Chapter
10
Special Issues in
Training and
Employee
Development
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 1
Trainers are often forced to deal with a
wide variety of important issues that fall
outside the traditional discussion of the
components of instructional system
design.
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 2
Training Issues Resulting from the External
Environment:
Legal Issues
Welfare-to-Work
Programs
School-to-Work
Transition
McGraw-Hill/Irwin
Cross-Cultural
Preparation
Managing Work
Force Diversity
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 3
Training Situations That May Result in Legal
Action: (1 of 2)
Failing to provide required training
Incurring employee injury during a training activity
Incurring injuries to employees or others outside the
training session
Incurring breach of confidentiality or defamation
Reproducing and using copyrighted material in
training classes without permission
Excluding women, minorities, and older Americans
from training programs
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 4
Training Situations That May Result in Legal
Action: (2 of 2)
Not ensuring equal treatment while in training
Requiring employees to attend training programs
they find offensive
Revealing discriminatory information during a
training session
Not accommodating trainees with disabilities
Incorrectly reporting training as an expense or
failing to report training reimbursement as income
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 5
Cross-Cultural Preparation
Cross-cultural preparation involves educating
employees and their families who are to be sent to a
foreign country (i.e., expatriates)
To successfully conduct business in the global
market place, employees must understand the
business practices and the cultural norms of different
countries
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 6
Types of Employees in Global Companies
Parent-country national: Employee whose
country of origin is where the company has its
headquarters (i.e., expatriate)
Host-country national: Employee from the host
country
Third-country national: Employee who has a
country of origin different from both the parent
country and host country where he or she works
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 7
Hofstede’s Cultural Dimensions
Power Distance
Uncertainty Avoidance
Individualism – Collectivism
Masculinity – Femininity
Long-term – Short-term Time
Orientation
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 8
To prepare employees
for cross-cultural
assignments,
companies need to
provide cross-cultural
training.
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 9
To be successful in overseas assignments,
expatriates need to be:
1. Competent in their area of expertise
2. Able to communicate verbally and nonverbally
in the host country
3. Flexible, tolerant of ambiguity, and sensitive to
cultural differences
4. Motivated to succeed, able to enjoy the
challenge of working in other countries, and
willing to learn about the host country’s
culture, language, and customs
5. Supported by their families
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 10
Foreign Assignments
Foreign assignments involve three phases:
Pre-departure Phase
On-Site Phase
Repatriation Phase
Training is necessary in all three phases
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 11
Pre-departure Phase
Employees need to receive language training and
an orientation in the new country’s culture and
customs
The family should be included in the orientation
Expatriates and their families need information about
housing, schools, recreation, shopping, and health care
facilities in the area where they will live
Experiential training methods are most effective in
assignments that require significant interpersonal
interaction with host nationals
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 12
On-Site Phase
Training involves continued orientation to the
host country and its customs and cultures through
formal programs or through a mentoring
relationship
Expatriates and their families may be paired with a
mentor from the host country who helps them
understand the new, unfamiliar work environment and
community
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 13
Repatriation Phase (1 of 2)
Prepares expatriates for return to the parent
company and country from the foreign
assignment
Expatriates and their families are likely to
experience high levels of stress and anxiety when
they return because of the changes that have
occurred since their departure
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 14
Repatriation Phase (2 of 2)
Many expatriates decide to leave the company
because the assignment they are given upon
return has less responsibility, challenges, and
status than the foreign assignment
Employees should be encouraged to self-manage
the repatriation process
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 15
Implications of Cultural Dimensions for
Training Design: (1 of 2)
Cultural Dimension
Implications
Individualism
Culture high in individualism expects participation in
exercises and questioning to be determined by status in the
company or culture.
Uncertainty
Avoidance
Culture high in uncertainty avoidance expects formal
instructional environments.
Less tolerance for impromptu style.
Masculinity
Culture low in masculinity values relationships with fellow
trainees.
Female trainers less likely to be resisted in low-masculinity
cultures.
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 16
Implications of Cultural Dimensions for
Training Design: (2 of 2)
Cultural Dimension
Implications
Power Distance
Culture high in power distance expects trainer to be expert.
Trainers expected to be authoritarian and controlling of
session.
Time Orientation
Culture with long-term orientation will have trainees who are
likely to accept development plans and assignments.
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 17
Managing Work Force Diversity (1 of 2)
Managing diversity involves creating an
environment that allows all employees to
contribute to organizational goals and experience
personal growth
This includes:
Access to jobs
Fair and positive treatment of all employees
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 18
Managing Work Force Diversity (2 of 2)
Managing diversity requires the company to
develop employees so that they are comfortable
working with others from a wide variety of
ethnic, racial, and religious backgrounds
Managing diversity may require changing the
company culture
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 19
The goals of diversity training are:
To eliminate values, stereotypes, and managerial
practices that inhibit employees’ personal
development
To allow employees to contribute to
organizational goals regardless of their race, age,
physical condition, sexual orientation, gender,
family status, religious orientation, or cultural
background
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 20
How Managing Cultural Diversity Can
Provide Competitive Advantage (1 of 2)
Argument
Rationale
1. Cost
As organizations become more diverse, the cost of a poor job
in integrating workers will increase.
Those who handle this well will thus create cost advantages
over those who don’t.
2. Resource Acquisition
Companies develop reputations on favorability as prospective
employers for women and minorities.
Those with the best reputations for managing diversity will be
the most attractive employers for women and minority
groups.
An important edge in a tight labor market.
3. Marketing
The insight and cultural sensitivity that members with roots in
other countries bring to the marketing effort should improve
these efforts in important ways.
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 21
How Managing Cultural Diversity Can
Provide Competitive Advantage (2 of 2)
Argument
Rationale
4. Creativity
Diversity of perspectives and less emphasis on conformity to
norms of the past should improve the level of creativity.
5. Problem Solving
Heterogeneity in decisions and problem-solving groups
potentially produces better decisions through a wider range of
perspectives and more through critical analysis of issues.
6. System Flexibility
An implication of the multicultural model for managing
diversity is that the system will become less determinant, less
standardized, and therefore more fluid.
The increased fluidity should create greater flexibility to react
to environmental changes (i.e., reactions should be faster and
cost less).
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 22
Cycle of disillusionment resulting from managing
diversity through adherence to legislation:
Organizational
Status Quo
Problem
Identification
Action
Disillusionment
Relaxation
Frustration
Minorities and Women
Leave the Organization
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 23
To successfully manage a diverse work
force, companies need to ensure that:
Employees understand how their values and
stereotypes influence their behavior toward
others of different gender, ethnic, racial, or
religious backgrounds
Employees gain an appreciation of cultural
differences among themselves
Behaviors that isolate or intimidate minority
group members improve
These goals can be accomplished through diversity
training programs!
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 24
Diversity Training Programs (1 of 3)
Diversity training - training designed to change
employee attitudes about diversity and/or
developing skills needed to work with a diverse
work force
Diversity training programs differ according to
whether attitude change or behavior change is
emphasized
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 25
Diversity Training Programs (2 of 3)
Attitude Awareness and Change Programs
Focus on increasing employees’ awareness of
differences in cultural and ethnic backgrounds,
physical characteristics, and personal characteristics
that influence behavior toward others
The assumption is that by increasing their awareness
of stereotypes and beliefs, employees will be able to
avoid negative stereotypes
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 26
Diversity Training Programs (3 of 3)
Behavior-Based Programs
Focus on changing the organizational policies and
individual behaviors that inhibit employees’ personal
growth and productivity
One approach is to identify incidents that discourage
employees from working up to their potential
Another approach is to teach managers and employees
basic rules of behavior in the workplace
Cultural immersion is also used
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 27
Characteristics of Successful Diversity
Efforts: (1 of 2)
Top management provides resources, personally
intervenes, and publicly advocates diversity
The program is structured
Capitalizing on a diverse work force is defined as a
business objective
Capitalizing on a diverse work force is seen
necessary to generate revenue and profits
The program is evaluated
Manager involvement is mandatory
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 28
Characteristics of Successful Diversity
Efforts: (2 of 2)
The program is seen as a culture change, not a oneshot program
Managers and demographic groups are not blamed
for problems
Behaviors and skills needed to successfully interact
with others are taught
Managers are rewarded on progress toward meeting
diversity goals
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 29
School-to-Work Transition
School-to-work transition programs combine
classroom experiences with work experiences to
prepare high school students for employment
School-to-Work Opportunities Act encourages
partnerships between educational institutions,
employers, and labor unions
Every school-to-work system required to include workbased learning, school-based learning, and activities that
match students with employers
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 30
Training’s Role in Welfare-to-Work Programs
(1 of 2)
There are two methods for training welfare
recipients:
The first model involves government agencies referring
welfare recipients to a company-sponsored training
program subsidized with money and tax credits from the
government
The second method is for state and local governments to
provide life and skills training directly to welfare
recipients
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 31
Training’s Role in Welfare-to-Work Programs
(2 of 2)
Example: Marriott International’s Pathways to
Independence Program
Six-week program consists of classroom training and
work sessions in Marriott properties
Applicants must have a sixth grade reading level, pass a
drug test, and demonstrate a desire to work
Less than 25 percent of applicants are accepted
Participants often need to develop both job skills and
life management skills to succeed
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 32
Training Issues Related to Internal Needs of
the Company
The company’s internal environment results in
pressures which influence training practices:
The need to train managerial talent
Training and development opportunities for all
employees (regardless of their personal characteristics)
Use of the company’s compensation system to
motivate employees to learn
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 33
Training Issues Related to Internal Needs of the
Company:
Basic Skills Training
Melting the Glass
Ceiling
Joint UnionManagement Programs
Succession Planning
Training and Pay
Systems
McGraw-Hill/Irwin
Developing Managers
with Dysfunctional
Behaviors
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 34
Deloitte & Touche’s Recommendations for
Melting the Glass Ceiling:
Make sure that senior management supports and is involved
in the program
Make a business case for change
Make the change public
Using task forces, focus groups, and questionnaires, gather
data on problems causing the glass ceiling
Create awareness of how gender attitudes affect the work
environment
Create accountability through reviews of promotion rates and
assignment decisions
Promote development for all employees
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 35
Joint Union-Management Programs
Provide a wide range of services designed to help
employees learn skills that are directly related to their
job
Develop skills that are “portable” – i.e., valuable to
employers in other companies or industries
Both employers and unions contribute money to run the
programs and both oversee their operation
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 36
Joint Union-Management Programs (continued)
Example: The United Auto Workers – Ford
Education Development and Training Program
Life / Education Planning Program
Education and Training Assistance Plan
Skills Enhancement Program
College and University Options Program
Targeted Education, Training, or Counseling
Retirement Planning Program
Financial Education Program
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 37
The Succession Planning Process
1.
2.
3.
4.
5.
6.
Identify what positions are included in the plan
Identify the employees who are included in the plan
Develop standards to evaluate positions
Determine how employee potential will be measured
Develop the succession planning review
Link the succession planning system to other human
resource systems
7. Determine what feedback is provided to employees
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 38
Training and Pay Systems
Training is increasingly linked to employees’
compensation
skill-based pay systems
knowledge-based pay systems
Employees’ pay is based primarily on the
knowledge and skills they possess rather than the
knowledge or skills necessary to perform the
current job
McGraw-Hill/Irwin
© 2005 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 39