CH-13-15 Training Programs – Managing Performance through Training and Development : Chapter Notes

This Document Contains Chapters 13 to 15 Chapter 13 Training Programs Essential Outcome After completing the lesson on this chapter, if nothing else, students should be able to list, describe, and discuss the types of training programs most commonly provided by organizations today. Chapter Learning Outcomes After reading this chapter, you should be able to: • compare and contrast the different types of training that organizations provide • explain why an organization would provide the various types of training programs • identify situations in which the various types of training described in the chapter are required by an organization • explain the potential benefits that an organization can realize by implementing each type of training Key Concepts: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. While there is considerable variety in the training activity that takes place in organizations, for the most part, organizations tend to focus on a few key areas, as illustrated in Tables 13.1 and 13.2 on pages 396 and 397. 2. The intended purpose of these training programs and a basic description of what they entail “paint a picture” of the “landscape” of training and development activity in workplaces today. 3. Beyond the descriptions and general understanding of the various programs, it is important to relate each to organizational strategy as well as their relationship to the external environment (legislative changes along with changing societal expectations related to things like sexual harassment training, for example). Students should also understand how the training contributes to the achievement of a particular organization’s goals and objectives, and how the various aspects of the instructional systems design (ISD) work together to achieve an effective training program, irrespective of the program’s focus. Student Motivation: WHY SHOULD STUDENTS CARE? The overview of the most common training programs offered by organizations is a little like pausing to appreciate the “filling in the sandwich”—all of the ISD aspects that precede and follow are critical (like the bread), and the aspects involved in the delivery (such as the training methods and the skills and knowledge of the trainer) contribute to quality ingredients, but the “filling” is the main attraction and often receives the most attention. As such, most students will be quite interested in “getting a taste” of the training programs explored in this chapter. Barriers to Learning: WHAT ARE SOME COMMON STUDENT MISCONCEPTIONS AND STUMBLING BLOCKS? There are likely to be few barriers to learning for this chapter. The content is relatively straightforward, and most students will be able to relate to one or more of the training programs described, as most will likely have had at least some exposure to them through their own experience as trainees. As relatively well-educated and literate (including computer-literate) individuals, however, some students may not be aware of or necessarily appreciate the scope and scale of need that remains in today’s workplaces for basic/essential skills training and information technology/computer software training. In other words, because they already possess these skills, they may take them for granted and not appreciate the skills gap that continues to exist (and in some cases widen) in workplaces across the country. Engagement Strategies: WHAT CAN I DO IN CLASS? 1. For In-Class Exercise 1, on pages 410-411: Reconstitute the teams as described in the Lecture Outline (B – Types of Training Programs) below, assigning new topics to each. Have each team prepare their findings on a flipchart sheet and have them present them to their classmates. Note similarities and differences. Alternatively, provide a case scenario that could be used by each group to discuss the appropriate training programs and present to class. 2. For In-Class Exercise 2, on page 411: Focus on specific training programs. Use groups for this exercise as in earlier exercises or give this as a written individual assignment. 3. For In-Class Exercise 3, on page 411: Use this exercise as an alternative to one of the exercises above, following the same format. 4. For In-Class Exercise 4, on page 411: This can be given as an individual assignment or form the basis of a class discussion. You can use the class discussion to answer the questions posed in the exercise. 5. For In-Class Exercise 5, on page 411: Have students work with a partner and interview each other using the questions provided. Ask for some examples to be shared with the class. 6. For In-Class Exercise 6, on pages 411-412: Ask students to use information from an organization they are familiar with or from the Internet to write this memo, which may be an individual assignment. Randomly assign students a foreign country to further inject realism into the exercise. Inform them they may wish to conduct some basic research on the country as part of the assignment. A class discussion may be used to identify the critical aspects of cross-cultural training, as described in the chapter. 7. For In-Class Exercise 7, on page 412: You can base this exercise on the team-based exercises that have been done in this course or other courses while at school. Divide the class into groups of 4–5. Ask each group to complete the exercise based on the feedback of students from their team experiences. Have each group present to the class. Summarize and debrief. 8. For In-Class Exercise 8, on page 412: In place of an individual or group assignment, facilitate a class discussion around this topic after showing the Workplace Essential Skills – Worth the Investment (either the one-minute or eight-minute version) from the Employment and Social Development Canada (ESDC) website (see Web Links, below). Suggestions for Large Class Exercises a) Create a Jeopardy!-style game listing the different types of training programs as the topics and questions related to each. Have the students play in small teams, selecting a winner from the various teams to compete in a final round. b) Create a “Who am I?”-type game to have students be able to identify the different types of training programs. Students can play individually or in small teams. Suggestions for Technology-Enhanced Classrooms a) Conduct an online search for some public training programs in the areas listed in this chapter. Review the marketing material for the stated goals of the program. Discuss the type of content being provided. b) Using YouTube, select an episode of The Office that shows the staff participating in training (there is one on “Active Listening” that is quite funny). Discuss the type of training that is taking place, the content, methods used, and challenges experienced. c) Using previous episodes on YouTube, select an episode of Survivor and have students assess the element of team training that are included in the challenges. Suggestions for Internet Classes a) Have students conduct an online search for some public training programs in the areas listed in this chapter. Review the marketing material for the stated goals of the program. On the discussion board, discuss the type of content being provided. b) Have students search for an “Outward Bound”-type training program online. Review the learning goals, the content, and training methods. Relate these to various training programs presented in this chapter. What similarities or differences are there? Assessment Tools You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class, ask a student to summarize the key points from the lesson. Reflections on Teaching: HOW CAN I ASSESS MY OWN “PERFORMANCE”? Good teaching requires the practice of ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following and consider whether or not you want or need to make any adjustments for subsequent lessons. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? Additional Resources Chapter Summary This chapter has provided an overview of the different types of training programs provided by organizations. You should now be familiar with orientation training, essential skills training, technical skills training, information technology training, health and safety training, total quality management training, team training, sales training, customer service training, sexual harassment, ethics training, diversity training, cross-cultural training, and health and wellness training. Many of these training programs have become key components of an organization’s corporate strategy and are major factors in their efforts to remain competitive. Web Links • Employment and Social Development Canada videos (one-minute and eight-minute versions) Essential Skills – Worth the Investment: http://www.esdc.gc.ca/eng/jobs/les/video/index.shtml Case Incident: Saving Theatre Calgary Answers 1. What types of training are likely required for Theatre Calgary as it undergoes organizational changes, and why are these training programs necessary? Answer: The answer to the first part of the question is subjective, nonetheless students should be able to appreciate that change was a necessary part of survival for the organization and that it makes sense that training be an integral aspect of driving and managing that change. To identify types of training required, students should look through the list of training programs in Table 13.2 on page 397. They could make a case for many of the types of training listed, but will likely identify sales training and customer service training at or near the top of their lists, and as the employees now need to work with data bases, likely information technology and computer software training will be required. Press them to see the application of other training programs (if they do not identify them on their own) such as ethics, diversity, and cross-cultural training. • Change Necessity: The organizational change at Theatre Calgary is necessary for its survival, making training an integral aspect of managing and driving this change. • Types of Training: • Sales Training: To boost revenue through improved sales strategies and techniques. • Customer Service Training: To enhance the quality of service provided to patrons. • Information Technology and Computer Software Training: To equip employees with the skills needed to work with new databases and technology. • Other Training Programs: Consider including ethics, diversity, and cross-cultural training to support the organization’s evolving needs. 2. How can theories from Chapters 3 and 5 (Learning and Motivation, and Training Design) enhance the training programs for Theatre Calgary? Answer: Students should refer back to Chapter 3 (Learning and Motivation) and Chapter 5 (Training Design) and consider for instance how ACT Theory and knowledge of learning styles could enhance the training programs, as well as knowledge of the various theories of motivation. They should also consider how concepts related to active practice and error-management training could enhance the training by moving from passive learning (seminars) to more engaging hands-on approaches. • ACT Theory: Applying ACT (Adaptive Control of Thought) Theory can help in designing training that addresses different cognitive processes and enhances problem-solving skills. • Learning Styles: Understanding various learning styles can tailor the training approach to better suit individual preferences, making the training more effective. • Motivation Theories: Incorporate motivation theories to design training that boosts trainee engagement and commitment. • Active Practice and Error-Management Training: Move from passive learning methods, such as seminars, to more interactive approaches, like hands-on practice and error-management strategies. This shift can increase engagement and improve learning outcomes by allowing trainees to actively apply and practice their skills. Case Study: The Foreign Assignment Answers 1. What is the primary reason behind Fred’s decision to leave his foreign assignment, and how is this impacting both him and his family? Answer: Students should be able to identify that the primary reason behind Fred’s pending decision to leave is culture shock, which is affecting both he and his wife, but in different ways. (Many of your students will likely be able to relate to this on a very personal level, especially if they are international students or newer Canadians). • Primary Reason: Fred is primarily facing culture shock, which is significantly affecting both him and his wife. • Impact on Family: Fred and his wife are struggling with cultural adaptation, leading to dissatisfaction and difficulty in adjusting to their new environment in Tokyo. 2. Was Fred's decision to leave a good one? Consider the potential benefits and drawbacks of the assignment. Answer: Students will have varying opinion on whether or not the decision was a good one. Some will point to the value of new experiences (both for Fred and his family) and others will suggest that this was not a good idea because of the ages of his children (interestingly, they seem to be least affected by the move to Tokyo based on the information available in this case). Others will point out the financial and career gains, while some will question whether the risks in these areas outweigh the potential rewards. • Benefits: • New experiences for Fred and his family. • Potential financial and career gains. • Drawbacks: • Challenges due to the ages of his children. • Risks related to cultural adaptation and personal well-being. • Varied Opinions: Some may argue that the experience and rewards outweigh the risks, while others might focus on the difficulties and potential negative impacts on Fred's family. • Preparation Improvement: • Fred and his family could have sought more information pre-departure and while settling in. • A proactive role by Fred's company in providing thorough preparation and support. • Responsibilities: • Fred: Take responsibility for self-education and seeking information. • Company: Offer comprehensive pre-departure training and ongoing support. 3. How could the preparation for Fred’s overseas assignment have been improved? What responsibilities lie with Fred and his company? Answer: Students should clearly see that the preparation for this overseas assignment was seriously lacking. Answering this question provides an excellent opportunity to discuss how much responsibility Fred (and by extension, his family) should have taken for this, and how much rests with the company. The discussion should focus around how Fred and family could have better informed themselves both pre-departure and post-arrival (in spite of the time demands described), and the need for a much more proactive role by Fred’s company. 4. What were the main problems Fred faced, and how could cross-cultural training have helped? Answer: Students should be able to identify some of the more basic problems like difficulties getting around, buying things, meeting people, entertainment options, etc.) (which often seem minor at first, but can become significant as the “honeymoon” phase wears off), as well as the cultural faux pas that Fred made at work as a result of not understanding Japanese culture and communications styles (such as subordinates and clients not providing clear direct answers to questions). Students should be able to suggest how cross-cultural training along with a robust orientation to the new surroundings (Tokyo) both pre-departure and while settling in would have helped immensely. Students should refer to Table 13.3 on page 407 to help them answer this part of the question. • Main Problems: • Difficulties with daily activities, cultural faux pas, and communication issues. • Cross-Cultural Training Solutions: • Provide understanding of Japanese culture and communication styles. • Offer practical orientation for daily life in Tokyo. • Refer to Table 13.3 on page 407 for detailed training needs. 5. How would you rate Fred’s cultural toughness, communication toughness, and job toughness based on the information provided? Answer: Students should carefully re-read the paragraphs on page 407 dealing with cultural, communication, and job toughness. There is significant cultural distance between Japanese culture and American culture, so for Fred the cultural toughness would score high (at the same time students should consider how it could in fact be even harder if Fred were relocated to a country much less developed than Japan). Similarly, communication toughness would be rated high as a result of differences in communication styles, and also because of language fluency (or lack of) which creates a reliance on translation (you may even consider showing a clip from the movie “Lost in Translation” if you have time). In terms of job toughness, students should be able to appreciate that while Fred evidently was very competent and capable at what he does, he was used to working in a very different context so under the new circumstances, his job toughness situation would also be rated as fairly high. • Cultural Toughness: High, due to significant cultural distance between Japanese and American cultures. • Communication Toughness: High, due to differences in communication styles and language barriers. • Job Toughness: High, given Fred’s competence in a different context and the challenges of adapting to a new work environment. 6. What training methods from Table 13.3 on page 407 would you recommend for Fred, and why? Answer: Referring again to Table 13.3, students should be able to make recommendations from the list. A valid case can be readily made for each of the six training methods described, so the important thing is for students to be able to explain and justify their selections. • Recommended Methods: • Cultural Training: To understand Japanese customs and etiquette. • Language Training: For basic communication skills in Japanese. • Orientation Training: For practical knowledge about living in Tokyo. • Mentoring: With someone familiar with Japan. • Simulation: To practice real-life scenarios. • Coaching: For ongoing support and adjustment. • Justification: These methods address cultural adaptation, communication skills, and practical living challenges. 7. What should a comprehensive training program for Fred and his family have included? How could it be delivered effectively? Answer: Drawing on The Trainer’s Notebook 13.1 on page 408, students should be able to conclude that a mandatory training program specifically tailored to preparing Fred and his family for their assignment in Japan should have included in-depth training on Japanese culture along with an appropriate amount of language training support both pre-departure and while in-country. The training should also have included a significant amount of orientation content geared specifically towards feeling comfortable in Tokyo (including how to use the subway, how and where to shop, eating out, making friends, etc.). This training could have been delivered before they left (if the posting were not so rushed and more time had been available) and supported in-country through the use of a guide (Japanese or ex-pat) who was very familiar and comfortable with Japan (and Tokyo specifically), but also empathetic towards the feelings experienced by someone brand new to the culture and the country. • Training Program Components: • In-Depth Cultural Training: Understanding Japanese culture and norms. • Language Support: Basic Japanese language skills. • Orientation Content: Practical information on living in Tokyo (e.g., subway use, shopping, dining). • Delivery: • Pre-Departure: Provide training before leaving. • In-Country: Use a local guide or ex-pat familiar with Japan for ongoing support. 8. What should Fred and his family consider doing now to improve their experience, and what training supports might be beneficial? Answer: Students may have varied responses to this question, but most would probably feel that they should stick it out (some will be aware from their own experience that their feelings of discouragement will diminish over time), and that it is also not too late for them to receive the training supports they should have received in the first place. Training transfer would be more positive if they had more support from the company, had “safe” practice opportunities, and had received some error-management training that would help build their resilience and preserve their self-efficacy as they work through the many challenges of their new experiences. • Considerations: • Stick with the assignment and allow time for adjustment. • Seek additional training and support. • Beneficial Supports: • Enhanced company-provided training and support. • Opportunities for “safe” practice and error-management training. • Building resilience and preserving self-efficacy through support and guidance. Flashback Answers 1. Why is conducting a needs analysis important for preparing Fred and his family for their international assignment, and how could it have been applied at different levels? Answer: Students should recognize that at least some level a needs analysis is important. At the organizational level, the company could have reviewed the experiences of other executives who have completed international postings to look for patterns (positive or negative) which could point to training needs and opportunities. At the task level, the duties and responsibilities of the job could pinpoint the need for language skills (in this case Japanese), and the very real requirement to communicate effectively with Japanese subordinates as well as clients. At the person level, Fred and his family would have benefited from more self-assessment and personal reflection of their knowledge and their attitudes towards an overseas posting – for example it seemed to come to a shock to Fred’s wife that her experience in Tokyo was not like her experience in San Francisco, which is a good indication that her attitude and expectations were perhaps not realistic. Some of these issues could have been identified by working through a needs analysis tool such as the Mager and Pipe flow chart found on page 124. • Organizational Level: A needs analysis could have involved reviewing the experiences of other executives who had international postings to identify common training needs and challenges. • Task Level: Analyzing the job duties would reveal the need for specific skills such as Japanese language proficiency and effective communication with Japanese subordinates and clients. • Person Level: Fred and his family could have benefited from self-assessment and reflection on their attitudes and knowledge regarding overseas assignments. For example, Fred’s wife’s shock at the differences between Tokyo and San Francisco indicated a mismatch between her expectations and reality. Tools like the Mager and Pipe flow chart on page 124 could have helped identify these issues. 2. What learning outcomes and training objectives should be established based on the identified training gaps? Answer: Students should be able to suggest learning outcomes specific to some of the training gaps identified in the needs analysis (language acquisition, cultural fluency, etc.) and be able to write training objectives that include performance, condition, and criterion (have them refer back to page 147, if necessary). Their responses should focus on pre-departure training objectives related to things like cultural appreciation, learning key Japanese phrases, a general orientation to things like food and shopping, etc. • Learning Outcomes: • Cultural Appreciation: Understanding Japanese cultural norms and practices. • Language Acquisition: Learning key Japanese phrases and basic conversational skills. • Orientation to Daily Life: Familiarity with local food, shopping, and social customs. • Training Objectives: • Cultural Appreciation: After training, Fred and his family will be able to describe key aspects of Japanese culture (performance/condition) to facilitate smoother adaptation (criterion). • Language Acquisition: By the end of the training, Fred and his family will be able to use basic Japanese phrases in daily interactions (performance/condition) with a 90% accuracy rate (criterion). • Orientation to Daily Life: Following training, Fred’s wife will be able to navigate shopping and dining experiences in Tokyo (performance/condition) with minimal assistance (criterion). 3. What types of training programs could be designed for Fred and his family, and how could they be delivered effectively? Answer: Here students have an opportunity to get creative in suggesting a training program, as arguments can be made for each of the three approaches already explored in other chapters. Some of the training (language acquisition, for example) could be done off-the-job (taking a conversational Japanese course at a local college, for example), on-the-job (working with a language coach in the workplace who is fluent in Japanese), or technology-based (such as learning Japanese through Rosetta Stone or other proprietary language learning program). Have students refer back to Table 6.1 on page 177 to further expand upon their answer related to their off-the-job recommendations. • Off-the-Job Training: • Language Courses: Enroll in conversational Japanese classes at a local college. • Cultural Workshops: Participate in seminars about Japanese culture and customs. • On-the-Job Training: • Language Coaching: Work with a Japanese-speaking mentor or coach. • Cultural Immersion: Engage in workplace activities with local employees. • Technology-Based Training: • Language Learning Software: Use programs like Rosetta Stone for Japanese. • Online Cultural Resources: Access virtual modules on Japanese customs and practices. • Reference: Students should refer to Table 6.1 on page 177 for more detailed recommendations on off-the-job training options. 4. How should Fred and his family apply what they learned in training to their experiences in Tokyo, and what relapse prevention strategies should be considered? Answer: For Fred and his family, students should be able to appreciate that transfer of training would mean that they would be applying what they learned in training to their lived experiences in Tokyo. This would show up practically as evidenced by Fred’s wife being comfortable with the shopping, entertainment, and social opportunities around her, and by Fred being able to appreciate and work with the Japanese communication style that relies more on subtleties than direct communication. Students should emphasize the importance of relapse prevention strategies, as described on page 314. • Application of Training: • Fred’s Wife: Demonstrate comfort with local shopping, entertainment, and social interactions. • Fred: Effectively use Japanese communication styles, including understanding subtleties and indirect cues. • Relapse Prevention Strategies: • Ongoing Support: Seek continuous feedback and support to address any adaptation issues. • Refresher Training: Participate in follow-up training sessions to reinforce skills. • Support Networks: Engage with local expatriate communities for additional support. • Reference: Emphasize the importance of relapse prevention as described on page 314. Flash Forward Question • To answer this question, encourage students to peruse the next chapter to gain an overall appreciation of the complexities of management. They might be able to infer that Fred’s track record as a manager, as well as the obvious confidence his superiors had in him, would suggest he is already an effective manager. At the same time, they should be able to appreciate that he was woefully unprepared for his new overseas assignment, and could therefore benefit from some management development training in specific areas that would have helped him be better prepared for his posting to Tokyo. This could include training in the areas of communication (with a specific cross-cultural emphasis), and emotional intelligence training (including managing his emotions and responding to the emotions of others), and might be able to recognize the value of error management training (EMT) and coaching as approaches to management development that could be effective. Running Case Study: Dirty Pools Suggested Answer to Case Question: 1. Based on Table 13.2 on page 397, what types of training programs would be appropriate for the pool operators and staff, and why? Answer: To address this question, students should refer back to Table 13.2 on page 397 and identify one or more of the training programs they feel are appropriate for the pool operators and staff and defend their reasoning. They will likely focus in on health and safety training as an obvious choice, but may also look toward technical skills training specific to their requirements to take and test water samples. • Health and Safety Training: This is crucial for pool operators and staff to ensure they adhere to safety regulations, manage emergency situations effectively, and maintain a clean and safe pool environment. • Technical Skills Training: Specific training on how to take and test water samples is essential to ensure that pool operators can accurately monitor water quality and address potential contamination issues promptly. • Reasoning: Health and safety training directly addresses the core issues of maintaining a safe pool environment and preventing health hazards. Technical skills training equips staff with the necessary expertise to perform essential tasks related to pool maintenance and water quality testing. Both types of training contribute to achieving the goal of reducing health and safety infractions in pools. Chapter 14 Management and Leadership Development Essential Outcome After completing the lesson on this chapter, if nothing else, students should be able to distinguish between management and leadership within organizations and appreciate the complexity of and interrelationship between the two functions and their pivotal role in organizational success. Consequently, they should grasp the importance of effective management and leadership development programs in developing and retaining managerial talent and have become familiar with the more common approaches used by organizations to develop their managers. Chapter Learning Outcomes After reading this chapter, you should be able to: • define “management” and “management development” and explain how the latter differs from employee training • describe the main roles, functions, and critical skills of managers • discuss the issue of leadership development • understand the differences between transactional, transformational, and authentic leadership • explain emotional intelligence and its relevance for management and leadership. • describe the models of management skill development • discuss how error-management training can be used for management development • describe the content of programs Used to develop conceptual, technical, and interpersonal managerial skills • discuss the different types of management development programs, including management education, management training, and on-the-job management development • discuss the effectiveness of management and leadership programs • discuss the relationship between After Event Reviews (AERs) and experiential training Key Concepts: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. Effective management (defined as the process of getting things done, efficiently and effectively, through and with other people) is critical to organizational effectiveness and success. It stands to reason, therefore, that the nature and complexity of the management function and its fundamental importance to the achievement of organizational goals results in the investment of considerable attention and training resources in most workplaces. 2. The process of management development, like the management role itself, is complex as it must address the main functions of managers: controlling, organizing, and planning (COP), as well as the important function of leading. The management development process must also address the core managerial roles, which can be classified as interpersonal, informational, and decisional. 3. Effective management involves the development and use of a complex set of skills, which are able to be acquired, strengthened, and supported by training. These skills include verbal communications, time and stress management, decision making and problem solving, as well as influencing and motivating, goal setting, team building, conflict management, and self-management (see Table 14.1 on page 427). 4. Leadership is a critical function of management. While once viewed as important only for the senior executive level of an organization, it is now widely recognized that leadership development is a vital aspect of effective management. Leadership development is therefore a top priority for organizations. 5. The acquisition and practice of key management skills forms the foundation of most management and leadership development programs, and are listed in Table 14.1 – The Most Frequently Cited Skills of Effective Managers, found on page 435. 6. Emotional intelligence (EQ), the ability to manage your own and others’ emotions and your relationships with others, is another well-researched, popular, and learnable skill that is deemed essential for managers. 7. As the massive investment in management development might suggest, numerous models exist for helping managers acquire and practise these skills. Most skill-based models involve the process of skill assessment, acquisition, practice, and application. One example is the training in management skills (TIMS) procedure, outlined in The Trainer’s Notebook 14.1 on page 439. 8. The content of management development programs is as varied as the number of programs themselves; however, most deal with the development of either conceptual, technical, or interpersonal skills, or a combination of all three. Conceptual skills often focus on problem-solving, decision-making, and planning skills, but may also include performance management and goal-setting skills. Technical skills are often derived through subject-matter expertise or previous training or education the manager has acquired through previous learning or experience, but may be augmented or enhanced through management development programs. Interpersonal skills typically involve communications skills as well as skills in managing conflict and stress. 9. Methods employed to develop these skills are also varied, and can be categorized as management education programs (covering a broad range of managerial knowledge and general conceptual abilities) and management training programs, designed to develop and enhance specific managerial skill sets. An example of the former is an MBA program; an outdoor wilderness training program an example of the latter. 10. In addition to (or in some cases in place of) courses or programs, on-the-job management development approaches are commonly used and often effective. These include job rotation, coaching, and mentoring. Student Motivation: WHY SHOULD STUDENTS CARE? It is reasonable to assume that many students in your class aspire to someday (some sooner than later!) themselves be in management roles, and therefore will have an inherent self-interest in this topic. Even for those who do not aspire to management positions, self-management and personal leadership are “hot” topics right now, as any Google search or browse through a bookstore (physical or virtual) will attest. Furthermore, as everyone who has ever worked for someone else will know, managers do have a huge impact (positive, negative, or both) on everyone in the workplace. These factors and experiences combined will likely generate considerable interest in the subject matter of this chapter. Barriers to Learning: WHAT ARE SOME COMMON STUDENT MISCONCEPTIONS AND STUMBLING BLOCKS? Notwithstanding the above, this chapter is the longest in the textbook, and if you are teaching the course in the sequence of the text, by now it is late in the term and your students might be feeling stressed and weary. Keep this in mind when deciding on how to best engage students as you move through this chapter. Also, related to the comments above on student motivation, while many students will aspire to management positions, many may have difficulty understanding and relating to the complexities and challenges of management roles at this stage of their careers. Anecdotes and examples will contribute to the development of an appreciation of the role, functions, and challenges of management work. Engagement Strategies: WHAT CAN I DO IN CLASS? 1. For In-Class Exercise 1, on pages 456-457: As this exercise might be difficult for students to do if they do not themselves have management experience, consider inviting a manager into your class who is prepared to respond openly and candidly to the phenomenon described in the exercise. Alternatively, this could be used as a written assignment in which students are to discuss this in-depth when answering the questions (the article itself can be assigned an extra reading). 2. For In-Class Exercise 2, on page 457: Divide the class into groups of 4–5. Ask each group to construct a table as required by the exercise and present to class. It may be useful to provide specific guidelines and review the TIMS model. 3. For In-Class Exercise 3, on page 457: Have students complete this exercise with a partner as part of the lesson, as suggested in the Lecture Outline (A – Introduction) below. Be sure to emphasize that the students should be precise in their answers and to avoid generalities. Also, encourage students to reflect back on the aspects of this chapter that illustrate the complexity and challenge of the job of a manager—this might help prevent the exercise from degenerating into a very negative “gripe session” of venting about all ineffective managers the students feel they have endured! 4. For In-Class Exercise 4, on page 4457: Use this exercise as part of the lesson as suggested in the Lecture Outline (E – Emotional Intelligence) below. Draw particular attention to the sections of the chapter that deal with models and content of management development programs. Students can complete the task individually or with a partner. Suggestions for Large Class Exercises a) Keeping students engaged in a lecture can always be a challenge. To assist with this, create a “lecture aid” with key points listed from the chapter and PowerPoint slides. Leave blank spaces to be completed by students based on points presented in the lecture. Provide a quick recap of the “answers” to ensure students have gathered the correct information from the lecture. b) Gradual improvement in managerial skills is a key element of management development training and opportunities to practise these skills leads to this improvement. To illustrate this, divide the class into groups of 4–5 students and provide them each with a specific skill area that would fit within a management development program. Have them identify how the gradual improvement would be evident, providing specific examples if possible. Facilitate a debriefing with the class. Suggestions for Technology-Enhanced Classrooms a) Search online for organizations that provide outdoor education training. Select one of the websites and showcase the training, highlighting the experiential elements and illustrating themes related to team training and management development as shown in the material, images, and testimonials. b) Search online for an MBA program (from your own school if available or other schools in Canada). Highlight the goals and learning outcomes of the program. If possible, identify the training methods they use and compare this to the various methods of management development. Suggestions for Internet Classes a) Concepts like emotional intelligence are often difficult to grasp without concrete examples. In a discussion forum, have students provide specific examples of how emotional intelligence would be demonstrated by a manager with his/her subordinates. Aim for specific examples, specific language, and actions to demonstrate this very clearly. b) Create an online quiz, crossword, or word search using any of the available public software programs widely available on the Internet. Use key terms from the chapter to create the puzzle. Post the answers the following week to provide feedback. Assessment Tools You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class, ask a student to summarize the key points from the lesson. Reflections on Teaching: HOW CAN I ASSESS MY OWN “PERFORMANCE”? Good teaching requires the practice of ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following and consider whether or not you want or need to make any adjustments for subsequent lessons. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? Additional Resources Chapter Summary This chapter described the roles, functions, and critical skills of managers and how they are developed. Managers engage in a number of interpersonal, informational, and decisional activities in order to accomplish their organizational goals of controlling, organizing, planning, and leading the work of others. This requires them to master and display conceptual, technical, and interpersonal skills, and to have emotional intelligence. Management development programs are designed to develop these skills. Management and leadership are differentiated, and the critical role of leadership as a function of management is described along with a look at how leadership development is evolving as a training practice. Models of management development involve skill assessment, skill acquisition, skill practice, and skill application. The content of management development programs was described in terms of conceptual, technical, and interpersonal skills. Management development programs involve both informational and experiential learning and include management education, management training, and on-the-job management development. Management education programs such as an MBA provide individuals with a general management education. A popular example of a highly experiential management training program is outdoor wilderness training. Examples of on-the-job development include job rotation, mentoring, and coaching. The chapter concluded with an assessment of the effectiveness of management development programs for improving organizational performance and a discussion of the research findings as to the effectiveness of management development efforts. Web Links • The Clemmer Group is a Canadian company specializing in management and leadership development. Their website contains some excellent examples of proprietary leadership development products and some very good resources (articles, videos, newsletters) on the topic: http://www.clemmergroup.com Case Incident: Middle Manager Burnout Answers 1. What are the primary challenges and stressors involved in middle-management roles, and how do these challenges contribute to burnout? Answer: To answer this question, students should start by reviewing the Figure 14.1 – Managerial Roles, Functions, Skills, and Development Approaches (Page 426) and the corresponding descriptions of management roles and functions on pages 429-431, to better understand and appreciate the complexity and challenge of middle-management work and the resulting stressors involved. • Understanding Managerial Roles and Functions: To appreciate the complexity and challenge of middle-management work, students should review Figure 14.1 – Managerial Roles, Functions, Skills, and Development Approaches on page 426 and the corresponding descriptions on pages 429-431. Middle managers often face significant stressors due to their role in balancing the expectations from both upper management and their direct reports. They must manage diverse functions including operational efficiency, team motivation, and strategic alignment, all while handling the pressures of limited authority and high accountability. These stressors contribute to burnout as middle managers navigate conflicting demands and responsibilities. 2. What development approaches can help address middle manager burnout, and how can these approaches improve job satisfaction and retention? Answer: Students should then refer to Training Today 14.3 – Taking Management Development Seriously: The Price Waterhouse Coopers Story on page 434, which will lead them to ideas around coaching and mentoring as valuable approaches to keeping managers challenged and engaged. Beyond (or in addition to) coaching and mentoring, students might also suggest job rotation as another valid approach to on-the-job training, and they may also recommend any of the off-the-job approaches described as possible ways to help address the burn-out issue. In explaining their choices, students should also reflect on the development role that each level of management has for the level below it, and the impact that this has on retention, job satisfaction, capacity building within the organization, and succession planning. • Coaching and Mentoring: Referring to Training Today 14.3 – Taking Management Development Seriously: The Price Waterhouse Coopers Story on page 434, coaching and mentoring are valuable approaches. They provide ongoing support, guidance, and feedback, which help managers stay engaged and challenged in their roles. • Job Rotation: This approach allows managers to gain experience in different roles and functions within the organization, which can prevent stagnation and reduce burnout. • Off-the-Job Training: Additional development activities such as leadership workshops, seminars, and external courses can also address burnout by enhancing managerial skills and providing new perspectives. • Reflection on Development Roles: Each level of management has a developmental role for the level below, impacting retention, job satisfaction, capacity building, and succession planning. By investing in these development approaches, organizations can improve overall managerial effectiveness and support career growth, which in turn helps in retaining talent and enhancing job satisfaction. Case Study: Market Research Inc. Answers 1. What are the main skills that Mary needs to develop for her new managerial role, and how can these skills be identified? Answer: To identify the main skills in need of development, students should once again refer to Figure 14.1 on page 427, and identify that Mary will require technical, conceptual, and interpersonal skills in order to effectively perform the planning, controlling, organizing, and leading functions of her new managerial role. Students may focus in on apparent gaps or weaknesses, as well as existing strengths that can be leveraged. For example, Mary already has strong interpersonal skills but may require development in some of the other areas identified. • Identifying Skills: To identify the main skills Mary needs for her new managerial role, students should refer to Figure 14.1 on page 427. Mary will need to develop technical, conceptual, and interpersonal skills to effectively perform the functions of planning, controlling, organizing, and leading in her new managerial position. While Mary may already have strong interpersonal skills, she might need further development in technical skills related to the specific industry and conceptual skills to handle strategic planning and problem-solving. 2. What development programs would be beneficial for Mary as she transitions into her new role, and what are the advantages of these programs? Answer: Students may recommend that Mary would benefit from either a management education program (as a longer-term solution), or a more intensive and immediate management training program to help her get “up and running” as a new manager more quickly. They may also point out the benefits of supporting Mary on-the-job with a coach to help her develop and hone her management skills, and with a mentor to help support her career development long-term. • Management Education Program: A longer-term solution such as a management education program (e.g., an MBA) would provide Mary with a broad and deep understanding of management principles and practices. However, it may not address her immediate needs. • Management Training Program: A more intensive and immediate management training program would help Mary quickly acquire the essential skills she needs for her new role. This program would focus on practical skills and knowledge necessary for effective management. • Coaching and Mentoring: Supporting Mary on-the-job with a coach would provide personalized guidance and feedback to help her develop and refine her management skills. A mentor would offer long-term support and career development advice, facilitating her growth in the role and beyond. 3. How can Tom, who is retiring soon, contribute to Mary's development as a new manager, and what role should he play? Answer: As Tom has a significant amount of experience and expertise in the role that Mary is stepping into and since he should not in any way feel threatened by her (since he is retiring soon), students will likely conclude that it would make sense to involve Tom in her development, either as a coach/mentor (depending upon their relationship and their personalities), or at least as a contributor to her on-the-job training. • Tom’s Contribution: Given Tom’s significant experience and expertise in the role Mary is stepping into, it makes sense for him to be involved in her development. Tom can act as a coach or mentor, depending on their relationship and personalities. His involvement would provide Mary with valuable insights and hands-on guidance during her transition. Tom’s contributions could include coaching Mary on specific management challenges and mentoring her to ensure a smooth handover of responsibilities. 4. Evaluate the effectiveness of different development programs for Mary, and justify which program or combination of programs would be most appropriate for her immediate and long-term needs. Answer: For each of the programs listed, students should be able to draw their own conclusions as to their effectiveness and be able to justify their answers. For example, they may conclude that while a management education program such as an MBA would benefit Mary long-term, it may not provide her with the skills she needs to develop before assuming the role (n the next year), and therefore a management training program may be more suitable in order to address these more immediate concerns. Students should also be able to point to the value of two the on-the-job approaches described (coaching and mentoring), but conclude that in this instance job rotation would not be as appropriate. Astute students may go further to suggest that Mary should assume at least a part of the role before Tom retires, allowing for a more seamless transition during which time she could benefit from Tom’s coaching and mentoring as she transitions into the role. • Management Education Program: While an MBA or similar management education program would benefit Mary in the long term by enhancing her overall management knowledge, it may not address her immediate needs before assuming her new role. • Management Training Program: This program would be more suitable for addressing Mary’s immediate concerns, as it focuses on practical skills needed for her new role within the next year. • On-the-Job Approaches: Coaching and mentoring are valuable for providing real-time feedback and support. Coaching would help Mary develop specific skills quickly, while mentoring would support her long-term career development. Job rotation, however, may not be as appropriate in this instance, as it involves moving through different roles, which may not be necessary given Mary’s need for immediate skill development in her new role. • Transition Plan: Students may also suggest that Mary assume part of the role before Tom retires, allowing her to benefit from his coaching and mentoring during the transition period for a smoother handover. Flashback Answers 1. What management training methods would be suitable for Mary, considering her characteristics and needs? Justify your recommendations. Answer: Management training method options: • Since Mary is conscientious, well organized, and intrinsically motivated, she may be a very good candidate for self-directed learning that makes use of technology-based training methodology, supported by coaching (which could be delivered face-to-face or online). • Mary’s management training could take advantage of webinars and video conferencing, using both synchronous and asynchronous delivery. She might also take advantage of social media and Web 2.0 technology to support her on her learning journey, utilizing these platforms for generative learning which it appears she would embrace and enjoy. • Self-Directed Learning: Given that Mary is conscientious, well-organized, and intrinsically motivated, self-directed learning using technology-based methods would be suitable. This approach allows her to learn at her own pace and focus on areas she feels are most relevant to her development. • Technology-Based Training: Utilizing webinars and video conferencing for both synchronous and asynchronous learning can provide Mary with flexible, on-demand access to training resources. Social media and Web 2.0 platforms can also be used to support her learning journey, enabling generative learning and interaction with others in her field. • Coaching Support: To complement self-directed learning, Mary would benefit from coaching, which can be delivered either face-to-face or online. Coaching can provide personalized guidance and feedback, helping her apply what she learns to real-world managerial situations. 2. What on-the-job training options should be considered for Mary, and how could they benefit her development as a new manager? Answer: On-the-job training options: • As mentioned above, Mary is an obvious candidate for high-quality coaching. This could be provided in-house if the expertise exists or by working with an external corporate coach (ideally someone familiar with her industry). • In addition to coaching, which would help Mary set her own managerial performance goals and support her in setting about the achievement of those goals, Mary might also benefit from mentoring. Depending on the nature of her relationship with the vice president, he might be willing (and suitable) to mentor Mary in navigating the politics of the organization, which no doubt will challenge her in ways she likely could not foresee from her current position within the production department. • Coaching: Mary should receive high-quality coaching, which could be provided in-house if suitable expertise exists or through an external corporate coach familiar with her industry. Coaching will help Mary set managerial performance goals and achieve them, providing her with ongoing support and guidance. • Mentoring: In addition to coaching, mentoring could be valuable. If the vice president or another senior manager is willing and appropriate to mentor Mary, it would help her navigate organizational politics and integrate into the management team. This support could be crucial for addressing challenges she might not have anticipated from her current position. 3. How should the effectiveness of Mary’s management training be evaluated, and what methods could be used to measure the impact? Answer: Training evaluation: • While there are several options available for evaluating the effectiveness of Mary’s management training, as her training is custom-tailored for her it might be appropriate to use decision-based evaluation (DBE) because it provides the opportunity to focus on specific variables of effectiveness. In Mary’s case, DBE could focus on the degree of change in her knowledge, skills, and management behaviours as she evolves in the role. Elements of the Kirkpatrick model could be incorporated in the DBE evaluation, including assessments of Mary’s reaction to the training received, measurements of her learning and behaviour (as demonstrated on the job), and her own assessments of her motivation and self-efficacy. • Finally, the vice president could assess what he believes to be the impact of the management training through observing and supporting Mary’s development over a period of time, as she transitions from her current role to that of a new member of the management team. • The benefits of Mary’s management training can be calculated through the use of a cost-effectiveness evaluation, which compares monetary cost of the training to the monetary benefit of it, or cost–benefit evaluation, which compares the monetary costs to the benefits expressed in non-monetary terms. Alternately, return on investment (ROI) could be calculated by comparing the cost of the training program relative to the benefits derived from it, calculated by dividing the net benefit by the cost of the training program. This would require the use of credible assumptions and estimates based on the value of effective management versus the cost of management errors (which might result in employee grievances or poorly executed projects, for example). • Decision-Based Evaluation (DBE): DBE is appropriate as it focuses on specific variables of effectiveness. For Mary, this would involve evaluating changes in her knowledge, skills, and managerial behaviors over time. Elements of the Kirkpatrick model can be integrated, including: • Reaction: Assess Mary’s feedback on the training experience. • Learning: Measure her improvements in knowledge and skills through assessments. • Behavior: Observe changes in her on-the-job behaviors and performance. • Motivation and Self-Efficacy: Evaluate her self-perceptions of motivation and confidence in her managerial role. • Vice President’s Assessment: The vice president can observe and assess the impact of the training by monitoring Mary’s development and performance as she transitions into her new role. • Cost-Effectiveness Evaluation: Compare the monetary costs of the training with its monetary benefits. • Cost-Benefit Evaluation: Assess the monetary costs against non-monetary benefits, such as improved managerial effectiveness and reduced management errors. • Return on Investment (ROI): Calculate ROI by dividing the net benefits of the training by the cost of the program, using credible assumptions and estimates about the value of effective management versus the cost of errors. Chapter 15 The Evolution and Future of Training and Development Essential Outcome After completing the lesson on this chapter, if nothing else, students should have gained an appreciation of where the field of training and development and the role of the trainer are heading, and how organizations are changing the way they think about and manage learning. Chapter Learning Outcomes After reading this chapteryou should be able to: • describe how the role of training professionals has changed • describe the required competencies of training and development professionals • explain the role of ethics in training and development • describe the evolution of training and development in organizations, and define Learning 2.0 • discuss continuous and lifelong learning and the four pillars of lifelong learning Key Concepts: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. As organizations and the way they approach the training and learning needs of their employees evolve, so does the role of the training professional. In addition to designing and delivering training programs, training professionals are increasingly involved in strategic functions such as facilitating organizational change, managing organizational knowledge, career planning, and talent management. The trainer competency models of the ATD and CSTD (Figures 15.1 and 15.2 on pages 467 and 468, respectively) illustrate the range of competencies expected. 2. Ethics are important to organizations, and ethics in training and development is also an important consideration in terms of how training is conducted, who has access to training, and even the content of the training. CSTD has published a code of ethics for their members, which is outlined in Table 15.1 on page 469-470. 3. The way learning is viewed and managed is evolving. The shift from seeing learning as product delivered by organizations to their learners (employees) to a collaborative process where the learners initiate and co-manage their own learning is known as “Learning 2.0.” In contrast to more traditional classroom learning, this shift entails more of a blended approach, incorporating instructor-led classroom learning, e-learning, blended learning, and collaborative enterprise-wide learning initiatives, which commonly include both informal learning (perhaps occurring during meetings, for example) and learning via social media applications. 4. Finally, the accelerated rate and pace of change today compels organizations and individuals to embrace the concept of lifelong learning, an approach to learning that recognizes that learning takes place not just in formal settings at pre-set times, but throughout a person’s life and involves all aspects of their life. This shift has potentially profound implications for the field of training and development, drawing upon and challenging all of the skills and competencies of training professionals described earlier in this chapter. Student Motivation: WHY SHOULD STUDENTS CARE? Other than students in your class who might be history majors taking this course as an elective or for general interest, students are likely more interested in learning about what lies ahead for them rather than studying the past, so this closing chapter should capture their attention. Further, those who may aspire to work in the field of training and development will be interested in exploring the competency models offered by the Canadian and American professional associations. Finally, all students will likely have little or no difficulty relating to the concept of lifelong learning. Therefore, completing the chapter (and the course) with the idea that training and development professionals will see their role as facilitators of learning expand and grow is an exciting and inspiring way to conclude the course. Barriers to Learning: WHAT ARE SOME COMMON STUDENT MISCONCEPTIONS AND STUMBLING BLOCKS? The content and subject matter of this relatively brief final chapter is fairly straightforward and should not be too difficult to grasp. The two competency models, on pages 467 and 468 contain a considerable amount of information, and students will benefit from being guided through them. Engagement Strategies: WHAT CAN I DO IN CLASS? 1. For In-Class Exercise 1, on page 475: Work individually or divide the class into groups of 4–5. Assign the exercise to each group (individual), and have each one present their analysis in class. Provide the clippings yourself for this exercise so it can be done as an in-class exercise. The HRPA or CSTD website may also be sources of job postings for training managers. (Other national or regional career sites may also have postings: see Web Links below for suggestions.) 2. For In-Class Exercise 2, on page 475: This can be designated as an individual homework exercise. Combine this exercise with In-Class Exercise 1 if you are bringing in a guest speaker. 3. For In-Class Exercise 3, on page 475: This can be done as a homework individual assignment. Use the questions for the debriefing. Suggestions for Large Class Exercises Divide the class into groups of eight. Name four of the eight as the “panel of experts,” and the other four as “knowledge seekers.” Provide the “panel of experts” four of the topics from this chapter to “study” and become expert on. Provide the “knowledge seekers” with the same four topics and have them develop questions related to the topic. Provide 15 minutes for each group to get prepared then have the KS ask the POE their questions. If time permits, provide four new topics and switch roles. Suggestions for Technology-Enhanced Classrooms Do a search for “e-learning providers.” Select a few to showcase to the class and review their websites to identify if they provide LMS or rapid e-learning options. Discuss the findings with the class. Suggestions for Internet Classes Assign students as either an “expert” or “knowledge seeker.” Provide the “experts” with one topic from this chapter to “study” and become expert on. Provide the “knowledge seekers” with a corresponding topic and have them develop questions related to the topic. Have the KS post their question to the expert for a response. If time permits, provide new topics and switch roles. Assessment Tools You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class, ask a student to summarize the key points from the lesson. Reflections on Teaching: HOW CAN I ASSESS MY OWN “PERFORMANCE”? Good teaching requires the practice of ongoing self-assessment and reflection. At the completion of this lesson, you may find it helpful to reflect on the following and consider whether or not you want or need to make any adjustments for subsequent lessons. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? Additional Resources Chapter Summary This chapter began with a discussion of the changing role of the trainer the outsourcing of training and development. We then discussed ethical issues in training and development, the evolution of learning in organizations, and the trend toward Learning 2.0. The chapter concluded with a discussion of lifelong learning. Web Links • Monster Canada—searchable career postings (usually one or more posting for a training manager): http://www.monster.ca • Workopolis—the other major job-finding search engine: http://www.workopolis.com/EN/Common/HomePage.aspx Suggestions for End-of-Chapter Exercises As a course-closing exercise, describe to students the benefit of reflective practice (refer back to Chapter 3 on Learning and Motivation) and have students write a paragraph or two reflecting on what they key learning “take-aways” were for them as a result of completing this course. Encourage them to reflect and write about now only what they learned, but how they anticipate they might apply and use that knowledge as they begin their H.R. careers. If time permits, go around the room inviting each student to share one learning highlight, essentially creating a “live Wiki” (“What I Know Is”) as an effective way to bring the course to completion while also helping students review for the final exam. Instructor Manual for Managing Performance through Training and Development Alan M. Saks, Robert R. Haccoun 9780176570293,9780176798079