This document contains Chapters 8 to 9 CHAPTER 8 TRAINING AND DEVELOPMENT Objectives After reading this chapter, you should be able to Define what is meant by training and explain why it is a critical function for corporations today. Explain how to conduct a needs assessment, including performing organizational, task, and person analyses and deriving instructional objectives for a training program. Know how to design a training program to facilitate learning. Identify the critical elements related to transfer of training. Compare and contrast the various techniques available for training, including their relative advantages and disadvantages, with particular emphasis on e-learning. Identify criteria to use to evaluate training effectiveness. Understand different experimental designs that can be used for evaluating training programs. Understand the components of training programs for employee orientation and onboarding, teamwork, generational issues, diversity awareness, sexual harassment, creativity, and international assignments. CHAPTER 8 – CHAPTER SUMMARY I. Overview A. Employee training is a high performance work practice 1. Training and development are contributors to a company’s bottom line 2. Exceptional training is characteristic of companies identified as the “best” to work for 3. Successful companies align their training with other high performance work practices B. Workforce trends impacting the need for training include 1. Importance of ethics 2. Economic changes 3. Technological changes 4. Increased workforce diversity 5. Changing concept of work 6. Increased need for flexibility Increased pressure to compete through Improved quality Customer service Lower costs 2001 SHRM forecast reported that a top 10 trend is global competitiveness and the need for an educated and skilled workforce Companies are using a scale of workforce trainability as part of analysis for expansion and plant openings E. Companies also provide life training in addition to skills training II. Defining Training and Development A. Training is any attempt to improve employee performance on current job 1. Need to align training with the corporate strategy 2. Create engaged learning environments B. Development is learning opportunities designed to help employees grow III. Extent of Training and Development A. Organizations spend more each year on training expenditures Estimated that companies spent 125.88 billion on learning and development In 2009 ASTD’s best companies reported an average of 47 hours of learning content per employee B. ASTD’s Common Characteristics of the BEST Organizations 1. Learning has an enterprise wide role 2. Learning has value in the organization’s culture 3. Link between learning and performance 4. Investment in learning and performance initiative C. Organizations provide a wide variety of training to employees D. Employees view training positively E. Profession or industry specific training makes up the highest % of all training IV. A Systems Model of Training Needs Assessment – Collect information to see if training is needed in the organization 1. Organizational: Where 2. Task or job analyses: What 3. Person: Who Development – design the training environment necessary to achieve all objectives 1. Considerations: a. Characteristic of adult learners b. Learning principles 2. Identify materials and techniques 3. Define appropriate learning environment & conduct training C. Evaluation of the program- was the training effective in meeting the defined objectives 1. Criteria: a. Participants’ Reactions b. Learning c. Behavior change d. Organizational results e. ROI 2. Choose evaluation design prior to conducting the training 3. Conduct evaluation and cost-effectiveness of program D. Discrepancies between Research and Practice 1. Training research comes from a variety of disciplines a. Psychology b. Education c. Anthropology d. computer science 2. The majority of companies a. do not do formal needs assessment b. Most lack specific instructional objectives c. Most companies have no formal evaluation beyond trainees’ responses d. Most companies used off the shelf training programs without proven utility 3. ASTD 2006 Research-to-Practice conference proceedings a. Intent is to close the gap between research and practice V. Needs Assessment: First Step in Training A. Determine that a need for training actually exists; discrepancy between desired and what exists B. Needs Assessment: Systematic, objective determination of training needs 1. Organizational analysis a. Answers the question where training emphasis should be placed, and what factors may affect training b. Review the organization’s or unit’s short and long-range goals c. Review human resources inventories HRIS can reveal projected employee mobility, retirements, turnover, or number of employees in each KASOC or competency group d. Review climate indexes and surveys e. Identify organizational system constraints f. Use new or archival information to test hypotheses i) Data “mining” to test theories about training needs ii) What are discrepancies between desired and actual performance 2. Job/Task analysis a. Answers the question of what should be taught in training b. Worker-oriented approach identifies KASOCs and behaviors needed c. Task-oriented approach describes the work activities i) Beneficial in identifying specific training objectives that are used in curriculum development and program evaluation d. Critical Incident Technique (CIT) provides job detail and consequences of specific behaviors e. Discrepancies in information should be resolved before design of training programs f. O*Net describes specific training for each occupation 3. Person analysis Answers the question of who needs training and specific type Actual performance is compared to expected performance standards Are discrepancies are due to a lack of KASOCs, which KASOCs are missing, and can they be developed through training Self assessments are often used Can be used to assess trainability of individual Techniques for Collecting Needs Assessment Data, Figure 8.4, p. 282 Varies by type of analysis Important to coordinate and integrate results D. Deriving Instructional Objectives 1. Well-written objectives should contain: a. Observable actions b. Measurable criteria c. Conditions of performance 2. Advantages to developing learning objectives include: a. Identify criteria for evaluating programs b. Direct trainers to the issues and content to focus on c. Makes the training department more accountable VI. Development of the Training Program Designing a learning environment for training Integrate learning principles into the design of program and materials Goal to maximize transfer of new behaviors back to the job Design programs to meet the needs of adults learners B. Preconditions of learning; preparing individuals for training Trainable: the ability and motivation to learn 1. Trainability Ability, including higher cognitive ability (higher math and reading skills) Motivation to learn Personal traits associated with motivation More involved tend to be more motivated Assess attitudes and expectation Choice v. required training Link to compensation Assess readiness to participate in online learning 2. Gaining the support of trainees and others a. Outline benefits of employees attending training (e.g., intrinsic and extrinsic benefits) b. Gain support from supervisors, co-workers and subordinates c. Consider opinions on content, location and times of training C. Conditions of the Learning Environment Whole vs. Part Learning Show trainees the whole “performance” to begin Break complex tasks into component parts Learn each part separately Ultimately learner should be able to practice the whole task Progressive part learning is effective Massed vs. Spaced Practice Spaced practice more effective than massed practice Allows for observation and feedback Allows for long-term retention and transfer to the work setting Takes more time Overlearning- practicing far beyond the point of performing the task successfully Critical for both acquisition and transfer of KASOCs Increases retention over time Makes the behavior or skill more automatic Increases the quality of the performance during stress Helps trainees transfer what they have learned back to the job setting Recommended when the task will not be practiced immediately Goal setting Helps employees improve their performance by directing their attention to specific behaviors that need to be changed Goal setting has led to an average increase of 19 percent in performance Training programs should include specific, yet challenging goals Knowledge of results Provide timely and specific feedback Demonstrate gaps in performance Identify skills or behaviors to work on Provides motivation Attention Create a comfortable training environment Ensure trainees understand and accept the learning objectives Retention Present an overview of training at the beginning Use examples familiar to the trainees Organize material from simple to complex Provide time for rehearsal and tests D. Using Learning Principles to Develop Training Materials Materials used should stimulate trainees into learning and remembering the information Learning principles need to be built into training materials Clearly state the objectives of the material and a summary should be provided E. Transfer of training Before Training Align the training program with the organization’s needs using competency modeling Involve supervisors and trainees in the project team Use sound instructional design theory Develop application-oriented objectives based on the competency During Training Maximize similarity between training and job context Require practice of new behaviors & overlearning Provide realistic work-related tasks Provide extra spaces in textbooks to note ideas during training Include a variety of stimulus situations Label & identify important features of the content to be learned Develop job aids Ensure general principles underlying the specific content are understood Provide opportunity to synthesize material or plan for application Build trainee’s self-efficacy After Training Encourage trainees to practice skills on their jobs in between training sessions Ensure a supportive climate for learning and for transfer of new behaviors/skils Have trainees present their new learning to co-workers Provide opportunities to demonstrate use of the new skills Encourage continual learning by employees Relapse Prevention High risk situations can lead to relapse A set of self control and coping strategies should be taught Learn to identify and anticipate high risk situations Self-efficacy is important F. Choosing Methods for the Training Program 1. Two categories: Informational and Experiential 2. Experiential favored by trainees 3. Most effective to use multiple methods 4. Cost is a consideration G. Informational methods; primarily one-way communication Lectures The most common technique used for training Does not require actual experience or practice of material 97% of respondents to ASTD survey still use classroom instruction New technologies are used to supplement classroom learning Effective means to transfer factual material 2. Audio and Video Material Audiovisual include films slides, white boards, and overheads Video conferencing becoming more affordable Podcasting allows training to be posted to the company intranet Methods allow for reduced cost, increased participation and learner engagement 3. Self-Directed Learning (SDL) Methods Several methods are considered SDL The learner takes responsibility for learning at own pace Company can provide a learning center Advantages Reduced training time Favorable attitudes by trainees Consistency with an adult learning approach Minimal reliance on instructors or trainers Mobility, a variety of places can be used for training Flexibility, trainees can learn at their own pace Consistency of the information taught to all trainees Cost savings Disadvantages High developmental time for course materials and extensive planning requirements Difficulties in revising and updating materials Limited interactions with peers and trainers Self –Directed Learning Readiness Scale (SDLRS) can be used to determine is learner is ready for self directed learning Types of Self-directed Learning Independent Study E-Learning Effective means for training declarative knowledge H. Social Media Technologies for Learning Includes social networks and shared media for example YouTube, etc Online courses rely on SDL approach Participants need opportunities to interact and practice to truly learn Use of a variety of exercises, videos, etc can allow for practice of skills Experiential methods; used to teach physical and cognitive skills On-the-Job Training (OJT) Often an informal method of training Any training conducted on-site in the context of the job Often combined with formal classroom training Best when training is one on one When work can not be interrupted Useful when equipment or safety restrictions exist Apprenticeship programs are OJT Job rotation is form of OJT Computer-Based Training (CBT)/E-Learning Can reduce costs and reach more people Web-based better for teaching declarative and procedural knowledge Trainees more satisfied with training when there were higher levels of human interaction Symbolic mental rehearsal Chunking-chopping CBT into smallest parts Electronic training-delivery media Fastest growing instructional method Offers revolutionary ways to present interactive training CBT systems link to the Internet and company intranets ASTD’s “best” firms use online learning in combination with other methods Distance Learning Programs Fastest growing sector of the training market Incorporates a “green” perspective to training Benefits A fast, effective way to train global employees Increased the impact and productivity of dollars invested in training and education programs Reduced travel costs Allowed for the training of more people, more often, in sessions that are easier to schedule and coordinate Offered the ability to add students and instructors as needed without incurring significant additional expenses Delivered a consistent message that can be disseminated quickly companywide Provides real-time updates and just-in-time information access Delivered to both work and home sites that are convenient for trainees Offered live interactive programs delivered to multiple networked sites for group learning Is learner-centered and enabled students to have more control over the pacing and sequencing of the learning experience Offered easy access to learning resources Equipment Simulations Machines or equipment designed to reproduce physiological and psychological conditions of the real world While potentially costly, incurs a fraction of cost of using the real equipment Games, Simulations, and Outdoor Experiential Programs Business games; allow trainees to assume various roles in the company In-basket, train managerial candidates in decision making 6. Case Analyses a. Used in management training to improve analytical skills b. Can be used individually or with group learning 7. Role Playing a. Trainees attempt to perform the behaviors b. Commonly used to learn oral communication and interpersonal skills 8. Behavior modeling Excellent approach for training trainers/managers Consists of 4 components Attention Retention Motor reproduction Motivation or feedback 9. Considerations when Choosing a Training Method Motivate the trainee to learn the new skills Illustrate the desired skills to be learned Be consistent with the content (e.g., use an interactive approach to teach interpersonal skills) Allow for active participation by the trainees to fit with the adult learning model Provide opportunities for practice and over learning Provide feedback on performance during training Structured from simple to complex Encourage positive transfer from the training to the job Be cost effective VII. Evaluation Barriers to Training Evaluation Evaluation makes it possible to show that training was the reason for improvement Few organizations evaluate their training programs. 77% said their evaluation does not provide meaningful information 11.4 respondents hold managers accountable for tracking pre and post training performance Barriers include Difficult to isolate training’s impact on results vs. other factors Useful evaluation function does not exist Data is not standardized Cost is prohibitive Leaders do not care Data is difficult to interpret Evaluation is not seen as credible B. Types of Criteria Reactions – assess trainee’s opinions, including reactions to trainer, subject matter, materials, and environment a. Uses largest part of evaluation budget b. Important to assess satisfaction with multiple aspects of training c. Despite high use, only 35.9% feel this method is of high value d. Low correlation between reactions and other criteria e. Reasons to collect the data Discover how satisfied trainees were with the program Make needed revisions to the program Ensure that other trainees will be receptive to attending the program Learning – assesses the degree to which the trainees have mastered the concepts, knowledge, and skills in the training a. Designed to sample the content of the training program b. Test before and after training c. Necessary but insufficient prerequisite for changes to on the job behavior d. In a 2009 ASTD survey, 54.9% of respondents believe these measures have high value 3. Behaviors/Performance- measures actual on the job performance a. Operationalized by using supervisor ratings b. Measure before and after the training, and compare c. 75% of respondents believe these measures have high value 4. Organizational Results- impact of training on the work group or entire company a. Collect data before and after training b. Includes criteria such as customer satisfaction, productivity, and turnover c. Difficult to measure without careful design d. Only 36.9 % of respondents measure results, although 75% believe the results have high value C. Assessing the Costs and Benefits of Training 1. Costs estimate a. One-time costs b. Costs associated with each training session c. Costs associated with trainees 2. Benefits difficult to estimate 3. Return on Investment (ROI) a. Net program benefits divided by program costs multiplied by 100 b. Need to use reliable, credible and conservative estimates c. Involve management to determine acceptable ROI target goals 4. Utility Analysis a. A function of 5 factors measuring the economic contribution of the training b. Based on subjective estimates, has not gained widespread acceptance D. Designs for Evaluating Training 1. Should meet two criteria a. Has change has occurred in the criteria b. Can the change can be attributed to the training program 2. Designs for training evaluation a. One-Shot Post-test-Only Design b. One-group pretest-post-test design c. Posttest-only control group design d. Pretest-posttest control-group design e. Multiple time-series design E. Benchmarking Training Efforts 1. Training activities 2. Training results 3. Training efficiency VIII. Planning for Training Effectiveness in Organizations A. Guidelines on planning “collaborative” interventions (Figure 8-13) Develop a theory of impact Reframe the point of evaluation from proof to evidence Isolate the effects of training Establish accountability for training IX. Special Training Programs Training for Generational Transitions Retiring Baby Boomers will cause a labor shortage Efforts to retain institutional memory Demonstrate value to gain loyalty, and protect investment Generation X & Y training Modify training methods to increase retention Focus on preparing the next generation of workers Necessary to retain a percentage of older workers while also training the next generation B. Employee Orientation Programs & Onboarding 1. Goal to ease new employee’s transition into the organization 2. Intent to increase job satisfaction and reduce turnover 3. Most not properly planned, implemented, or evaluated 4. The objectives are: a. Assist trainees in adjusting to new role and feel comfortable and positive b. Clarify job requirements, demands, and performance expectations c. Gain understanding of the organization's culture, and quickly adopt the organization’s goals, values and behaviors 5. Most programs consist of three stages: a. General introduction to the organization b. Specific orientation, the job, and policy, to the department and the job c. Follow-up meeting to verify that the important issues have been discussed 6. Well developed orientation programs are rare 7. Onboarding- systematic process to establish a positive trajectory early in a person’s career a. Typically aimed at new managers, implemented over a period of weeks or months b. Four phases i) Pre-arrival ii) Orientation/introduction Assimilation integration/contribution c. Differs from orientation in terms of timing, focus, delivery, and responsibility C. Training for Teams 1. Team training focuses on working together more effectively 2. Trust building is an important component Problem solving Communication skills Conflict management 3. Cross-functional teams need cross training D. Diversity Awareness Training. 1. A diverse workforce requires diversity training 2. Areas of focus include a. Creating a diverse workforce b. Managing a diverse workforce c. Creating an environment that values diversity d. Leveraging diversity into a competitive advantage 3. Consultants offer learning, consulting and assessment solutions 4. Diversity training programs linked to reduction in disability discrimination suits 5. Programs are flawed; for instance, lack metrics for evaluation, and training is not reinforced 6. Programs need senior management support 7. Programs need to be fully integrated into corporate strategy and other systems E. Sexual Harassment Training 1. Training has increased dramatically 2. Training provides an affirmative defense for organizations 3. Training should include: a. Statement of opposition to sexual harassment ii) Definitions of sexual harassment iii) Procedure for reporting harassment iv) Procedure to investigate claims v) Descriptions of punishments 4. Many organizations use e-learning for sexual harassment training F. Cross-cultural Training & Training for International Assignments 1. Increase globalization is a workplace trend 2. Cross cultural training should be a lifetime endeavor 3. Training can reduce severity of culture shock for expatriates 4. Skills needed by international assignees a. Communication b. Decision making c. Commitment d. Ideals e. Problem solving 5. Cultural intelligence – self-efficacy through social interaction in cross-cultural settings plays a key role in the subsequent effectiveness of such interactions Self efficacy allow for confidence to continue despite early failure 6. Training Techniques include: a. Cultural assimilator b. Experiential approaches c. Field experiences 7. Training for In-patriates a. Training for foreign nationals who are coming to the US to work X. Summary A. Training is HR tool for improving organizational performance Effective training depends on a systematic process involving Needs assessment Program development Evaluation of results C. Focus on continual learning D. Ensure strong support from top management E. Link to corporate strategy F. Integrate training with career development programs CHAPTER 8 - IMPORTANT TERMS ASTD - The American Society for Training and Development Behavioral criteria - measures of actual on-the-job performance that can be used to identify the effects of training on actual work performance Behavior modeling - Five components: watching/observing, retention processes, behavioral rehearsal, feedback/reinforcement, and transfer of learning. Chunking- chopping computer-based training into its smallest parts and sending them through a network so that learners receive just the instruction they need when they need it. Computer-assisted instruction (CAI) - Allows a trainee to interact directly with computers to learn and practice new skills. Computer-based training (CBT) - Use of computers to train employees Cross Cultural training – preparing individuals to work in international assignments Development - Learning opportunities designed to help employees grow Evaluation (training) - Process of determining results of training Experiential workshops - Learning by doing through exercises, role-play, or simulations Independent study - Requires a trainee to synthesize and remember the contents of written material, audio or videotapes, or other sources of information. Informational training- information is transmitted to learners using primarily one-way communication Instructional objectives - Describe the performance you want trainees to be able to exhibit before you consider them competent. They should contain observable actions, measurable criteria, and conditions of performance. Job analysis (training) - Determine what should be taught in training. Job Rotation – moving employees from one job to another to broaden their experience Learning measures - Measures the degree to which trainees have mastered the concepts, knowledge, and skills of the training. Massed vs. spaced practice - Practicing new behaviors without breaks vs. taking rest periods in between Multiple time-series design - Evaluation measures taken several times before and after the training (there is a control group). Needs assessment - Systematic, objective collection of information to determine training needs Onboarding – systematic process to establish a positive trajectory early in a person’s career On-the-job training (OJT) - Training that takes place while actually doing the work of the job. One-group pretest-posttest design - Evaluation of training is based on measures taken before and after the training (no control group). One-shot posttest-only design - Evaluation takes place at conclusion of training. Organizational analysis (needs assessment) - Determine where training emphasis should be placed and what factors may affect training. Often involves “mining” data. Organizational results - Examines impact of training using outcome measures (e.g., sales, productivity, number of sexual harassment complaints) Orientation programs - Familiarize employees with their supervisors and coworkers, company policies and procedures, requirements of their jobs, and the organizational culture. Overlearning - practicing beyond the point of first accurate recall Performance discrepancies - Used to indicate areas needing attention. Person analysis (training) - Determine who needs training and what type of training is needed for these persons? Posttest-only control group design - Evaluation of training is based on measures taken after the training; however, there is a control group. Pretest-posttest control-group design - Evaluation measures before and after the training (there is a control group). Programmed instruction (PI) - An individual learning method that allows self-paced study of books and written material on a variety of technical and non-technical topics. Reaction measures - Evaluation based on trainee opinions of training. Relapse prevention - Attempt to increase the long-term maintenance of newly acquired behaviors. Return on Investment (ROI) – assessing the ratio of costs and benefits of training programs Self-directed learning (SDL) - Trainee takes responsibility for learning the necessary knowledge and skills at his or her own pace. Self-directed Learning Readiness Scale (SDLRS) - Assessment tool used to measure an individuals SDL level Self-efficacy- feeling of control and accomplishment; related to motivation to learn Spaced practice – practicing the new behavior/skill and taking rest periods in between Trainability - procession of both the ability and the motivation to learn Training – any attempt to improve employee’s performance in their current job or one related to it Transfer of learning - Extent to which learning from training translates to actual work performance Utility analysis – measures the economic contribution of a program according to how effective it was in identifying and modifying behavior Whole vs. part learning - Whole learning shows trainees the whole performance they are to learn; yet for effective results the whole of the learning is broken down into its parts. CHAPTER 9 CAREER DEVELOPMENT Objectives. After reading this chapter, you should be able to Describe the new changes taking place in the workplace and what implications these have for individuals and organizations. Define organizational career development and the reasons for understanding career development. Understand the importance of integrating career development programs with other organizational systems (e.g., training, selection, recruitment). Identify the steps in designing career development systems. Describe the components of career development systems. Understand how to design career programs for various target groups of employees such as fast-track employees, entrenched employees, supervisors, executives, women, minorities, employed spouses and parents, repatriates, and others. CHAPTER 9 – SUMMARY I. Overview A. The traditional employee-employer contract has changed B. Generation Y employees will have 15 to 25 jobs over their lifetime C. A career is a series of lifelong work-related experiences and personal learning D. Both employees and employers need to be focused on career needs II. Definitions A. Career means more than just advancement in an organization 1. Career has both and internal and an external focus B. Career planning is becoming more aware of one’s own skills, interests, values, opportunities, etc. C. Career management is an organizational process of preparing, implementing, and monitoring career plans D. Career development system is a formal, planned effort to balance between individual goals and organizational requirements III. Implications of Workplace Changes for Individuals and Organizations A. What Should Individuals Do? 1. Focus on employability a) Develop competitive skills b) Have portable competencies 2. Take control of your career 3. Develop skills of self-assessment and career planning 4. Set clearly defined career goals 5. Maintain a technical specialty 6. Build a reputation 7. Develop collaboration skills 8. Develop networking and peer relationships 9. Continuous learning for adaptability and flexibility 10. Solicit feedback 11. Commit to lifelong learning B. What Should Organizations Do? 1. Provide employees with tools and opportunities 2. Create environment for continuous learning 3. Provide opportunities for self-assessment 4. Provide additional training 5. Train managers as coaches and mentors 6. Encourage employees to create individual development plans 7. Help employees strike balances between work and nonwork lives 8. Use rewards that support career development 9. Integrate career development with other HR programs 10. Redeploy before outsourcing IV. Importance of Understanding Career Development A. Organizations are changing, restructuring and producing fewer hierarchical levels B. Organizational change initiatives affect careers Downsizing - jobs cut Delayering - jobs reclassified Decentralizing - responsibilities reassigned Reorganization - organization refocus around core competencies Cost-reduction strategies - same work, fewer resources IT innovations - change with advancing technology Competency re-measurement - skills are defined & measured differently Performance-related pay - pay used for motivation C. EEO law and career development programs 1. Social and generational changes are pressuring organizations to be more creative and responsible 2. Emphasis will be on implementing career development systems 3. Employees cannot rely on organizational growth to provide career opportunities V. Designing Career Development Systems A. Integrate individual career planning and organizational career management activities B. Benefits of Career Development Systems 1. Benefits the organization, managers and employees a. Better use of employee skills b. More realistic goals and expectations c. Greater retention of valued employees C. Integrate with the training and development strategy of the organization D. Measures of effectiveness should be for individual and organization VI. Components of Career Development Systems Career development programs are retention tools and quickly becoming an employee expectation B. Self-assessment tools 1. Process to think through interests, skills and preferences 2. Career planning workshops a. Use experiential exercises in a structured group format b. Prepare participants to follow through on career strategies c. Participants receive feedback to check reality of plans and consider alternatives 3. Career workbooks a. Questions and exercises to determine strengths & weaknesses b. Example of workbook “What Color is Your Parachute?” c. Coprorate Workbooks should contain i. Statement of organization’s career policy ii. Description of career options iii. Strategies for obtaining career information d. Internet based career services are available C. Individual Counseling 1. One-on-one counseling sessions 2. More time consuming option 3. Generally provided by HR, Training, or Career Departments 4. Managers and supervisors can be trained to be counselors D. Information Services 1. Used to alert employees of opportunities at all levels 2. Job-posting systems a. Promotion from within is a High Performance Work Characteristic b. Important that all employees have access to postings c. Postings should include i. Minimum requirements of the job ii. Describe the decisions making process iii. Inform applicants when and how the job was filled 3. Skills inventories a. Comprehensive records of employees’ work histories, qualifications, etc. 4. Career ladders and career paths a. Map out steps and qualifications necessary to proceed to the next level b. Identification of “fast track” employees c. Implementation of multiple or dual-career paths 5. Career Resource Centers & Other Communication Formats a. Library to distribute career development materials b. House information on the company intranet c. Partner with outside organizations E. Organizational Assessment Programs 1. Methods for evaluating employees’ potential for growth and development 2. Assessment Centers a. 43% of surveyed firms use assessment centers as part of career development b. Provide in depth developmental feedback on strengths and weaknesses 3. Psychological testing a. Written tests and questionnaires determine i. Vocational interest ii. Personality types iii. Work attitudes b. Includes Myers-Briggs, and Big-Five personality factors 4. Promotability forecasts a. Early identification of individuals with exceptionally high career potential b. Use 80% rule for internal auditing 5. Succession planning a. Review of top executive talent and identification of backups b. Creates a “talent pipeline” c. Useful at all managerial levels d. Critical for small businesses long-term success e. Involves examination of long and short term plans f. Creates a positive impact on organizational results such as profitability g. Benefit in increased commitment and retention h. Programs need top management support F. Developmental Programs 1. Consists of skills assessment and training programs 2. Job Sampling 3. Mentoring, establishing relationships between jr. and sr. colleagues or peers a. Meta-analysis results support mentoring 4. E-mentoring a. Research identifies advantages and disadvantages associated with e-mentoring vs. face-to-face b. Technology advances allow for efficient and cost effective way to mentor VII. Career Programs for Special Target Groups Fast-track employees – organization identifies “stars” and give them rapid and intensive developmental opportunities Outplacement programs – assist terminated employees in making the transition to new employment Higher levels of outplacement support had a greater likelihood of reemployment, and higher salaries in new jobs Also important to provide assistance to survivors of downsizing Entrenched employees – entrenched employees are people who are not as committed or attached to their jobs as employers would like them to be. Several ways to address the issue: Offer buyouts Provide portability of benefits Provide ongoing career counseling Offer tuition reimbursement Implement staged retirement programs Allow job rotation Plan for phasing out jobs vs. elimination Emphasize importance of learning throughout organization Encourage thinking about career planning Extend portability of medical coverage for 18-24 months Supervisors and career counselors – should be trained as career coaches and mentors to help subordinates develop and implant their career plans Executive coaching – practical, goal-focused form of personal one-to-one learning for executives Programs for women, minorities, and employees with disabilities – providing additional feedback, educational opportunities, counseling, and career management to meet unique needs of these groups Programs for New Employees (Early Career Issues) 1. Employee Orientation Programs 2. Socialization Programs 3. Executive onboarding Programs for Late Career and Retirement Training supervisors on changing demographic of the workforce, laws, stereotypes, and strategies for dealing with loss of older employees Pre-retirement workshops Flexible work schedules I. Programs to Improve Work-Family Balance 1. 90% of working adults expressed a concern about not spending enough time with family 2. Policies on Hiring Couples and Relocation Assistance a. Dual-career couples b. Trailing spouses c. Nepotism policies 3. Work-Family Programs designed to help employees manage work-family role conflict 4. Flexible Work Arrangements a. Flextime b. Job Sharing c. Part-time work d. Compressed workweek e. Telecommuting 5. Maternities and Paternity Leave 6. Child-Care and Elder-Care Services 7. Effectiveness of Programs a) Increase employees’ loyalty i) Reducing turnover Reducing absenteeism Increase organizational productivity Satisfaction with jobs Repatriates High turnover rates for repatriates Adjustment problems, dealing with reentry shock Placement in assignments commensurate with position Repatriation “advocates” Provide ongoing career management Practices should reduce stress Repatriation should begin a year before the return VIII. Summary A. Career development programs should be integrated with existing HR programs B. Employees should have access to career planning information C. Planning should be consistent with the organizations strategic plans D. Focus should be on organizational and individual effectiveness CHAPTER 9 - IMPORTANT TERMS Career Development System - formal, organized, planned effort to balance individual career needs with those of the organizational needs. Career Management - involves preparing, implementing, and monitoring career plans undertaken individually or with the organization’s objectives in mind. Career Planning - deliberate attempt by an individual to become more aware of his/her skills, interests, values, opportunities, constraints, choices and consequences in regards to his/her career. Career Ladders & Paths – documents that document patterns of job movement, and illustrations of vertical or lateral moves Career workbooks – consist of questions and exercises designed to guide individuals to determine their strengths and weaknesses and necessary steps to reach career goals Competency remeasurement - skills are redefined and measured differently Cost-reduction strategies - same work fewer resources Downsizing - jobs eliminated Delayering - jobs reclassified Decentralizing - responsibilities reassigned Executive coaching – practical, goal-focused form of personal one-on-one learning for executives Fast track employees – individuals with high career potential IT innovations - change with advancing technology Mentoring – consists of establishing formal relationships between junior and senior colleagues or peers Outplacement programs - assist terminated employees in making the transition to new employment Performance related pay – compensation linked to performance criteria as a motivator Promotability Forecasts – Forecasts used by organizations to make early identifications of individuals with exceptionally high career potential Reorganizations - organization refocus on core competencies Skills inventory – company files of data on skills, abilities, experiences, and education of current employees Socialize – means to provide new employees with the necessary knowledge, skills and behaviors to become effective employees at a specific organization Succession planning - involves review of top executives and the level just beneath them to assess persons to backup the senior level people when necessary Trailing Spouse – the spouse of an employee who has been relocated Instructor Manual for Human Resource Management John H. Bernardin, Joyce E. A. Russell 9780078029165, 9780071326186
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