Special Issues in Training and Employee Development

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Discuss the potential legal issues that relate to training. 2. Develop a program for effectively managing diversity. 3. Design a program for preparing employees for cross-cultural assignments. 4. Discuss the implications of a skillbased pay plan for training.
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Discuss what a trainer needs to do to ensure that school-to-work and hardcore unemployed training programs are effective. 6. Describe the necessary steps in a program for helping dysfunctional managers.
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Trainers are often forced to deal with a wide variety of important issues that fall outside of the traditional discussion of the components of instructional systems design. Tucker Technology has decided to hire hardcore unemployed workers (who are trained by community service organizations) because it can not find and retain talented individuals in the labor market.

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External environmental pressures influence training practices:

Legal issues related to training practices Cross-cultural preparation Diversity training School-to-work programs Hardcore-unemployed training programs
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The companys internal environment results in pressures which influence training practices: The need to train managerial talent Training and development opportunities for all employees (regardless of their personal characteristics) Use of the companys compensation system to motivate employees to learn
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Legal Issues Welfare-to-Work Programs Cross-Cultural Preparation

School-to-Work Transition

Managing Work Force Diversity

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Employee injury during a training activity Employees or others injured outside the training session Breach of confidentiality or defamation Reproducing and using copyrighted material in training classes without permission Excluding women, minorities, and older Americans from training programs
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Not ensuring equal treatment while in training Requiring employees to attend training programs they find offensive Revealing discriminatory information during a training session Not accommodating trainees with disabilities
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CrossCross-cultural preparation involves educating employees and their families who are to be sent to a foreign country. To successfully conduct business in the global market place, employees must understand the business practices and the cultural norms of different countries.

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ParentParent-country national: Employee whose country of origin is where the company has its headquarters HostHost-country national: Employee from the host country ThirdThird-country national: Employee who has a country of origin different from both the parent country and host country where he or she works

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Power Distance Uncertainty Avoidance Individualism Collectivism Masculinity Femininity Long-term Short-term Time Orientation

To prepare employees for cross-cultural assignments, companies need to provide crosscultural training.

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Language Training

Key Elements Needed to Prepare Employees to Work Overseas

Cultural Training Career Development and Mentoring Personal and Family Life
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International Training and Development

PrePre-Departure Orientation and Training

Continuing Employee Development (on(on-site)

Readjustment Training and Development

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PrePre-departure Phase. Employees need to receive language training and an orientation in the new countrys culture and customs. The family should be included in the orientation. Expatriates and their families need information about housing, schools, recreation, shopping, and health care facilities in the area where they will live. Experiential training methods are most effective in assignments that require significant interpersonal interaction with host nationals.
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OnOn-site Phase. Training involves continued orientation to the host country and its customs and cultures through formal programs or through a mentoring relationship. Expatriates and their families may be paired with a mentor from the host country who helps them understand the new, unfamiliar work environment and community.

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Repatriation Phase. Prepares expatriates for return to the parent company and country from the foreign assignment. Expatriates and their families are likely to experience high levels of stress and anxiety when they return because of the changes that have occurred since their departure.

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Cultural Dimension Individualism

Implications Culture high in individualism expects participation in exercises and questioning to be determined by status in the company or culture. Culture high in uncertainty avoidance expects formal instructional environments. Less tolerance for impromptu style. Culture low in masculinity values relationships with fellow trainees. Female trainers less likely to be resisted in low-masculinity cultures. Culture high in power distance expects trainer to be expert. Trainers expected to be authoritarian and controlling of session. Culture with long-term orientation will have trainees who are likely to accept development plans and assignments.

Uncertainty Avoidance

Masculinity

Power Distance

Time Orientation

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To eliminate values, stereotypes, and managerial practices that inhibit employees personal development To allow employees to contribute to organizational goals regardless of their race, age, physical condition, sexual orientation, gender, family status, religious orientation, or cultural background.

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1. Cost argument

As organizations become more diverse, the cost of a poor job in integrating workers will increase. Those who handle this well will thus create cost advantages over those who dont. Companies develop reputations on favorability as prospective employers for women and minorities. Those with the best reputations for managing diversity will be the most attractive employers for women and minority groups. An important edge in a tight labor market. with roots in other countries bring to the marketing effort should improve these efforts in important ways.

2. Resourceacquisition argument

3. Marketing argument The insight and cultural sensitivity that members

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4. Creativity argument Diversity of perspectives and less emphasis on

conformity to norms of the past should improve the level of creativity.

5. Problem-solving argument

Heterogeneity in decisions and problem-solving groups potentially produces better decisions through a wider range of perspectives and more through critical analysis of issues. An implication of the multicultural model for managing diversity is that the system will become less determinant, less standardized, and therefore more fluid. The increased fluidity should create greater flexibility to react to environmental changes (i.e., reactions should be faster and cost less).

6. System flexibility argument

Organizational Status Quo

Problem Identification

Action

Relaxation

Disillusionment

Frustration

Minorities and Women Leave the Organization

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Employees understand how their values and stereotypes influence their behavior toward others of different gender, ethnic, racial, or religious backgrounds. Employees gain an appreciation of cultural differences among themselves. Behaviors that isolate or intimidate minority group members improve. This can be accomplished through diversity training programs!

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Diversity training refers to training designed to change employee attitudes about diversity and/or developing skills needed to work with a diverse work force. Diversity training programs differ whether attitude change or behavior change is emphasized.
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Attitude Awareness and Change Programs Focus on increasing employees awareness of differences in cultural and ethnic backgrounds, physical characteristics, and personal characteristics that influence behavior toward others. The assumption is that by increasing their awareness of stereotypes and beliefs, employees will be able to avoid negative stereotypes.
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Behavior-Based Programs BehaviorFocus 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 immersion is also used.

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Top management provides resources, personally intervenes, and publicly advocates diversity. The program is structured. Capitalizing on a diverse work force is defined as a business objective. Capitalizing on a diverse work force is seen necessary to generate revenue and profits. The program is evaluated.

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Manager involvement is mandatory. The program is seen as a culture change, not a one-shot program. Managers and demographic groups are not blamed for problems. Behaviors and skills needed to successfully interact with others are taught. Managers are rewarded on progress toward meeting diversity goals.

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School-to-work transition programs combine School-toclassroom experiences with work experiences to prepare high school students for employment. School-to-Work Opportunities Act encourages School-topartnerships between educational institutions, employers, and labor unions. Every school-to-work system required to include work-based learning, school-based learning, and activities that match students with employers.
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There are two methods for training welfare recipients. The first model involves government agencies referring welfare recipients to a company-sponsored training program subsidized with money and tax credits from the government. The second method is for state and local governments to provide life and skills training directly to welfare recipients.
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Example: Marriott Internationals Pathways to Independence Program Six-week program consists of classroom training and work sessions in Marriott properties. Applicants must have a sixth grade reading level, pass a drug test, and demonstrate a desire to work. Less than 25 percent of applicants are accepted Participants often need to develop both job skills and life management skills to succeed.

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Basic Skills Training

Melting the Glass Ceiling

Joint Union-Management Programs

Succession Planning

Training and Pay Systems

Developing Managers with Dysfunctional Behaviors

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Make sure that senior management supports and is involved in the program. Make a business case for change. Make the change public. Using task forces, focus groups, and questionnaires, gather data on problems causing the glass ceiling. Create awareness of how gender attitudes affect the work environment. Create accountability through reviews of promotion rates and assignment decisions. Promote development for all employees. 10 - 36

Provide a wide range of services designed to help employees learn skills that are directly related to their job. Develop skills that are portable i.e., valuable to employers in other companies or industries. Both employers and unions contribute money to run the programs and both oversee their operation.

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Example: The United Auto Workers Ford Education Development and Training Program Life / Education Planning Program Education and Training Assistance Plan Skills Enhancement Program College and University Options Program Targeted Education, Training, or Counseling Retirement Planning Program Financial Education Program
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