly focused and oriented

toward short-term performance concerns.toward short-term performance concerns.

•DevelopmentDevelopment Effort that is oriented more toward broadening Effort that is oriented more toward broadening

an individual’s skills for the future an individual’s skills for the future responsibilities.responsibilities.


FIGURE

7.1Training Dollars Spent by Employee Type


The Systems Approach to Training and The Systems Approach to Training and DevelopmentDevelopment

•Four PhasesFour Phases Needs assessmentNeeds assessment Program designProgram design ImplementationImplementation EvaluationEvaluation


FIGURE

7.2Systems Model of Training


Phase 1: Conducting the Needs AssessmentPhase 1: Conducting the Needs Assessment

•Organization AnalysisOrganization Analysis An examination of the environment, strategies, An examination of the environment, strategies,

and resources of the organization to determine and resources of the organization to determine where training emphasis should be placed.where training emphasis should be placed.

•Task AnalysisTask Analysis The process of determining what the content of The process of determining what the content of

a training program should be on the basis of a a training program should be on the basis of a study of the tasks and duties involved in the study of the tasks and duties involved in the job.job.

•Person AnalysisPerson Analysis A determination of the specific individuals who A determination of the specific individuals who

need training.need training.


FIGURE

7.3Needs Assessment for Training

Competency assessmentCompetency assessmentAnalysis of the sets of skills and knowledge needed Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobsfor decision-oriented and knowledge-intensive jobs


1Notes on Rapid Needs Assessment

NOTE 1: Look at the problem scope

NOTE 2: Do organizational scanning

NOTE 3: Play “give and take”

NOTE 4: Check “lost and found”

NOTE 5: Use plain talk

NOTE 6: Use the Web

NOTE 7: Use rapid prototyping

NOTE 8: Seek out exemplars


2A Competency Assessment for a Managerial Position

For each item, circle the number that best describes the manager’s characteristics. For items that do not apply, circle NA (not applicable). For other items for which you lack sufficient observations or documentary evidence, circle DK (don’t know).4=Exemplary, 3=Proficient, 2=Progressing, 1=Needs Assistance, NA=Not Applicable, DK=Don’t Know

Competency 1: Behaves professionally and encourages other staff members to do likewise.4 3 2 1 NA DK

Competency 2: Behaves ethically and encourages staff members to do likewise.4 3 2 1 NA DK

Competency 3: Uses a variety of modes of communication and conveys information fully and clearly.4 3 2 1 NA DK

Competency 4: Seeks input from all levels and demonstrates fairness and consistency.4 3 2 1 NA DK

Competency 5: Engages in an open style of management and is open to criticism from supervisors and subordinates.4 3 2 1 NA DK

Competency 6: Searches for and embraces innovative solutions to improve department’s programs and products.4 3 2 1 NA DK


Phase 2: Designing the Training ProgramPhase 2: Designing the Training Program

Characteristics of successful trainersCharacteristics of successful trainers

Trainee readiness and motivationTrainee readiness and motivation

Issues in training designIssues in training design

Instructional objectivesInstructional objectives

Principles of learningPrinciples of learning


Phase 2: Designing the Training ProgramPhase 2: Designing the Training Program

•Instructional ObjectivesInstructional Objectives Represent the desired outcomes of a training Represent the desired outcomes of a training

programprogram Performance-centered objectivesPerformance-centered objectives

Provide a basis for choosing methods Provide a basis for choosing methods and materials and for selecting and materials and for selecting the means for assessing the means for assessing whether the instruction whether the instruction will be successful.will be successful.


Trainee Readiness and MotivationTrainee Readiness and Motivation

•Strategies for Creating a Motivated Strategies for Creating a Motivated Training Environment:Training Environment:1.1. Use positive reinforcement.Use positive reinforcement.

2.2. Eliminate threats and punishment.Eliminate threats and punishment.

3.3. Be flexible.Be flexible.

4.4. Have participants set personal goals.Have participants set personal goals.

5.5. Design interesting instruction.Design interesting instruction.

6.6. Break down physical and psychological Break down physical and psychological obstacles to learning.obstacles to learning.


FIGURE

7.4Principles of Learning


Principles of LearningPrinciples of Learning

Recognition of individual learning differencesRecognition of individual learning differences

Meaningfulness of presentationMeaningfulness of presentation

Focus on learning and transferFocus on learning and transfer

Goal setting - What’s the value?Goal setting - What’s the value?

Behavioral modelingBehavioral modeling


Principles of Learning (cont’d)Principles of Learning (cont’d)

Feedback and reinforcementFeedback and reinforcement

Whole versus-part learningWhole versus-part learning

Active practice and repetitionActive practice and repetition

Massed-vs-distributed learningMassed-vs-distributed learning

Focus on method and processFocus on method and process


Feedback and ReinforcementFeedback and Reinforcement

•Spot RewardsSpot Rewards Programs that award employees Programs that award employees

“on the spot” when they do “on the spot” when they do something particularly well something particularly well during training or on the jobduring training or on the job

•Behavior ModificationBehavior Modification The technique that operates on the principle The technique that operates on the principle

that behavior that is rewarded, or positively that behavior that is rewarded, or positively reinforced, is repeated more frequently, reinforced, is repeated more frequently, whereas behavior that is penalized or whereas behavior that is penalized or unrewarded will decrease in frequency.unrewarded will decrease in frequency.


FIGURE

7.5A Typical Learning Curve


Characteristics of Successful InstructorsCharacteristics of Successful Instructors

•Knowledge of the subjectKnowledge of the subject•AdaptabilityAdaptability•SinceritySincerity•Sense of humorSense of humor•InterestInterest•Clear instructionsClear instructions•Individual assistanceIndividual assistance•EnthusiasmEnthusiasm


Phase 3: Implementing the Training Program Phase 3: Implementing the Training Program

Importance of training outcomesImportance of training outcomes

Type of trainees Type of trainees

Choosing the instructional methodChoosing the instructional method

Nature of trainingNature of training

Organizational extent of trainingOrganizational extent of training


Training Methods for Training Methods for Nonmanagerial EmployeesNonmanagerial Employees

• On-the-Job Training (OJT)On-the-Job Training (OJT)

• Apprenticeship TrainingApprenticeship Training

• Cooperative Training, Cooperative Training, Internships, and Internships, and Governmental TrainingGovernmental Training

• Classroom InstructionClassroom Instruction

• Programmed InstructionProgrammed Instruction

• Audiovisual MethodsAudiovisual Methods

• Computer-based Training Computer-based Training and E-Learningand E-Learning

• Simulation MethodSimulation Method


Training Methods for Nonmanagerial Training Methods for Nonmanagerial Employees (cont’d)Employees (cont’d)

•On-the-job training (OJT)On-the-job training (OJT) Method by which employees are given hands-Method by which employees are given hands-

on experience with instructions from their on experience with instructions from their supervisor or other trainer.supervisor or other trainer.

•DrawbacksDrawbacks The lack of a well-structured training The lack of a well-structured training

environmentenvironment Poor training skills of managersPoor training skills of managers The absence of well-defined job performance The absence of well-defined job performance

criteriacriteria


On-the-Job TrainingOn-the-Job Training

•Overcoming OJT training problemsOvercoming OJT training problems1.1. Develop realistic goals and/or measures for Develop realistic goals and/or measures for

each OJT area.each OJT area.

2.2. Plan a specific training schedule for each Plan a specific training schedule for each trainee, including set periods for evaluation trainee, including set periods for evaluation and feedback.and feedback.

3.3. Help managers establish a nonthreatening Help managers establish a nonthreatening atmosphere conducive to learning.atmosphere conducive to learning.

4.4. Conduct periodic evaluations, after training is Conduct periodic evaluations, after training is completed, to prevent regression.completed, to prevent regression.


FIGURE

7.6The PROPER Way to Do On-the-Job Training



•Apprenticeship trainingApprenticeship training A system of training in which a worker entering A system of training in which a worker entering

the skilled trades is given thorough instruction the skilled trades is given thorough instruction and experience, both on and off the job, in the and experience, both on and off the job, in the practical and theoretical aspects of the work.practical and theoretical aspects of the work.

•Cooperative TrainingCooperative Training A training program that combines practical on-A training program that combines practical on-

the-job experience with formal educational the-job experience with formal educational classes.classes.



•Internship ProgramsInternship Programs Are jointly sponsored by colleges, universities, Are jointly sponsored by colleges, universities,

and other organizations that offer students the and other organizations that offer students the opportunity to gain real-life experience while opportunity to gain real-life experience while allowing them to find out how they will perform allowing them to find out how they will perform in work organizations.in work organizations.

•Classroom InstructionClassroom Instruction Enables the maximum number of trainees to be Enables the maximum number of trainees to be

handled by the minimum number of instructors.handled by the minimum number of instructors. ““Blended” learningBlended” learning——lectures and demonstrations are combined lectures and demonstrations are combined

with films, DVDs, and videotapes or computer instruction.with films, DVDs, and videotapes or computer instruction.


Increasing the Effectiveness of InternshipsIncreasing the Effectiveness of Internships1.1. Assign the intern to projects that are Assign the intern to projects that are

accomplishable and provide training as accomplishable and provide training as required.required.

2.2. Appoint a mentor or supervisor to guide the Appoint a mentor or supervisor to guide the intern.intern.

3.3. Solicit project suggestions from other staff Solicit project suggestions from other staff members.members.

4.4. Rotate interns throughout the organization.Rotate interns throughout the organization.

5.5. Treat interns as part of the organizational staff Treat interns as part of the organizational staff and invite them to staff meetings.and invite them to staff meetings.

6.6. Establish a process for considering interns for Establish a process for considering interns for permanent hire.permanent hire.


FIGURE

7.7Delivery Method of Training



•Programmed InstructionProgrammed Instruction Self-directed learning—use of books, manuals, Self-directed learning—use of books, manuals,

or computers to break down subject matter or computers to break down subject matter content into highly organized, logical content into highly organized, logical sequences that demand continuous response sequences that demand continuous response on the part of the trainee.on the part of the trainee.

•Audiovisual MethodsAudiovisual Methods Video recordings, CDs and DVDsVideo recordings, CDs and DVDs Teleconferencing and videoconferencingTeleconferencing and videoconferencing Web conferencing, webinars, and podcastsWeb conferencing, webinars, and podcasts Communities of practice, blogs, and wikisCommunities of practice, blogs, and wikis


FIGURE

7.8Examples of Knowledge-Sharing Learning via Communities of Practice

Problem-solving “Can we work on this design and brainstorm some ideas; I’m stuck.”

Requests for information “Where can I find the code to connect to the server?”

Seeking experience “Has anyone dealt with a customer in this situation?”

Reusing assets “I have a proposal for a local area network I wrote for a client last year. I can send it to you, and you can easily tweak it for this new client.”

Coordination and synergy

“Can we combine our purchases of solvent to achieve bulk discounts?”

Discussing developments “What do you think of the new CAD system? Does it really help?”

Documentation projects “We have faced this problem five times now. let us write it down once and for all.”

Visits “Can we come and see your after-school program? We need to establish one in our city.”

Mapping knowledge and identifying gaps

“Who knows what, and what are we missing? What other groups should we connect with?”



•SimulationSimulation The simulation method emphasizes realism in The simulation method emphasizes realism in

equipment and its operation at minimum cost equipment and its operation at minimum cost and maximum safety.and maximum safety.

Used when it is either impractical or unwise to Used when it is either impractical or unwise to train employees on the actual equipment used train employees on the actual equipment used on the job.on the job.


Training Methods for Employees (cont’d)Training Methods for Employees (cont’d)

•E-Learning E-Learning Learning that takes place via such web and Learning that takes place via such web and

computer-based training (CBT)computer-based training (CBT) Allows the firm to bring the training to Allows the firm to bring the training to

employeesemployees Allows employees to customize their own Allows employees to customize their own

learning in their own time and space (just-in-learning in their own time and space (just-in-time learning)time learning)

Provides continuously updated Provides continuously updated training materialstraining materials


Electronic Training Methods for EmployeesElectronic Training Methods for Employees

•Learning Management Systems (LMS)Learning Management Systems (LMS) are “virtual learning environments”are “virtual learning environments”

Can assess the skills of employeesCan assess the skills of employees

Can register them for coursesCan register them for courses

Can deliver interactive learning modules Can deliver interactive learning modules directly to their desktops when they need or directly to their desktops when they need or want themwant them

Can evaluate and track their progress, and Can evaluate and track their progress, and determine when they are ready to be determine when they are ready to be promotedpromoted


Training Methods for Management Training Methods for Management DevelopmentDevelopment

• On-the-Job ExperiencesOn-the-Job Experiences• Seminars and ConferencesSeminars and Conferences• Case StudiesCase Studies• Management GamesManagement Games• Role PlayingRole Playing• Behavior ModelingBehavior Modeling


On-the-Job ExperiencesOn-the-Job Experiences

• CoachingCoaching• Understudy Understudy

AssignmentAssignment• Job RotationJob Rotation• Lateral TransferLateral Transfer• Special ProjectsSpecial Projects• Action LearningAction Learning• Staff MeetingsStaff Meetings• Planned Career Planned Career

ProgressionsProgressions


Case StudiesCase Studies

• The use of case studies is most The use of case studies is most appropriate when:appropriate when:

1.1. Analytic, problem-solving, and critical Analytic, problem-solving, and critical thinking skills are most important. thinking skills are most important.

2.2. The KSAs are complex and participants need The KSAs are complex and participants need time to master them.time to master them.

3.3. Active participation is desired.Active participation is desired.

4.4. The process of learning (questioning, The process of learning (questioning, interpreting, and so on) is as important as interpreting, and so on) is as important as the content.the content.

5.5. Team problem solving and interaction are Team problem solving and interaction are possible.possible.


FIGURE

7.9Case Studies

When Using Case Studies…

• Be clear about learning objectives, and list possible ways to achieve the objectives.

• Decide which objectives would be best served by the case method.

• Identify available cases that might work, or consider writing your own.

• Set up the activity—including the case material, the room, and the schedule.

• Follow the principles of effective group dynamics.

• Provide a chance for all learners to take part and try to keep the groups small.

• Stop for process checks and be ready to intervene if group dynamics get out of hand.

• Allow for different learning styles.

• Clarify the trainer’s role.

• Bridge the gap between theory and practice.


Role PlayingRole Playing

• Successful role play requires that instructors: Successful role play requires that instructors: Ensure that group members are comfortable with each Ensure that group members are comfortable with each

other.other. Select and prepare the role players by introducing a Select and prepare the role players by introducing a

specific situation.specific situation. To help participants prepare, ask them to describe To help participants prepare, ask them to describe

potential characters.potential characters. Realize that volunteers make better role players.Realize that volunteers make better role players. Prepare the observers by giving them specific tasks Prepare the observers by giving them specific tasks

(such as evaluation or feedback).(such as evaluation or feedback). Guide the role-play enactment through its bumps Guide the role-play enactment through its bumps

(because it is not scripted).(because it is not scripted). Keep it short.Keep it short. Discuss the enactment and prepare bulleted points of Discuss the enactment and prepare bulleted points of

what was learned.what was learned.


Behavior ModelingBehavior Modeling

•Behavior ModelingBehavior Modeling An approach that demonstrates desired An approach that demonstrates desired

behavior and gives trainees the chance to behavior and gives trainees the chance to practice and role-play those behaviors and practice and role-play those behaviors and receive feedback.receive feedback.

Involves four basic components:Involves four basic components: Learning pointsLearning points

ModelModel

Practice and role playPractice and role play

Feedback and reinforcementFeedback and reinforcement


Phase 4: Evaluating the Training ProgramPhase 4: Evaluating the Training Program

Criterion 4: Results assessmentCriterion 4: Results assessment

Criterion 2: Extent of learning Criterion 2: Extent of learning

Measuring program effectivenessMeasuring program effectiveness

Criterion 1: Trainee reactionsCriterion 1: Trainee reactions

Criterion 3: Learning transfer to jobCriterion 3: Learning transfer to job


FIGURE

7.10Criteria for Evaluating Training


Criterion 1: ReactionsCriterion 1: Reactions

•Participant ReactionsParticipant Reactions The simplest and most common approach to The simplest and most common approach to

training evaluation is assessing trainees.training evaluation is assessing trainees.

Potential questions might include the following:Potential questions might include the following: What were your learning goals for this program? What were your learning goals for this program?

Did you achieve them?Did you achieve them?

Did you like this program?Did you like this program?

Would you recommend it to others who have similar learning Would you recommend it to others who have similar learning goals? goals?

What suggestions do you have for improving the program?What suggestions do you have for improving the program?

Should the organization continue to offer it?Should the organization continue to offer it?


Criterion 2: LearningCriterion 2: Learning

•Checking to see whether they actually Checking to see whether they actually learned anything.learned anything. Testing knowledge and skills before beginning Testing knowledge and skills before beginning

a training program gives a baseline standard a training program gives a baseline standard on trainees that can be measured again after on trainees that can be measured again after training to determine improvement.training to determine improvement.

However, in addition to testing trainees, test However, in addition to testing trainees, test employees who did not attend the training to employees who did not attend the training to estimate the differential effect of the training.estimate the differential effect of the training.


Criterion 3: BehaviorCriterion 3: Behavior

• Transfer of TrainingTransfer of Training Effective application of principles learned to Effective application of principles learned to

what is required on the job.what is required on the job.

• Maximizing the Transfer of TrainingMaximizing the Transfer of Training1.1. Feature identical elementsFeature identical elements

2.2. Focus on general principlesFocus on general principles

3.3. Establish a climate for transfer.Establish a climate for transfer.

4.4. Give employees transfer strategiesGive employees transfer strategies


Criterion 4: Results, or Return on Investment Criterion 4: Results, or Return on Investment (ROI)(ROI)

•Measuring the Utility of Training ProgramsMeasuring the Utility of Training Programs Calculating the benefits derived from training:Calculating the benefits derived from training:

How much did quality improve because of the training How much did quality improve because of the training program?program?

How much has it contributed to profits?How much has it contributed to profits?

What reduction in turnover and wasted materials did the What reduction in turnover and wasted materials did the company get after training? company get after training?

How much has productivity increased and by how much How much has productivity increased and by how much have costs been reduced?have costs been reduced?


Criterion 4: Results or Return on Investment Criterion 4: Results or Return on Investment (ROI)(ROI)

•Return on InvestmentReturn on Investment Viewing training in terms of the extent to Viewing training in terms of the extent to

which it provides knowledge and skills that which it provides knowledge and skills that create a competitive advantage and a culture create a competitive advantage and a culture that is ready for continuous change.that is ready for continuous change.

ROI = Results/Training CostsROI = Results/Training Costs If the ROI ratio is >1, the benefits of the training exceed the If the ROI ratio is >1, the benefits of the training exceed the

cost of the programcost of the program

If the ROI ratio is <1, the costs of the training exceed the If the ROI ratio is <1, the costs of the training exceed the benefits.benefits.


3Calculating Training ROI: Examples

If the ROI ratio is >1, the benefits of the training exceed the cost of the program, and if the ratio is <1, the costs of the training program outweigh the benefits.

Example 1: A program to train new machine operators costs $15,000 to develop and implement. After completing the training program, the average number of parts produced each year increased by 3,000, and the profit on each new part is $10, producing a net result of $30,000.

ROI = $30,000/$15,000 = 2

Example 2: A safety program costs the company $25,000 to develop and implement. One year later, there had been a small decrease in accidents, saving the company a total of $10,000.

ROI = $10,000/$25,000 = 0.4

In Example 1, the program resulted in a ROI of 2, indicating that the benefits of the program outweigh its cost. However, in Example 2, the ROI was only 0.4, indicating that the costs of the program outweigh the benefits.


Criterion 4: Results (cont’d)Criterion 4: Results (cont’d)

•BenchmarkingBenchmarking The process of measuring one’s own services The process of measuring one’s own services

and practices against the recognized leaders in and practices against the recognized leaders in order to identify areas for improvement.order to identify areas for improvement. Training activity: How much training is occurring?Training activity: How much training is occurring?

Training results: Do training and development achieve their Training results: Do training and development achieve their goals?goals?

Training efficiency: Are resources utilized in the pursuit of Training efficiency: Are resources utilized in the pursuit of this mission?this mission?


Criterion 4: Results (cont’d)Criterion 4: Results (cont’d)

• Deming’s Benchmarking ModelDeming’s Benchmarking Model

1.1. Plan:Plan: conduct a self-audit to identify areas conduct a self-audit to identify areas for benchmarking.for benchmarking.

2.2. Do:Do: collect data about activities. collect data about activities.

3.3. Check:Check: Analyze data. Analyze data.

4.4. Act:Act: Establish goals, implement changes, Establish goals, implement changes, monitor progress, and redefine benchmarks.monitor progress, and redefine benchmarks.


Organization-wide training programsOrganization-wide training programs

Special Training and Development TopicsSpecial Training and Development Topics

Basic skills trainingBasic skills training

Orientation trainingOrientation training

Team and cross-trainingTeam and cross-training

Diversity trainingDiversity training


4Benchmarking HR Training


Special Topics in Training and Development Special Topics in Training and Development (cont’d)(cont’d)

•OrientationOrientation A formal process of familiarizing new A formal process of familiarizing new

employees with the organization, their jobs, employees with the organization, their jobs, and their work units.and their work units.

Benefits:Benefits:1.1. Lower turnoverLower turnover

2.2. Increased productivityIncreased productivity

3.3. Improved employee moraleImproved employee morale

4.4. Lower recruiting and training costsLower recruiting and training costs

5.5. Facilitation of learningFacilitation of learning

6.6. Reduction of the new employee’s anxietyReduction of the new employee’s anxiety


5Checklist for Orienting New Employees

Items in Orientation Packet• Welcome letter with company background

• Map of facility, including parking information

• IDs, keys, and parking decals

• Current organization chart

• Telephone numbers, e-mail addresses, and locations of key personnel

• Copy of employee’s specific job goals and descriptions

• List of unique terms in the industry, company, and job

• Training class schedules

• Safety and emergency procedures

• Copy of policy handbook, including office hours and telephone and e-mail rules

• List of employee benefits, including insurance plans

• Holiday schedule

Follow-Up Activities

• Ensure that employee has completed required paperwork, including benefit enrollment forms

• Revisit performance standards

• Schedule first performance appraisal meeting



•Basic Skills TrainingBasic Skills Training Basic skills have become essential Basic skills have become essential

occupational qualifications, having profound occupational qualifications, having profound implications for product quality, customer implications for product quality, customer service, internal efficiency, and workplace and service, internal efficiency, and workplace and environmental safety.environmental safety.

•Typical basic skills: Typical basic skills: Reading, writing, computing, speaking, Reading, writing, computing, speaking,

listening, problem solving, managing oneself, listening, problem solving, managing oneself, knowing how to learn, working as part of a knowing how to learn, working as part of a team, leading others.team, leading others.



•To implement a successful program in To implement a successful program in basic and remedial skills:basic and remedial skills: Explain to employees why and how the training Explain to employees why and how the training

will help them in their jobs.will help them in their jobs. Relate the training to the employees’ goals.Relate the training to the employees’ goals. Respect and consider participant experiences, Respect and consider participant experiences,

and use these as a resource.and use these as a resource. Use a task-centered or problem-centered Use a task-centered or problem-centered

approach so that participants “learn by doing.”approach so that participants “learn by doing.” Give feedback on progress toward meeting Give feedback on progress toward meeting

learning objectives.learning objectives.



• Team Training IssuesTeam Training Issues1.1. Team building is a difficult and Team building is a difficult and

comprehensive process.comprehensive process.

2.2. Team development is not always a linear Team development is not always a linear sequence of “forming, storming, norming, sequence of “forming, storming, norming, and performing.”and performing.”

3.3. Additional training is required to assimilate Additional training is required to assimilate new members.new members.

4.4. Behavioral and process skills need to be Behavioral and process skills need to be acquired through participative exercises.acquired through participative exercises.


FIGURE

7.11Team Training Skills



•Cross-TrainingCross-Training The process of training employees to do The process of training employees to do

multiple jobs within an organizationmultiple jobs within an organization Gives firms flexible capacity.Gives firms flexible capacity. Cuts turnoverCuts turnover Increase productivityIncrease productivity Pares down labor costsPares down labor costs Lays the foundation for careers rather than dead-end jobs.Lays the foundation for careers rather than dead-end jobs.



•Ethics TrainingEthics Training Requires top management supportRequires top management support Should be a part of new employee orientationShould be a part of new employee orientation Should be regularly available to all employeesShould be regularly available to all employees

•Chief Ethics OfficerChief Ethics Officer A high-ranking manager directly responsible A high-ranking manager directly responsible

for fostering the ethical climate within the firmfor fostering the ethical climate within the firm


6Additional Ethics Training Resources

The following organizations and links are good resources relevant to ethics codes and ethics training.

Business Roundtable Institute for Corporate Ethicswww.corporate-ethics.orgThe Darden Graduate School of Business Administration100 Darden BoulevardCharlottesville, VA 22903

The Institute for Corporate Ethics was founded by the Business Roundtable as part of a larger effort to restore the market’s trust in the marketplace after the scandals of 2000 and in the years after. The organization’s Web site states that “the Institute provides a unique opportunity for leading educators, business practitioners and students alike to merge the theory and practice of business together in a seamless enterprise for the common good.”

Ethics Resource Centerwww.ethics.org1747 Pennsylvania Ave., NWSuite 400Washington, DC 20006

As the oldest nonprofit in the United States devoted to organizational ethics, the Ethics Resource Center (ERC) advances understanding of the practices that promote ethical conduct through research, measurement of ethics and compliance program effectiveness in individual organizations, and the development of white papers and educational resources based on overall findings. ERC also sponsors character development programs for educational institutions and a Fellows Program for corporate ethics officers and academics who engage in practical research that addresses emerging issues in corporations.

Ethics & Compliance Officer Associationwww.theecoa.org411 Waverley Oaks RoadSuite 324Waltham, MA 02452

Founded in 1992, the U.S.-based Ethics & Compliance Officer Association (ECOA) is a professional association for managers of ethics, compliance, and business conduct programs. The ECOA provides ethics officers with training and a variety of conferences and meetings for exchanging best practices.



•Types of Diversity TrainingTypes of Diversity Training Awareness buildingAwareness building

Helps employees appreciate the benefits of diversityHelps employees appreciate the benefits of diversity

Skill buildingSkill building Provides employees with the KSAs necessary for working Provides employees with the KSAs necessary for working

with people who are different from them.with people who are different from them.



•Diversity TrainingDiversity Training To avoid the pitfalls of substandard diversity To avoid the pitfalls of substandard diversity

training, managers should do the following:training, managers should do the following: Forge a strategic link.Forge a strategic link.

Check out consultant qualifications.Check out consultant qualifications.

Don’t settle for “off the shelf” programs.Don’t settle for “off the shelf” programs.

Choose training methods carefully.Choose training methods carefully.

Document individual and organizational benefits.Document individual and organizational benefits.


apprenticeship training

behavior modeling

behavior modification

benchmarking

blended learning

chief ethics officer

chief learning officer

competency assessment

cooperative training

cross-training

e-learning

instructional objectives

internship programs

just-in-time training

learning management system (LMS)

on-the-job training (OJT)

organization analysis

orientation

person analysis

spot rewards

task analysis

transfer of training

mana3320-spring 2010 prewitt. © 2010 south-western, a part of cengage learning. all rights...

Documents

training needs training

training program

cengage learning

training efforts

training dollars

results training

availability of training

training emphasis