CHAPTER 6

TRAINING EVALUATION
INTRODUCTION:
 TRAINING EFFECTIVENESS REFERS TO THE BENEFITS THAT THE
O & THE TRAINEES RECEIVE FROM TRAINING
 TRAINING CRITERIA OR OUTCOMES REEFERS TO THE MEASURES
THAT THE TRAINER & THE O USE TO EVALUATE TRAINING
PROGRAM
 TRAINING EVALUATION REFERS TO THE PROCESS OF
COLLECTING THE OUTCOMES NEEDED TO DETERMINE IF
-TRAINING IS EFFECTIVE
 EVALUATION DESIGN REFERS TO FROM WHOM, WHAT, & HOW
INFORMATION NEEDED FOR DETERMINING THE EFFECTIVENESS
OF THE TRAINING PROGRAM WILL BE COLLECTED

REASONS FOR EVALUATING TRAINING

 INVESTMENT IN TRAINING IS DONE TO GAIN COMPETITIVE
ADVANTAGE
 FOLLOWING ARE THE TYPES OF EVALUATION:
o FORMATIVE
o SUMMATIVE
 FORMATIVE EVALUATION REFERS TO EVALUATION CONDUCTED
TO IMPROVE THE TRAINING PROCESS. ONE METHOD IS PILOT
TESTING
 SUMMATIVE EVALUATION REFERS TO EVALUATION CONDUCTED
TO DETERMINE THE EXTENT TO WHICH TRAINEES HAVE
CHANGED AS A RESULT OF PARTICIPATING IN THE TRAINING
PROGRAM
OVERVIEW OF THE EVALUATION PROCESS:
 `CONSISTS OF THE FOLLOWING STEPS:
o DETERMINING TRAINING NEEDS IN TERMS OF K/ S / B WHICH
SHOULD RESULT IN INCREASING THE CAPABILITIES OF THE
EMPLOYEES
o IDENTIFY SPECIFIC MEASURABLE TRAINING OBJECTIVES
TO GUIDE THE PROGRAM. IF OBJECTIVES ARE CLEAR;
THEN IT I EASIER TO IDENTIFY RELEVANT OUTCOMES FOR
EVALUATION
o DETERMINE THE EVALUATION STRATEGY. CHOOSE AN
EVALUATION STRATEGY. PLAN & EXECUTE THE
EVALUATION
OUTCOMES USED IN TRAINING PROGRAMS
 D.L.KIRKPATRICK’S FOUR-LEVEL FRAMEWORK FOR
CATEGORIZING TRAINING OUTCOMES IS FOLLOWED
LEVEL CRITERIA FOCUS

1 REACTIONS TRAINEE SATISFACTION

2 LEARNING ACQUISITION OF K / S / A /B
3 BEHAVIOUR IMPROVEMENT OF BEHAVIOUR ON THE JOB
4 RESULTS BUSINESS RESULTS ACHIEVED BY THE
TRAINEES

 BOTH LEVEL 1 & 2 CRITERIA ARE COLLECTED BEFORE TRAINEES

RETURN TO THEIR JOB
 LEVEL 3 & 4 CRITERIA MEASURE THE DEGREE TO WHICH
TRAINEES ARE USING TRAINING CONTENT ON THE JOB. IT
DETERMINES TRANSFER OF TRAINING
CLASSIFICATION OF TRAINING OUTCOMES
 TRAINING OUTCOMES ARE CLASSIFIED INTO FIVE CATEGORIES:
o COGNITIVE OUTCOMES
o SKILL-BASED OUTCOMES
o AFFECTIVE OUTCOMES
o RESULTS
o RETURN ON INVESTMENT
 COGNITIVE OUTCOMES:
o DETERMINE THE DEGREE TO WHICH TRAINEES ARE
FAMILIAR WITH PRINCIPLES, FACTS, TECHNIQUES,
PROCEDURES OR PROCESSES EMPHASIZED IN THE
TRAINING PROGRAM
o CORRESPONDS TO LEVEL 2 OF KIRPATRICK’S MODEL
o PAPER & PENCIL TESTS ARE USED TO ASSESS COGNITIVE
OUTCOMES
 SKILL BASED OUTCOMES:
o IT INCLUDES ACQUISITION OR LEARNING OF SKILLS & USE
OF SKILLS ON THE JOB
o IT CAN BE EVALUATED BY OBSERVATION
o CORRESPONDS TO LEVEL 2 OF KIRKPATRICK’S MODEL
 AFFECTIVE OUTCOMES:
o INCLUDES ATTITUDES & MOTIVATION
o ONE TYPE OF AFFECTIVE OUTCOME I TRAINEE’S
REACTIONS TOWARD THE TRAINING PROGRAM
o REACTIONS ARE USEFUL FOR IDENTIFYING WHAT
TRAINEES THOUGHT WAS SUCCESSFUL & INHIBITED
LEARNING
o IT IS COLLECTED AT THE PROGRAM’ CONCLUSION
o REACTION OUTCOMES ARE COLLECTED VIA
QUESTIONNAIRE, INTERVIEWS, & FOCUS GROUPS
 RESULTS:
 o ARE USED TO DETERMINE THE TRAINING PROGRAM’S
PAYOFF FOR THE O.
o INCLUDES REDUCED COSTS, RELATED TO EMPLOYEE
TURNOVER OR ACCIDENTS, INCREASED PRODUCTION &
IMPROVEMENTS IN PRODUCT QUALITY OR CUSTOMER
SERVICE
o IT IS MEASURED BY OBSERVATION
 RETURN ON INVESTMENT
 COMPARING THE TRAINING’S MONETARY BENEFITS WITH
THE COST OF TRAINING
 COST COULD BE DIRECT OR INDIRECT
 BENEFITS REFERS TO WHAT VALUE THE O GAINS FROM
THE TRAINING PROGRAM

HOW DO WE KNOW IF OUR OUTCOMES ARE GOOD?

 GOOD TRAINING OUTCOMES NEED TO BE
o RELEVANT,
o RELIABLE,
o DISCRIMINATE
o PRACTICAL
 RELEVANT:
o THE EXTENT TO WHICH TRAINING OUTCOMES ARE
RELATED TO THE LEARNING CAPABILITIES IN THE
TRAINING PROGRAMS
o TRAINING OUTCOMES MAY LACK RELEVANCE IN THE
FOLLOWING WAYS:
 CRITERIA CONTAMINATION
 CRITERION DEFICIENCY
  CRITERIA CONTAMINATION REFERS TO THE EXTENT
THAT THE TRAINING OUTCOMES MEASURE
INAPPROPRIATE CAPABILITIES
 CRITERION DEFICIENCY REFERS TO THE FAILURE TO
MEASURE TRAINING OUTCOMES THAT WERE
EMPHASIZED IN THE TRAINING OBJECTIVES
 RELIABILITY
o REFERS TO THE DEGREE TO WHICH OUTCOMES CAN BE
MEASURED CONSISTENTLY OVER TIME
o A RELIABLE TEST IS ONE THAT INCLUDES ITEMS FOR
WHICH THE MEANING OR INTERPRETATION OF THESE
ITEMS BY THE TRAINEES DOE NOT CHANGE OVER TIME
o A RELIABLE TEST ALLOWS THE TRAINER TO HAVE
CONFIDENCE THAT ANY IMPROVEMENTS IN POST-TRAINING
TEST SCORES FROM PRE-TRAINING LEVELS RESULT FROM
LEARNING THAT OCCURRED IN THE TRAINING PROGRAM
NOT FROM TEST CHARACTERISTICS
 DISCRIMINATION
o REFERS TO THE DEGREE TO WHICH TRAINEE’S
PERFORMANCE ON THE OUTCOME ACTUALLY REFLECT
TRUE DIFFERENCES IN PERFORMANCE
o THIS SHOULD BE ON ACCOUNT OF CHANGE IN THE
KNOWLEDGE OF THE TRAINEE AFTER UNDERGOING
TRAINING PROGRAM

 PRACTICALITY
 o REFERS TO THE EASE WITH WHICH THE OUTCOMES
MEASURES CAN BE COLLECTED

ASSIGNMENTS
1. WHAT CAN BE DONE TO MOTIVATE COMPANIES TO EVALUATE
TRAINING PROGRAM?
2. WHAT ARE RESULTS OUTCOMES? WHY DO YOU THINK THAT
MOST ORGANIZATIONS DON’T USE RESULTS OUTCOMES FOR
EVALUATING THEIR TRAINING PROGRAMS?
3. VISIT AN INDUSTRY, & FIND OUT HOW DO THEY CALCULATE
RETURN ON INVESTMENT ON TRAINING?
4. VISIT AN INDUSTRY, & FIND OUT WHETHER THE TRAINING
PROGRAM HELD LAST YEAR WERE OUTCOMES OF
ORGANIZATION STRATEGIES?
 CHAPTER 7
TRADITIONAL TRAINING METHODS
INTRODUCTION:
 TRAINING METHOD CAN BE CATEGORIZED INTO THREE TYPES:
o PRESENTATION METHOD
o HANDS ON METHOD
o GROUP BUILDING METHOD
 EACH METHOD HAS ITS OWN ADVANTAGE & DISADVANTAGES

PRESENTATION METHOD:
 TRAINEE ARE PASSIVE RECIPIENTS OF INFORMATION
 INCLUDE:
o LECTURES
o AUDIO VISUAL TECHNIQUES
 LECTURE:
o TRAINEE COMMUNICATE THROUGH SPOKEN WORD WHAT
SHE WANT THE TRAINEE TO LEARN
o COMMUNICATION IS ONE WAY
o LEAST EXPENSIVE, & TIME CONSUMING
o METHOD IS EFFICIENT
o USED TO SUPPORT OTHER TRAINING METHODS LIKE
BEHAVIOUR MODELLING & TECHNOLOGY BASED
TECHNIQUE
o TO MAKE THIS METHOD EFFECTIVE; BUILD THE FOLLOWING
INTO THE LECTURE:
 ACTIVE PARTICIPATION
 JOB RELATED EXAMPLE
  EXERCISE
o THE ABOVE WILL FACILITATE LEARNING & TRANSFER OF
TRAINING

 AUDIO VISUAL TECHNIQUE:

o INCLUDE OVERHEADS SLIDES, & VIDEO
o USED TO IMPROVE COMMUNICATION KILLS, INTERVIEWING
SKILL & CUSTOMER SERVICE SKILLS & FOR ILLUSTRATING
HOW PROCEDURES SHOULD BE FOLLOWED
o USED IN CONJUNCTION WITH LECTURE TO SHOW REAL
LIFE EXPERIENCE & EXAMPLES
o IT IS A MAJOR COMPONENT OF BEHAVIOUR MODELLING
o HAS FOLLOWING ADVANTAGES:
 TRAINER CAN REVIEW, LOW DOWN OR SPEED UP THE
LESSON
 TRAINEES ARE EXPOSE TO EQUIPMENT, PROBLEM, &
EVENT THAT CANNOT BE EASILY DEMONSTRABLE
 TRAINEE ARE PROVIDED WITH CONSISTENT
INSTRUCTIONS
 VIDEOTAPING ALLOWS THE TRAINEES TO SEE &
HEAR THEIR OWN PERFORMANCE
o HAS FOLLOWING DISADVANTAGES:
 TOO MUCH CONTENT FOR THE TRAINEE TO LEARN
 POOR DIALOGUE WITH TRAINER
 OVERUSE OF HUMOUR OR MUSIC & DRAMA THAT
MAKE IT CONFUSING FOR THE TRAINEE TO
 UNDERSTAND THE IMPORTANT LEARNING POINTS
EMPHASIZED IN THE VIDEO
HANDS ON METHODS
 TRAINEE ACTIVELY INVOLVED IN LEARNING
 METHODS INCLUDE
o ON THE JOB TRAINING
o SIMULATIONS
o CASE STUDIES
o BUSINESS GAME
o ROLE PLAY
o BEHAVIOUR MODELLING
 ABOVE METHODS ARE IDEAL FOR DEVELOPING SPECIFIC SKILLS,
UNDERSTANDING HOW SKILL & BEHAVIOUR CAN BE
TRANSFERRED TO THE JOB, EXPERIENCING ALL ASPECTS OF
COMPLETING A TASK OR DEALING WITH INTERPERSONAL ISSUE
THAT ARISE ON THE JOB
 ON THE JOB TRAINING [OJT]
o REFERS TO NEW OR INEXPERIENCED EMPLOYEES
LEARNING THROUGH OBSERVING PEERS OR MANAGERS
PERFORMING THE JOB & TRYING TO IMITATE THEIR
BEHAVIOUR
o REQUIRES LESS INVESTMENT
o UNSTRUCTURED OJT CAN RESULT IN POORLY TRAINED
EMPLOYEES; OR EMPLOYEES USING INEFFECTIVE OR
DANGEROUS METHODS TO PRODUCE A PRODUCT,
PROVIDE A SERVICE
o FOLLOWING ARE THE PRINCIPLES OF OJT:
 PREPARING FOR INSTRUCTION:
• BREAK DOWN THE JOB INTO IMPORTANT
STEPS
 • PREPARE THE NECESSARY EQUIPMENTS,
MATERIALS, & SUPPLIES
• DECIDE HOW MUCH TIME YOU WILL DEVOTE TO
OJT & WHEN YOU EXPECT THE EMPLOYEE TO
BE COMPETENT IN SKILL AREAS
 ACTUAL INSTRUCTION:
• TELL THE TRAINEE THE OBJECTIVE OF THE
TASK & ASK TO WATCH YOU DEMONSTRATE IT
• SHOW THE TRAINEE HOW TO DO IT WITHOUT
SAYING ANYTHING
• EXPLAIN THE KEY POINTS OR BEHAVIOURS
• SHOW THE TRAINEE HOW TO DO IT AGAIN
• HAVE THE TRAINEE DO ONE OR MORE SINGLE
PARTS OF THE TASK & PRAISE HIM FOR
CORRECT REPRODUCTION
• HAVE THE TRAINEE DO THE ENTIRE TASK &
PRAISE FOR CORRECT REPRODUCTION
• IF MISTAKES ARE MADE, HAVE THE TRAINEE
PRACTICE UNTIL ACCURATE REPRODUCTION IS
ACHIEVED
• PRAISE THE TRAINEE FOR SUCCESS IN
LEARNING THE TASK
 SELF-DIRECTED LEARNING
o INVOLVES EMPLOYEE TAKING RESPONSIBILITY FOR ALL
ASPECTS OF LEARNING
o TRAINERS SERVE AS FACILITATOR
o FOLLOWING ARE THE ADVANTAGE:
 TRAINEES LEARN AT THEIR OWN PACE
 COST IS LESS
 FEW TRAINERS ARE REQUIRED
  CONSISTENT TRAINING CONTENT
 BOON FOR SHIFT WORKING EMPLOYEE
o FOLLOWING ARE THE DISADVANTAGES:
 TRAINEES MUST BE COMFORTABLE LEARNING ON
THEIR OWN.
 TRAINEES MUST BE MOTIVATED TO LEARN
 DEVELOPMENT TIME IS LONGER
o FOLLOWING STEPS ARE NECESSARY TO DEVELOP
EFFECTIVE SELF-DIRECTED LEARNING
 CONDUCTING JOB ANALYSIS TO IDENTIFY THE TASK
THAT MUST BE COVERED
 WRITING TRAINEE-CENTERED LEARNING OBJECTIVES
DIRECTLY RELATED TO THE TASKS. BECAUSE
OBJECTIVES TAKES THE PLACE OF INSTRUCTOR,
THEY MUST INDICATE WHAT INFORMATION IS
IMPORTANT, WHAT ACTIONS THE TRAINEE SHOULD
TAKE & WHAT SHOULD TRAINEE MASTER
 DEVELOPING THE CONTENT OF FOR THE LEARNING
PACKAGE
 BREAKING THE CONTENT INTO SMALLER PIECES
 DEVELOPING AN EVALUATION PACKAGE

 APPRENTICESHIP:
o IT INCLUDES BOTH ON THE JOB & CLASS ROOM TRAINING
 o THE OJT PORTION OF THE APPRENTICESHIP FOLLOWS THE
GUIDELINES FOR EFFECTIVE ON THE JOB TRAINING
o MODELLING, PRACTICE, FEEDBACK & EVALUATION ARE
INVOLVED
o TRAINEE SHOULD HAVE THE REQUIRED KNOWLEDGE OF
THE OPERATION OR PROCE
o TRAINER DEMONSTRATE EACH STEP OF THE PROCESS,
EMPHASIZING SAFETY ISSUE IN EACH STEP OF THE
PROCESS
o PROVIDE OPPORTUNITY TO THE TRAINEE TO PERFORM THE
PROCESS
o FOLLOWING IS THE ADVANTAGE:
 EARN & LEARN
 GETS QUALIFIED FOR FULL TIME JOB ON
COMPLETION OF THE TRAINING
o FOLLOWING IS THE DISADVANTAGE:
 SPECIALIZED INTO ONE SKILL
o IT IS AN IMPORTANT PART OF EDUCATION IN TRAINING IN
MANY COUNTRIES
 SIMULATION:
o IT REPRESENTS A REAL LIFE SITUATION WITH TRAINEES’
DECISIONS RESULTING IN OUTCOMES THAT MIRROR WHAT
WOULD HAPPEN IF THEY WERE ON THE JOB
o ALLOWS TRAINEE TO SEE THE IMPACT OF THEIR DECISION
IN AN ARTIFICIAL RISK FREE ENVIRONMENT
o SIMULATORS REPLICATE THE PHYSICAL EQUIPMENT THAT
EMPLOYEES USE ON THE JOB
o SIMULATORS NEED TO HAVE IDENTICAL ELEMENTS TO
THOSE FOUND IN THE WORK ENVIRONMENT
 CASE STUDIES
o IT IS A DESCRIPTION ABOUT HOW EMPLOYEE OR AN
ORGANIZATION DEALT WITH A DIFFICULT SITUATION
o TRAINEE ARE REQUIRED TO ANALYSE CRITIQUE THE
ACTIONS TAKEN, INDICATING THE APPROPRIATE ACTION &
SUGGESTING WHAT MIGHT HAVE BEEN DONE DIFFERENTLY
o LEARNING TAKE PLACE THROUGH A PROCESS OF
DISCOVERY
o CASES DEVELOPS INTELLECTUAL SKILLS LIKE ANALYSIS,
SYNTHESIS & EVALUATION
o CASES ALSO HELP TRAINEES DEVELOP THE WILLINGNESS
TO TAKE RISKS GIVEN UNCERTAIN OUTCOME, BASED ON
THEIR ANALYSIS OF THE SITUATION
o LEARNING ENVIRONMENT MUST BE CONDUCIVE PREPARE
& DISCUSS THEIR CASE ANALYSIS
 BUSINESS GAMES
o REQUIRE TRAINEES TO GATHER INFORMATION, ANALYSE IT
& MAKE DECISIONS
o USED FOR MANAGEMENT KILL DEVELOPMENT
o IT STIMULATES LEARNING.
o DECISION INVOLVE ALL ASPECT OF MANAGEMENT
PRACTICES
 ROLE PLAY:
 o INVOLVE TRAINEES ACT OUT CHARACTERS ASSIGNED TO
THEM
o INFORMATION REGARDING THE SITUATION IS PROVIDED TO
THE TRAINEES
o ROLE PLAY MAY PROVIDE LIMITED INFORMATION
REGARDING THE SITUATION, WHILE INFORMATION
PROVIDED IN SIMULATION IS IN DETAIL
o IT FOCUSES ON INTERPERSONAL RESPONSE; WHILE
SIMULATION FOCUSES ON PHYSICAL RESPONSE
o OUTCOMES DEPENDS ON THE EMOTIONAL REACTIONS OF
OTHER TRAINEES, WHILE IN SIMULATION THE OUTCOME
DEPEND UPON FAIRLY WELL DEFINED MODEL OF REALITY
o FOR ROLE PLAY TO BE EFFECTIVE, TRAINERS NEED TO
ENGAGE IN SEVERAL ACTIVITIES BEFORE DURING & AFTER
THE ROLE PLAY
o TRAINEES SHOULD DISCUSS THEIR FEELINGS, WHAT
HAPPENED IN THE EXERCISE, WHAT THEY LEARNED
 BEHAVIOUR MODELLING
o INVOLVES PRESENTING TRAINEES WITH A MODEL WHO
DEMONSTRATES KEY BEHAVIOURS TO REPLICATE &
PROVIDES TRAINEES WITH THE OPPORTUNITY TO
PRACTICE THE KEY BEHAVIOURS
o IT I BASED ON THE PRINCIPLE OF SOCIAL LEARNING WHICH
EMPHASISE THAT LEARNING OCCURS BY
 OBSERVING BEHAVIOURS DEMONSTRATED BY A
MODEL
 SEEING THE MODEL BEING REINFORCED FOR USING
THOSE BEHAVIOURS
o IT IS MORE APPROPRIATE FOR LEANING SKILLS &
BEHAVIOURS THAN FACTUAL INFORMATION
o EFFECTIVE MODELLING DISPLAYS HAVE SIX
CHARACTERISTICS:
 THE DISPLAY CLEARLY PRESENT THE KEY
BEHAVIOURS
 THE MODEL IS CREDIBLE TO THE TRAINEES
 AN OVERVIEW OF THE KEY BEHAVIOURS IS
PRESENTED
 EACH KEY BEHAVIOUR IS REPEATED. THE TRAINEE IS
SHOWN THE RELATIONSHIP BETWEEN THE
BEHAVIOUR OF THE MODEL & EACH KEY BEHAVIOUR
 A REVIEW OF THE KEY BEHAVIOUR IS INCLUDED
 MODELS ENGAGING IN BOTH POSITIVE USE OF KEY
BEHAVIOUR & NEGATIVE MODELS ARE PRESENTED
o PROVIDING OPPORTUNITIES FOR PRACTICE INVOLVES:
 HAVING TRAINEES COGNITIVELY REHEARSE & THINK
ABOUT KEY BEHAVIOURS
 PLACING TRAINEES IN SITUATIONS WHERE THEY
HAVE TO UE THE KEY BEHAVIOUR
o PRACTICE SESSION SHOULD INCLUDE A METHOD FOR
PROVIDING TRAINEES WITH FEEDBACK

o BEHAVIOUR MODELLING HELP TO ENSURE THAT

TRANSFER OF TRAINING OCCURS BY USING APPLICATION
PLANNING. APPLICATION PLANNING INVOLVE PREPARING
TRAINEES TO USE KEY BEHAVIOURS ON THE JOB. IT
INVOLVES PROVIDING A WRITTEN DOCUMENT IDENTIFYING
 SPECIFIC SITUATION WHERE THEY SHOULD USE THE KEY
BEHAVIOURS. AS A PART OF APPLICATION PLANNING
PROCESS, A TRAINEE MAY BE PAIRED WITH ANOTHER
PARTICIPANT WITH THE STATED EXPECTATION THAT THEY
SHOULD PERIODICALLY COMMUNICATE WITH EACH OTHER
TO DISCUSS SUCCESS & FAILURE OF THE KEY ISSUE OF
BEHAVIOURS

GROUP BUILDING METHODS

 REFERS TO TRAINING METHODS DEIGNED TO IMPROVE TEAM OR
GROUP EFFECTIVENESS
 TRAINING IS DIRECTED AT IMPROVING THE TRAINEES’ SKILL AS
WELL AS TEAM EFFECTIVENESS
 GROUP BUILDING METHODS INVOLVE TRAINEE SHARING IDEAS &
EXPERIENCES BUILDING GROUP IDENTITY, UNDERSTANDING THE
DYNAMIC OF INTERPERSONAL RELATIONSHIP, & GETTING TO
KNOW THEIR OWN STRENGTHS & WEAKNESS & THOSE OF THEIR
CO-WORKERS
 GROUP TECHNIQUES FOCUS ON HELPING TEAMS INCREASE
THEIR SKILLS FOR EFFECTIVE TEAMWORK
 A NUMBER OF TRAINING TECHNIQUES ARE AVAILABLE TO
IMPROVE WORK GROUP TEAM PERFORMANCE, TO ESTABLISH A
NEW TEAM OR TO IMPROVE INTERACTIONS AMONG DIFFERENT
TEAM
 ALL INVOLVE EXAMINATION OF FEELING, PERCEPTIONS, &
BELIEF ABOUT FUNCTIONING OF THE TEAM, DISCUSSION &
DEVELOPMENT OF PLANS TO APPLY WHAT WAS LEARNED IN
TRAINING TO THE TEAM’S PERFORMANCE IN THE WORK SETTING
 GROUP BUILDING METHODS INCLUDE ADVENTURE LEARNING,
TEAM TRAINING, & ACTION LEARNING
ADVENTURE LEARNING
 FOCUSES ON THE DEVELOPMENT OF TEAMWORK & LEADERSHIP
SKILLS USING STRUCTURED OUTDOOR ACTIVITIES.
 BEST SUITED FOR DEVELOPING SKILLS SUCH AS: SELF-
AWARENESS PROBLEM-SOLVING; CONFLICT MANAGEMENT &
RISK TAKING
 FOR ADVENTURE LEARNING PROGRAMS TO BE SUCCESSFUL,
EXERCISES SHOULD BE RELATED TO THE TYPE OF SKILLS THAT
PARTICIPANTS ARE EXPECTED TO DEVELOP
 AFTER THE EXERCISE, A SKILLED FACILITATOR SHOULD LEAD A
DISCUSSION ABOUT WHAT HAPPENED IN THE EXERCISE, WHAT
WE LEARNED, HOW EVENTS IN THE EXERCISE RELATE TO THE
JOB SITUATION, & HOW TO SET GOAL & APPLY WHAT WAS
LEARNED ON THE JOB
 BY ANALYSING BEHAVIOURS THAT OCCUR DURING THE
EXERCISE TRAINEES GAIN INSIGHT INTO INEFFECTIVE
BEHAVIOURS
 EMPLOYEES GAIN A GREATER UNDERSTANDING OF THEMSELVES
& HOW THEY INTERACT WITH CO-WORKERS

TEAM TRAINING:
 INVOLVES COORDINATING THE PERFORMANCE OF INDIVIDUALS
WHO WORK TOGETHER TO ACHIEVE A COMMON GOAL
 THERE ARE THREE COMPONENTS OF TEAM PERFORMANCE:
o BEHAVIOUR
o KNOWLEDGE
o ATTITUDE
  BEHAVIOURAL REQUIREMENT MEANS THAT TEAM MEMBERS
MUST PERFORM ACTIONS THAT ALLOW THEM TO COMMUNICATE,
COORDINATE, ADAPT, & COMPLETE COMPLEX TASKS TO
ACCOMPLISH THEIR OBJECTIVES
 THE KNOWLEDGE COMPONENT REQUIRES TEAM MEMBERS TO
FUNCTION EFFECTIVELY IN UNANTICIPATED OR NEW SITUATIONS
 TEAM MEMBERS BELIEFS ABOUT THE TASK & FEELING TOWARD
EACH OTHER RELATE TO THE ATTITUDE COMPONENT

ACTION LEARNING
 INVOLVE GIVING TEAMS AN ACTUAL PROBLEM HAVING THEM
WORK ON SOLVING IT & COMMITTING TO AN ACTION PLAN, & THE
HOLDING THEM ACCOUNTABLE FOR CARRYING OUT THE PLAN
ASSIGNMENTS:
1. WHAT ARE THE STRENGTHS & WEAKNESS OF THE LECTURE /
CASE STUDY & BEHAVIOUR MODELLING?
2. IF YOU HAD TO CHOOSE BETWEEN ADVENTURE LEARNING &
ACTION LEARNING FOR DEVELOPING AN EFFECTIVE TEAM,
WHICH WOULD YOU CHOOSE? DEFEND YOUR CHOICE?
3. DISCUSS THE PROCESS OF BEHAVIOUR MODELLING TRAINING?
4. HOW CAN THE CHARACTERISTICS OF THE TRAINEE AFFECT SELF-
DIRECTED LEARNING?
5. WHAT ARE THE COMPONENTS OF EFFECTIVE TRAINING
PERFORMANCE? HOW MIGHT TRAINING STRENGTHEN THESE
COMPONENTS?
6. WHAT ARE SOME REASONS WHY ON THE JOB TRAINING CAN BE
INEFFECTIVE? WHAT CAN BE DONE TO ENSURE ITS
EFFECTIVENESS?
 CHAPTER 8
USE OF NEW TECHNOLOGIES IN TRAINING
INTRODUCTION:
 TECHNOLOGY IS HAVING A MAJOR IMPACT ON THE DELIVERY OF
TRAINING PROGRAMS
 THEY ARE REPLACING OR SUBSTITUTING TRADITIONAL TRAINING
METHODS

HOW ARE NEW TECHNOLOGIES INFLUENCING TRAINING?

 NEW TECHNOLOGIES [NT] ALLOW TRAINING TO BE DELIVERED
ON A 24-HOUR BASIS TO GEOGRAPHICALLY DISPERSED
EMPLOYEES. NT INFLUENCES TRAINING DELIVERY IN THE
FOLLOWING WAY:
o CUSTOMIZE TO LEARNER
o APPEAL TO MULTIPLE SENSES
o INCORPORATE LEARNING PRINCIPLES [FEEDBACK,
REINFORCEMENT, MEANINGFULNESS]
 NT IS ALSO BEING USED TO STREAMLINE TRAINING
ADMINISTRATION. THESE TECHNOLOGIES INCLUDE IMAGING,
INTERACTIVE RESPONSE SYSTEMS & SPECIALIZED TRAINING
SOFTWARE. NT INFLUENCE TRAINING ADMINISTRATION IN THE
FOLLOWING WAYS:
o PAPERLESS RECORD KEEPING & ENROLMENT
o MONITORING
 THESE TECHNOLOGIES REDUCE TRAINING COSTS & MAKE IT
EASIER TO ADMINISTER TRAINING PROGRAM
 NT ALSO PROVIDES SUPPORT FOR TRAINING. NT INFLUENCES
TRAINING IN THE FOLLOWING WAYS:
o PROVIDE INFORMATION ON AS NEEDED BASIS
o DEVELOP INTELLECTUAL CAPITAL

 NT INCLUDES THE FOLLOWING:

o MULTIMEDIA TRAINING
o DISTANCE LEARNING
o EXPERT SYSTEMS
o SOFTWARE APPLICATION
o ELECTRONIC PERFORMANCE
o SUPPORT SYSTEM
 MULTIMEDIA TRAINING INCLUDES
o COMPUTER BASED TRAINING
 IT IS INTERACTIVE
 COMPUTER PROVIDE THE LEARNING STIMULUS,
TRAINEE MUST RESPOND & THE COMPUTER
 ANALYSES THE RESPONSES & PROVIDES FEEDBACK
TO THE TRAINEE
o CD-ROM & LASER DISC
 USING A PERSONAL COMPUTER, ANIMATION, VIDEO
CLIPS, & THE GRAPHICS CAN BE INTEGRATED INTO
TRAINING SESSION
 THE USER CAN INTERACT WITH TRAINING MATERIAL
THROUGH USING JOYSTICK OR TOUCH SCREEN
MONITOR
 CD-ROM UTILIZES A LASER TO READ TEXT, GRAPHIC,
AUDIO & VIDEO OFF AN ALUMINIUM DISC. A LASER
DISC USES A LASER TO PROVIDE HIGH QUALITY
VIDEO & SOUND
o INTERACTIVE VIDEO
 COMBINES THE ADVANTAGES OF VIDEO &
COMPUTER BASED INSTRUCTION
 INSTRUCTION IS PROVIDED ONE-ON-ONE BASIS TO
TRAINEES VIA MONITOR CONNECTED TO A
KEYBOARD
 TRAINEES USE THE KEYBOARD OR TOUCH THE
MONITOR TO INTERACT WITH THE PROGRAM
 THE TRAINING PROGRAM IS STORED ON A VIDEODISC
OR COMPACT DISC

o THE INTERNET OR WEB-BASED TRAINING

 INTERNET-BASED TRAINING REFERS TO TRAINING
THAT IS DELIVERED ON PUBLIC OR PRIVATE
 COMPUTER NETWORKS &DISPLAYED BY A WEB
BROWSER
 INTRANET-BASED TRAINING REFERS TO TRAINING
DELIVERED USING THE COMPANY’S OWN COMPUTER
NETWORK
 THE TRAINING PROGRAMS ARE ACCESSIBLE ONLY
TO COMPANY EMPLOYEES
 WEB-BASED TRAINING SUPPORTS VIRTUAL REALITY,
ANIMATION, INTERACTION, COMMUNICATIONS
BETWEEN TRAINEE & REAL-TIME AUDIO & VIDEO
 RULES FOR THE DESIGN OF EFFECTIVE WEB-BASED
TRAINING PROGRAM:
• DELIVERY
o PURPOSE OF THE PROGRAM IS TO
ENHANCE PERFORMANCE
o PROGRAM DEVELOPMENT IS BASED ON
AN ANALYSIS OF TRAINEES’ NEEDS
o CONTENT IS RELEVANT TO REAL WORLD
EXPERIENCES
o TRAINING IS TESTED ON END-USER
• INSTRUCTIONAL EFFECTIVENESS
o TRAINEES HAVE OPPORTUNITIES TO
PRACTICE & RECEIVE FEEDBACK
THROUGH PROBLEMS, EXERCISES,
ASSIGNMENTS & TESTS
o ASSESSMENT OF LEARNING OUTCOMES
IS BUILT INTO THE PROGRAM
o ABSTRACT CONCEPT ARE PRESENTED
USING REAL EXAMPLES
 o TRAINEES ARE URGED TO IDENTIFY
OBSTACLES TO USING CONTENT IN THEIR
JOBS & WAYS TO OVERCOME
OBSTACLES
o MULTIPLE EXAMPLES, EXERCISES &
APPLICATION FOR THE LEARNING
OBJECTIVES ARE PRESENTED
• LEARNER CONTROL
o A NAVIGATOR OR CONTENT MAP IS
PROVIDED SO TRAINEE CAN MOVE
FORWARD OR BACKWARD THROUGH THE
PROGRAM & EASILY ACCESS
RESOURCES & LINK TO OTHER SITES AS
NEEDED
o TRAINEES CAN COMPARE ANSWERS,
APPROACHES, & RESPONSES TO
QUESTIONS TO THOSE PROVIDED BY
OTHERS
o TRAINEES CAN BEGIN THE PROGRAM
WHERE THEY WANT OR A STARTING
POINT CAN BE BASED ON AN
ASSESSMENT OF THEIR KNOWLEDGE,
SKILLS, OR EXPERIENCE RELATED TO
THE PROGRAM
• LINKAGES:
o FOLLOW-UP MATERIALS & ADDITIONAL
RESOURCES [CHART, TABLES, OTHER
WEB SITE] ARE IDENTIFIED & EASILY
ACCESSIBLE TO TRAINEE
• SHARING
 o OPPORTUNITIES EXIST FOR
ELECTRONICALLY INTERACTING WITH &
SHARING WITH TRAINERS, PEERS, OTHER
TRAINEES & EXPERT. THIS MAY BE DONE
THROUGH E-MAIL, CHAT ROOMS OR
BULLETIN BOARDS

o VIRTUAL REALITY
 IT PROVIDES TRAINEES WITH A THREE-DIMENSIONAL
LEARNING EXPERIENCE
 TECHNOLOGY IS USED TO STIMULATE MULTIPLE
SENSES OF THE TRAINEE.
 DEVICES RELAY INFORMATION FROM THE
ENVIRONMENT TO THE SENSES. EXAMPLES: GLOVES
PROVIDES A SENSE OF TOUCH. TREADMILLS, OR
MOTION PLATFORM ARE USED TO CREATE A
REALISTIC ARTIFICIAL ENVIRONMENT
 DEVICE ALSO COMMUNICATE INFORMATION ABOUT
THE TRAINEES MOVEMENTS TO A COMPUTER
 THESE DEVICES ALLOW THE TRAINEE TO
EXPERIENCE PRESENCE. PRESENCE IS INFLUENCED
BY THE AMOUNT OF SENSORY INFORMATION
 AVAILABLE TO THE TRAINEE, CONTROL OVER THE
SENSORS IN THE ENVIRONMENT, & THE TRAINEE’S
ABILITY TO MODIFY THE ENVIRONMENT
 ONE ADVANTAGE IS THAT IT ALLOWS THE TRAINEE
TO PRACTICE DANGEROUS TASKS WITHOUT PUTTING
ONESELF & OTHERS IN DANGER

INTELLIGENT TUTORING SYSTEMS [ITS]

 REFERS TO INSTRUCTIONAL SYSTEMS USING ARTIFICIAL
INTELLIGENCE
 THERE ARE THREE TYPES OF ITS:
o TUTORING
o COACHING
o EMPOWERING ENVIRONMENTS
 TUTORING IS A STRUCTURED ATTEMPT TO INCREASE TRAINEE
UNDERSTANDING OF A CONSTANT DOMAIN
 COACHING PROVIDES TRAINEES WITH FLEXIBILITY TO PRACTICE
SKILLS IN ARTIFICIAL ENVIRONMENTS
 EMPOWERING REFERS TO THE TRAINEE’S ABILITY TO FREELY
EXPLORE THE CONTENT OF THE TRAINING PROGRAM
 THE FIVE COMPONENTS OF ITS ARE AS FOLLOWS:
o USER INTERFACE
 ENABLES TO TRAINEE TO INTERACT WITH THE
SYSTEM
o DOMAIN EXPERT
 PROVIDES INFORMATION ABOUT HOW TO PERFORM
THE TASK
o TRAINEE MODEL
 PROVIDES INFORMATION ABOUT STUDENT’S
KNOWLEDGE
o TRAINING SESSION MANAGER
 INTERPRETS TRAINEES ACTIONS & REPORTS THE
RESULT OR PROVIDES COACHING
o TRAINEE SCENARIO GENERATOR
 DETERMINES DIFFICULTY & ORDER IN WHICH
PROBLEMS ARE PRESENTED TO TRAINEE
o ITS CAN BE DISTINGUISHED FROM OTHER NEW TRAINING
TECHNOLOGIES IN FOLLOWING WAYS:
 ITS HAS ABILITY TO MATCH INSTRUCTION TO
INDIVIDUAL STUDENTS NEEDS
 ITS CAN COMMUNICATE & RESPOND TO THE
STUDENT
 ITS CAN MODEL THE TRAINEE’S LEARNING PROCESS
 ITS CAN DECIDE ON THE BASIS OF TRAINEE’S
PREVIOUS PERFORMANCE, WHAT INFORMATION TO
PROVIDE TO HIM
  ITS CAN MAKE DECISION ABOUT THE TRAINEE’ LEVEL
OF UNDERSTANDING
 ITS CAN COMPLETE A SELF-ASSESSMENT RESULTING
IN A MODIFICATION OF ITS TEACHING PROCESS
o ITS HAS BEEN USED BY NASA IN ASTRONAUT TRAINING
 DISTANCE LEARNING:
o IS USED BY GEOGRAPHICALLY DISPERSED COMPANIES TO
PROVIDE INFORMATION ABOUT NEW PRODUCT, POLICIES,
OR PROCEDURES A WELL AS SKILLS TRAINING & EXPERT
LECTURES TO FIELD LOCATIONS
 TECHNOLOGIES FOR TRAINING SUPPORT:
o TRAINING SUPPORT MEAN THAT THESE TECHNOLOGIES
ARE HELPING TO CAPTURE TRAINING CONTENT SO THAT IT
IS AVAILABLE TO EMPLOYEES WHO MAY NOT HAVE
ATTENDED TRAINING IT ALSO MEAN THAT THESE
TECHNOLOGIES PROVIDE INFORMATION & DECISION RULES
TO EMPLOYEE ON AN AS NEEDED BASIS.
o EMPLOYEES CAN ACCESS THESE TECHNOLOGIES IN THE
WORK ENVIRONMENT
o CONDITION WHEN TRAINING SUPPORT TECHNOLOGIES ARE
MOST NEEDED:
 PERFORMANCE OF TASK IS INFREQUENT
 THE TASK IS LENGTHY, DIFFICULT & INFORMATION
INTENSIVE
 THE CONSEQUENCES OF ERROR ARE DAMAGING
 PERFORMANCE RELIES ON KNOWLEDGE,
PROCEDURES OR APPROACHES THAT FREQUENTLY
CHANGES
 THERE IS HIGHLY EMPLOYEE TURNOVER
  LITTLE TIME IS AVAILABLE FOR TRAINING OR
RESOURCES FOR TRAINING ARE FEW
 EMPLOYEES ARE EXPECTED TO TAKE FULL
RESPONSIBILITY FOR LEARNING & PERFORMING
TASKS

o EXPERT SYSTEM
 REFER TO TECHNOLOGY [USUALLY SOFTWARE] THAT
ORGANIZES & APPLIES THE KNOWLEDGE OF HUMAN
EXPERTS TO SPECIFIC PROBLEMS
o GROUPWARE:
 IS A SPECIAL TYPE OF SOFTWARE APPLICATION
THAT ENABLE MULTIPLE USERS TO TRACK, SHARE &
ORGANIZE INFORMATION, & TO WORK ON THE SAME
DOCUMENT SIMULTANEOUSLY EXAMPLE: LOTUS
NOTES
o ELECTRONIC PERFORMANCE SUPPORT SYSTEM
 IT IS COMPUTER APPLICATION THAT PROVIDES SKILL
TRAINING, INFORMATION ACCESS OR EXPERT ADVICE
 TECHNOLOGIES FOR TRAINING ADMINISTRATION
o NT IS MAKING TRAINING ADMINISTRATION MORE EFFICIENT
& EFFECTIVE
o INTERACTIVE VOICE TECHNOLOGY, IMAGING & SOFTWARE
APPLICATION HAVE MADE IT EASIER TO TRACK TRAINING
INFORMATION. THEY ALSO PROVIDE EASY ACCESS
TRAINING INFORMATION FOR TRAINERS TO USE IN
DECISION MAKING
 INTERACTIVE VOICE TECHNOLOGY
 o CREATES AN AUTOMATED PHONE RESPONSE SYSTEM
o EMPLOYEES CAN ALSO DIRECTLY ENROL IN TRAINING
PROGRAMS & SPEAK TO AN HR REPRESENTATIVE IF THEY
HAVE QUESTIONS. AS A RESULT OF THE TECHNOLOGY,
THE COMPANY WAS ABLE TO REDUCE ITS HR STAFF &
MORE QUICKLY SERVE EMPLOYEES’ BENEFIT NEEDS
 IMAGING
o REFERS TO SCANNING DOCUMENTS STORING THEM
ELECTRONICALLY & RETRIEVING THEM
 TRAINING SOFTWARE APPLICATIONS:
o USED TO TRACK INFORMATION RELATED TO TRAINING
ADMINISTRATION, EMPLOYEE SKILLS, EMPLOYEES’
TRAINING ACTIVITIES

CONCLUSIONS
 WHILE TRADITIONAL TRAINING METHOD CAN BE EFFECTIVE,
MANAGER & TRAINER SHOULD CONSIDER USING NT TRAINING
METHODS UNDER CERTAIN CONDITIONS
o THERE IS SUFFICIENT BUDGET PROVIDED TO DEVELOP &
USE NT
o TRAINEES ARE GEOGRAPHICALLY DISPERSED & TRAVEL
COSTS RELATED TO TRAINING ARE HIGH
o TRAINEES ARE COMFORTABLE USING TECHNOLOGY
INCLUDING THE WEB, PERSONAL COMPUTERS, & CD-ROMS
o THE INCREASED USE OF NT IS PART OF THE COMPANY’
BUSINESS STRATEGY. NT IS BEING USED OR IMPLEMENTED
 IN MANUFACTURING OR PRODUCTS OR SERVICE
PROCESSES
o EMPLOYEES HAVE A DIFFICULT TIME ATTENDING
SCHEDULED TRAINING PROGRAMS
o CURRENT TRAINING METHODS ALLOW LIMITED TIME OR
PRACTICE, FEEDBACK & ASSESSMENT

ASSIGNMENTS:
1. DISCUSS HOW NEW TECHNOLOGIES MAKE IT EASIER TO LEARN.
HOW DO THEY FACILITATE TRANSFER OF TRAINING?
2. WHAT IS RE-PURPOSING? HOW DOES IT AFFECT USE OF NEW
TECHNOLOGIES IN TRAINING?
3. WHAT ARE SOME POTENTIAL PROBLEMS WITH USING VIRTUAL
REALITY TECHNOLOGY FOR TRAINING?
4. EXPLAIN HOW NEW TECHNOLOGIES INFLUENCE TRAINING?
5. HOW CAN INTERACTIVE VOICE TECHNOLOGY & IMAGING HELP
WITH TRAINING ADMINISTRATION?

CHAPTER 9
EMPLOYEE DEVELOPMENT
INTRODUCTION:
 IT REFER TO FORMAL EDUCATION, JOB EXPERIENCES,
RELATIONSHIPS & ASSESSMENTS OF PERSONALITY & ABILITIES
THAT HELP EMPLOYEES PREPARE FOR THE FUTURE
 DEVELOPMENT ALSO HELPS EMPLOYEES PREPARE FOR CHANGE
IN THEIR CURRENT JOB THAT MAY RESULT FROM NEW
TECHNOLOGY, WORK DESIGN, CUSTOMERS OR PRODUCTS
MARKET
  EMPLOYEE DEVELOPMENT IS NECESSARY COMPONENT OF O’S
EFFORT TO IMPROVE QUALITY, TO MEET CHALLENGES OF
GLOBAL COMPETITION & SOCIAL CHANGE & TO INCORPORATE
TECHNOLOGICAL ADVANCES & CHANGES IN WORK DESIGN
 LARGE MAJORITY OF DEVELOPMENT ACTIVITY IS TARGETED AT
MANAGERS; THOUGH ALL LEVELS OF EMPLOYEES MAY BE
INVOLVED IN ONE OR MORE DEVELOPMENT ACTIVITY

APPROACHES TO EMPLOYEE DEVELOPMENT:

 FOUR APPROACHES:
o FORMAL EDUCATION
o ASSESSMENT
o JOB EXPERIENCES
o INTERPERSONAL RELATIONSHIPS
 COMBINATION OF THESE APPROACHES CAN ALSO BE USED BY
AN O

FORMAL EDUCATION:
 INCLUDES OFF-SITE & ON-SITE PROGRAMS DESIGNED SPECIALLY
FOR O’S EMPLOYEES. EXAMPLE: EXECUTIVE MBA PROGRAMS
 THESE PROGRAMS MAY INVOLVE LECTURES BY BUSINESS
EXPERTS, BUSINESS GAMES & SIMULATIONS, ADVENTURE
LEARNING, & MEETING WITH CUSTOMERS

ASSESSMENT:
 INVOLVES COLLECTING INFORMATION & PROVIDING FEEDBACK
TO EMPLOYEES ABOUT THEIR BEHAVIOUR, COMMUNICATION
STYLE OR SKILL
 ASSESSMENT IS MOST FREQUENTLY USED TO IDENTIFY
EMPLOYEES WITH MANAGERIAL POTENTIAL & TO MEASURE
CURRENT MANAGERS’ STRENGTH, & WEAKNESS
 ALSO USED TO IDENTIFY MANAGERS WITH POTENTIAL TO MOVE
INTO HIGHER LEVEL EXECUTIVE POSITIONS
 CAN ALSO BE USED WITH WORK TEAM TO IDENTIFY INDIVIDUAL
TEAM MEMBER STRENGTHS & WEAKNESSES AS WELL AS THE
DECISION PROCESSES OR COMMUNICATION STYLES THAT
INHIBIT THE TEAM’ PRODUCTIVITY
 THE FOLLOWING ARE THE POPULAR ASSESSMENT TOOLS
o MBTI [MYERS-BRIGGS TYPE INDICATOR]
 IDENTIFIES INDIVIDUAL’S PREFERENCES FOR
• ENERGY [INTROVERSION VERSUS
EXTROVERSION]
o THE ENERGY DIMENSION DETERMINES
WHERE INDIVIDUAL GAIN
INTERPERSONAL STRENGTH & VITALITY.
EXTROVERTS GAIN ENERGY THROUGH
INTERPERSONAL RELATIONSHIPS.
INTROVERTS GAIN ENERGY BY FOCUSING
ON PERSONAL THOUGHTS & FEELINGS
• INFORMATION GATHERING [SENSING VERSUS
INTUITION]
o IT RELATES TO THE ACTION INDIVIDUALS
TAKE WHEN MAKING DECISION.
INDIVIDUALS WITH A SENSING
PREFERENCE TEND TO GATHER FACTS &
 DETAILS. INTUITIVES TEND TO FOCUS
LESS ON FACTS & MORE ON
POSSIBILITIES & RELATIONSHIPS
BETWEEN IDEAS

• DECISION MAKING [THINKING VERSUS FEELING]

o INDIVIDUALS WITH THINKING
PREFERENCE TEND TO BE VERY
OBJECTIVE IN MAKING DECISIONS.
INDIVIDUALS WITH A FEELING
PREFERENCE TEND TO EVALUATE THE
IMPACT OF POTENTIAL DECISIONS ON
OTHERS & BE MORE SUBJECTIVE IN
MAKING DECISION.
• LIFE-STYLE [JUDGING VERSUS PERCEIVING]
o INDIVIDUALS WITH A JUDGING
PREFERENCE FOCUS ON GOAL,
ESTABLISH DEADLINES, & PREFER TO BE
CONCLUSIVE. INDIVIDUALS WITH A
PERCEIVING PREFERENCE TEND TO
ENJOY SURPRISES, LIKE TO CHANGE
DECISIONS & DISLIKE DEADLINES
o ASSESSMENT CENTRE [AC]
 IT IS A PROCESS IN WHICH MULTIPLE EVALUATORS
[ALSO CALLED A ASSESSORS] EVALUATE
 EMPLOYEE’S PERFORMANCE ON A NUMBER OF
EXERCISES
 USUALLY HELD AT OFF-SITE
 6-12 EMPLOYEES PARTICIPATE AT ONE TIME
 AC IS PRIMARILY USE TO IDENTIFY IF EMPLOYEES
HAVE THE PERSONALITY CHARACTERISTICS,
ADMINISTRATIVE SKILLS & INTERPERSONAL SKILLS
NEEDED FOR MANAGERIAL JOB. ALSO USED TO
IDENTIFY WHETHER EMPLOYEES CAN WORK IN A
TEAM
 THE FOLLOWING ARE THE TYPES OF EXERCISES
USED IN AC:
• LEADERLESS GROUP DISCUSSIONS
• INTERVIEWS
• IN-BASKETS
• ROLE PLAYING
o BENCHMARKS
 IS AN INSTRUMENT DESIGNED TO MEASURE
IMPORTANT FACTORS IN BEING A SUCCESSFUL
MANAGER
 ITEM MEASURED BY BENCHMARKS ARE BASED ON
RESEARCH THAT EXAMINES THE LESSONS
EXECUTIVES LEARN AT CRITICAL EVENTS IN THEIR
CAREERS
 THIS INCLUDES ITEMS THAT MEASURE MANAGERS
SKILLS IN DEALING WITH SUBORDINATES, ACQUIRING
RESOURCES & CREATING PRODUCTIVE WORK
CLIMATE
o PERFORMANCE APPRAISALS [PA] & 360 DEGREE
FEEDBACK SYSTEM
  PA IS A PROCESS OF MEASURING EMPLOYEE’S
PERFORMANCE
 FEEDBACK PLAYS AN IMPORTANT ROLE IN THIS
INSTRUMENT

JOB EXPERIENCES:
 IT REFERS TO RELATIONSHIPS, PROBLEMS, DEMANDS, TASKS OR
OTHER FEATURES THAT EMPLOYEES FACE IN THEIR JOBS
 DEVELOPMENT IS POSSIBLE IF THERE IS MISMATCH BETWEEN
THE EMPLOYEE’S SKILLS & SKILL REQUIRED TO DO THE JOB
 THE FOLLOWING ARE THE VARIOUS WAYS THAT JOB
EXPERIENCE CAN BE USED FOR EMPLOYEE DEVELOPMENT:
o JOB ENLARGEMENT
o JOB ENRICHMENT
o JOB ROTATION
o TRANSFERS
o PROMOTIONS
o DEPUTATION
INTERPERSONAL RELATIONSHIPS:
 EMPLOYEES CAN DEVELOP SKILLS & INCREASE THEIR
KNOWLEDGE ABOUT THE O & ITS CUSTOMER BY INTERACTING
WITH A MORE EXPERIENCED O’AL MEMBERS
 TWO TYPES:
o MENTORING
o COACHING

 MENTORING:
o AN EXPERIENCED, PRODUCTIVE SENIOR EMPLOYEE HELPS
DEVELOP A LESS EXPERIENCED EMPLOYEE [PROTÉGÉ]
 o MENTORING RELATIONSHIP DEVELOPS WHERE INTERESTS
& VALUES OF BOTH THE PERSONS MATCHES
o CHARACTERISTICS OF SUCCESSFUL FORMAL MENTORING
PROGRAMS
 MENTOR & PROTÉGÉ PARTICIPATION IS VOLUNTARY.
 DEVELOPS INFORMAL RELATIONSHIP
 MENTOR ARE CHOSEN
 PURPOSE OF THE PROGRAM IS CLEARLY
UNDERSTOOD. PROJECTS & ACTIVITIES THAT THE
MENTOR & PROTÉGÉ ARE EXPECTED TO COMPLETE
ARE SPECIFIED. THE LENGTH OF THE PROGRAM IS
SPECIFIED.
 A MINIMUM LEVEL OF CONTACT BETWEEN THE
MENTOR & PROTÉGÉ IS SPECIFIED
 PROTÉGÉS ARE ENCOURAGED TO CONTACT ONE
ANOTHER TO DISCUSS PROBLEMS & SHARE
SUCCESSES
 THE MENTOR PROGRAM IS EVALUATED. INTERVIEWS
WITH MENTORS & PROTÉGÉS ARE USED TO OBTAIN
IMMEDIATE FEEDBACK REGARDING SPECIFIC AREAS
OF DISSATISFACTION
 EMPLOYEE DEVELOPMENT IS REWARDED
 COACHING RELATIONSHIPS:
o A COACH IS A PEER OR MANAGER WHO WORKS WITH AN
EMPLOYEE TO MOTIVATE HIM HELP HIM TO DEVELOP
SKILLS & PROVIDE REINFORCEMENT & FEEDBACK
o THERE ARE THREE ROLES A COACH CAN PLAY:
 GIVING FEEDBACK
 HELP EMPLOYEES TO LEARN BY THEMSELVES
  PROVIDING RESOURCES SUCH AS MENTORS, JOB
EXPERIENCES WHICH THE EMPLOYEES MAY NOT BE
ABLE TO GAIN ACCESS TO WITHOUT THE COACH’S
HELP

THE DEVELOPMENT PLANNING PROCESS [DPP]

 DPP INVOLVES IDENTIFYING DEVELOPMENT NEEDS, CHOOSING A
DEVELOPMENT GOAL, IDENTIFYING THE ACTIONS THAT NEED TO
BE TAKEN BY THE EMPLOYEE & THE O TO ACHIEVE THE GOAL,
DETERMINING HOW PROGRESS TOWARD GOAL ATTAINMENT
WILL BE MEASURED & ESTABLISHING A TIMETABLE FOR
DEVELOPMENT
 STEPS & RESPONSIBILITIES IN THE DPP
EMPLOYEE O’S RESPONSIBILITY
RESPONSIBILITY
STEPS
OPPORTUNITY: PROVIDE ASSESSMENT INFORMATION
HOW DO I NEED TO TO IDENTIFY STRENGTHS, WEAKNESSES
IMPROVE? INTERESTS & VALUES
GOAL IDENTIFICATION: PROVIDE DEVELOPMENT-PLANNING
WHAT DO I WANT TO GUIDE. MANAGER HAS DEVELOPMENT
DEVELOP? DISCUSSION WITH EMPLOYEE
CRITERIA: MANAGER PROVIDES FEEDBACK
HOW WILL I KNOW I AM
MAKING PROGRESS?
ACTIONS: PROVIDE COURSES, ASSESSMENT, JOB
WHAT SHOULD I DO TO EXPERIENCE & RELATIONSHIP
REACH MY
DEVELOPMENT GOAL?
TIME: MANAGER FOLLOWS UP ON PROGRESS
WHAT IS TIMETABLE? TOWARD DEVELOPMENT GOAL & HELPS
EMPLOYEE SET A REALISTIC TIMETABLE
FOR GOAL ACHIEVEMENT

ASSIGNMENTS:
 1. LIST & EXPLAIN THE CHARACTERISTICS OF EFFECTIVE 360-
DEGREE FEEDBACK SYSTEMS?
2. WHY DO COMPANIES DEVELOP FORMAL MENTORING
PROGRAMS? WHAT ARE THE POTENTIAL BENEFITS FOR THE
MENTOR & FOR THE PROTÉGÉ?
3. WHAT IS COACHING? IS THERE ONE TYPE OF COACHING?
EXPLAIN.
4. WHAT IS THE DIFFERENCE BETWEEN TEACHING / COACHING /
MENTORING / FACILITATING?
5. DISCUSS REASONS WHY MANY MANAGERS ARE RELUCTANT TO
COACH THEIR EMPLOYEES?

CHAPTER 10
SPECIAL ISSUES IN TRAINING & EMPLOYEE DEVELOPMENT
TRAINING ISSUES RESULTING FROM EXTERNAL ENVIRONMENT
 LEGAL ISSUES:
o EMPLOYEE INJURY DURING TRAINING ACTIVITY
o REPRODUCING & USING COPYRIGHTED MATERIAL IN
TRAINING CLASS WITHOUT PERMISSION
ASSESSING THE CULTURE
HOFFSTEADE MODEL
 BESIDES ECONOMIC / MARKET / SOCIAL / POLITICAL FACTORS;
CULTURAL FACTOR PLAYS A VERY IMPORTANT ROLE IN ANY
DECISION TO GO ABROAD
 CULTURAL DIFFERENCES ARE EXPLAINED ALONG THE
FOLLOWING FOUR DIMENSIONS: [ONE MODEL]
 INDIVIDUALISM / COLLECTIVISM
• IN INDIVIDUALISTIC SOCIETY, THE EMPHASIS IS ON
INDIVIDUALISM
 • COLLECTIVISTIC SOCIETY EMPHASIS IS ON TOGETHERNESS
/ HARMONY / BELONGINGNESS
 POWER DISTANCE
• SOCIETY IS HIERARCHICAL
• THERE IS AN UNEQUAL DISTRIBUTION OF POWER AMONG
THE MEMBERS
• OPPOSITE OF THIS IS
 FEW DISTINCTIONS AMONG MEMBERS
 EQUAL DISTRIBUTION OF POWER AMONG MEMBERS
 UNCERTAINTY AVOIDANCE
• THE EXTENT TO WHICH THE SOCIETY FEELS
COMFORTABLE WITH AMBIGUITY
• VALUES & ENCOURAGES RISK TAKING
 MASCULINE / FEMININE TENDENCIES
• A MASCULINE SOCIETY IS MORE AGGRESSIVE / ASSERTIVE
& FOCUSED ON ACHIEVEMENTS
• A FEMININE SOCIETY EMPHASIS ON INTERPERSONAL
RELATIONSHIP / SENSITIVITY

HALL’S MODEL:
 IT DESCRIBES CULTURE IN TERMS OF FIVE SILENT LANGUAGES:
• TIME
• SPACE
• MATERIAL GOODS
• FRIENDSHIP
• AGREEMENT
 TIME:
 • THE LANGUAGE OF TIME CONSIDERS HOW WE USE TIME TO
COMMUNICATE & HOW WE USE IT TO MANAGE OUR DAILY
LIVES
• FOR EXAMPLE, HOW MUCH DO INDIVIDUALS IN THE
CULTURE RELY ON SCHEDULES, APPOINTMENTS, &
DEADLINES
• IS IT CONSIDERED APPROPRIATE TO KEEP SOMEONE
WAITING FOR A MEETING
• DO MEETINGS HAVE AN AGENDA
 SPACE:
• THE LANGUAGE OF SPACE CONSIDERS HOW WE
COMMUNICATE THROUGH SPACE & DISTANCE
• FOR EXAMPLE WHAT IS CONSIDERED THE APPROPRIATE
PHYSICAL DISTANCE BETWEEN PEOPLE ENGAGED IN
CONVERSATION
• HOW SPACES IN ORGANIZATIONS ARE ARRANGED TO
COMMUNICATE RANK / POWER / STATUS
• DOES ORGANIZATION HAVE SEPARATE TOILETS / PARKING
SPACE FOR SENIORS
• ARE SOME OFFICES LARGER THAN OTHERS
 MATERIAL GOODS:
• THE LANGUAGE OF MATERIAL GOODS IS USED TO SIGNIFY
POWER / SUCCESS / STATUS
• FOR EXAMPLE, GENEROUS PERKS LIKE COMPANY CAR /
CLUB MEMBERSHIP / ETC

 FRIENDSHIP:
• THE LANGUAGE OF FRIENDSHIP CONSIDERS HOW WE
FORM INTERPERSONAL RELATIONSHIP.
 • FOR EXAMPLE, ARE FRIENDSHIP FORMED & DISSOLVED
QUICKLY; OR ARE THEY BUILT ON A FOUNDATION OVER A
LONG PERIOD OF TIME
• SOME CULTURE COMMUNICATE STATUS THROUGH ONE’S
NETWORK OF FRIENDS & THE SUPPORT THIS NETWORK
PROVIDES
 AGREEMENT:
• THE LANGUAGE OF AGREEMENTS CONSIDERS HOW
CONSENSUS IS REACHED AMONG THE PEOPLE
• FOR EXAMPLE ARE FORMAL, WRITTEN CONTRACTS SIGNED
UNDER AN OATH OF LAW OR IS SIMPLE HANDSHAKE
SUFFICIENT GUARANTEE
• IS IT ACCEPTABLE TO DEBATE SOMEONE WITH WHOM YOU
DO NOT AGREE &, IF SO, IS IT ACCEPTABLE TO DEBATE IN
FRONT OF OTHERS
MANAGING WORK FORCE DIVERSITY
 TO SUCCESSFULLY MANAGE WORKFORCE, O NEED TO ENSURE
THAT:
o EMPLOYEES UNDERSTAND HOW THEIR VALUES &
STEREOTYPES INFLUENCE THEIR BEHAVIOUR TOWARD
OTHERS OF DIFFERENT GENDER, ETHNIC, RACIAL OR
RELIGIOUS BACKGROUNDS
o EMPLOYEES GAIN AN APPRECIATION OF CULTURAL
DIFFERENCE AMONG THEMSELVES
o BEHAVIOURS THAT ISOLATE OR INTIMIDATE MINORITY
GROUPS MEMBERS IMPROVE
ASSIGNMENTS:
WHAT DOES MANAGING DIVERSITY MEAN TO YOU? ASSUME YOU WERE
IN CHARGE OF DEVELOPING A DIVERSITY-TRAINING PROGRAM.
WHO WOULD BE INVOLVED? WHAT WOULD YOU INCLUDE AS THE
CONTENT OF THE TRAINING PROGRAM?
1. WHAT ARE SCHOOL-TO-WORK TRANSITION PROGRAMS? WHY
ARE THEY NEEDED?
2. DISCUSS THE IMPLICATIONS OF A SKILL-BASED PAY SYSTEM FOR
TRAINING SYSTEMS?
3. IN WHAT WAY IS YOUR INSTITUTE’S CULTURE DIFFERENT FROM
YOUR COLLEGE CULTURE? HOW DID YOU MANAGE YOUR
TRANSITION?
4. WHAT ARE SOME POTENTIAL LEGAL ISSUES THAT A TRAINER
SHOULD CONSIDER BEFORE DECIDING TO RUN AN ADVENTURE
LEARNING PROGRAM?

CHAPTER 11
CAREER MANAGEMENT

CAREER MANAGEMENT:
• CM IS A PROCESS THROUGH WHICH EMPLOYEES:
o BECOME AWARE OF THEIR OWN INTERESTS, VALUES,
STRENGTHS, & WEAKNESS
o OBTAIN INFORMATION ABOUT JOB OPPORTUNITIES WITHIN
THE O
o IDENTIFY CAREER GOALS
o ESTABLISH ACTION PLANS TO ACHIEVE CAREER GOALS
WHY IS CAREER MANAGEMENT IMPORTANT?
• CM IS IMPORTANT FROM BOTH THE EMPLOYEES’ PERSPECTIVE &
THE O’S PERSPECTIVE
• FROM THE O POINT OF VIEW THE FAILURE TO MOTIVATE
EMPLOYEES TO PLAN THEIR CAREERS CAN RESULT IN
o SHORTAGES OF EMPLOYEES
o LOWER EMPLOYEE COMMITMENT
o MONEY SPENT ON T& D GOING DOWN THE DRAIN
 • FROM THE EMPLOYEE’S PERSPECTIVE, LACK OF CM CAN RESULT
IN
o FRUSTRATION
o FEELING OF NOT BEING VALUED IN THE O
o CANNOT FIND SUITABLE EMPLOYMENT
• O NEEDS TO HELP EMPLOYEES MANAGE THEIR CAREERS TO
MAXIMIZE THEIR CAREER MOTIVATION
CAREER MOTIVATION:
• CAREER MOTIVATION HAS THREE ASPECTS:
o CAREER RESILIENCE
 EXTENT TO WHICH EMPLOYEES ARE ABLE TO COPE
WITH SET BACKS
o CAREER INSIGHT
 KNOWING ABOUT THEIR INTERESTS / STRENGTHS /
WEAKNESS
 AND HOW IT RELATES TO THEIR CAREER GOALS
o CAREER IDENTITY
 DEFINING THEIR PERSONAL VALUES ACCORDING TO
THEIR WORK

• CAREER MOTIVATION CREATES VALUE FOR BOTH O &

INDIVIDUALS
o O’S VALUE:
 INNOVATION
 EMPLOYEES ADAPTING TO UNEXPECTED CHANGES
 COMMITMENT TO O
 PRIDE IN WORK
 o EMPLOYEE’S VALUE:
 BE AWARE OF SKILL STRENGTH / WEAKNESS
 PARTICIPATE IN LEARNING ACTIVITIES
 COPE WITH LESS IDEAL WORKING CONDITION
 AVOID SKILL OBSOLESCENCE
• CM IS POSITIVELY INFLUENCED BY HOW MUCH O PROVIDE
OPPORTUNITIES FOR ACHIEVEMENT, ENCOURAGEMENT FOR
DEVELOPMENT, & INFORMATION ABOUT CAREER OPPORTUNITIES
• CM SYSTEMS HELP IDENTIFY THESE OPPORTUNITIES & PROVIDE
CAREER INFORMATION IN THE FOLLOWING WAYS:
o HOW CM CAN HELP O TO COPE WITH COMPETITIVE
CHALLENGES
o THE POSITIVE OUTCOMES THAT CAN RESULT FROM CM

WHAT IS CAREER?
• SEQUENCE OF POSITIONS HELD WITHIN AN OCCUPATION
• MOBILITY WITHIN THE O
• DESCRIBES THE CHARACTERISTICS OF THE EMPLOYEE
• EACH EMPLOYEE’S CAREER CONSISTS OF DIFFERENT JOBS,
POSITIONS & EXPERIENCES

PROTEAN CAREER:
• A CAREER THAT FREQUENTLY CHANGES BASED ON BOTH
CHANGES IN THE INTERESTS, ABILITIES, & VALUES & CHANGES
IN THE WORK ENVIRONMENT
 COMPARISON BETWEEN CAREER & PROTEAN CAREER
DIMENSION CAREER PROTEAN CAREER

GOAL PROMOTIONS PSYCHOLOGICAL

SUCCESS
PSYCHOLOGICAL SECURITY FOR EMPLOYABILITY FOR
CONTRACT LOYALTY FLEXIBILITY
RESPONSIBILITY FOR COMPANY EMPLOYEE
CAREER
PATTERN LINEAR & EXPERT SPIRAL &
TRANSITORY
EXPERTISE KNOW HOW LEARN HOW
DEVELOPMENT HEAVY RELIANCE ON GREATER RELIANCE
FORMAL TRAINING ON RELATIONSHIPS &
JOB EXPERIENCES

A MODEL OF CAREER DEVELOPMENT

• A CAREER DEVELOPMENT [CD] IS THE PROCESS BY WHICH
EMPLOYEES PROGRESS THROUGH A SERIES OF STAGES, EACH
CHARACTERIZED BY A DIFFERENT SET OF DEVELOPMENTAL
TASKS, ACTIVITIES, & RELATIONSHIPS
• THE FOLLOWING ARE THE MODELS FOR CD:
o LIFE CYCLE MODEL
 WHILE MOVING FROM ONE STAGE TO ANOTHER,
THEY FACE CERTAIN DEVELOPMENTAL TASKS
o ORGANIZATION BASED MODEL
 EMPLOYEES HAVE TO LEARN TO PERFORM CERTAIN
ACTIVITIES WHILE MOVING FROM ONE STAGE TO
ANOTHER
o DIRECTIONAL PATTERN MODEL
 DESCRIBES THE FORM OR SHAPE OF THE CAREER
 • THERE ARE FOUR CAREER STAGES
o EXPLORATION
o ESTABLISHMENT
o MAINTENANCE
o DISENGAGEMENT
• EACH CAREER STAGE IS CHARACTERIZED BY DEVELOPMENTAL
TASKS, ACTIVITIES, & RELATIONSHIPS
• EMPLOYEES CURRENT CAREER STAGE INFLUENCES THEIR
NEEDS, ATTITUDES & JOB BEHAVIOURS
CHARACTERISTICS EXPLORATION ESTABLISHMENT MAINTENANCE DISENGA

DEVELOPMENTAL IDENTIFY ADVANCEMENT, HOLD ON TO RETIREM

TASKS INTERESTS, GROWTH, ACCOMPLISHMENTS PLANNIN
SKILLS, SECURITY, , UPDATE SKILLS CHANGE
FIT BETWEEN DEVELOP LIFE- BALANC
SELF & WORK STYLE BETWEE
& NON W
ACTIVITIES HELPING, MAKING TRAINING PHASING
LEARNING INDEPENDENT SPONSORING WORK
FOLLOWING CONTRIBUTIONS POLICY MAKING
DIRECTIONS
RELATIONSHIPS APPRENTICE COLLEAGUE MENTOR SPONSO
TO OTHER
EMPLOYEES
AGE` LESS THAN 30 30 – 45 45 – 60 61 +
YEARS ON THE LESS THAN 2 2 – 10 10 + 20 +
JOB

CAREER MANAGEMENT SYSTEMS

• INCLUDES THE FOLLOWING COMPONENTS
o SELF-ASSESSMENT
 REFERS TO USE OF INFORMATION BY EMPLOYEES TO
DETERMINE THEIR CAREER INTEREST, VALUES,
APTITUDES & BEHAVIOURAL TENDENCIES
 THIS INFORMATION IS OBTAINED THROUGH VARIOUS
TESTS
o REALITY CHECK
 REFERS TO HOW THE O EVALUATES THEIR SKILLS &
KNOWLEDGE & WHERE THEY FIT INTO O’S PLAN
 THE EMPLOYEE’S MANAGERS PROVIDE THIS
INFORMATION. EG. PERFORMANCE APPRAISAL
o GOAL SETTING
 REFERS TO THE PROCESS OF EMPLOYEES
DEVELOPING SHORT / LONG TERM CAREER
OBJECTIVES
 THESE GOALS USUALLY RELATE TO
• DESIRED POSITIONS,
• LEVEL OF SKILL APPLICATION
• WORK-SETTING [MOVEMENT TO CORPORATE]
• SKILL ACQUISITION
o ACTION PLANNING
 INVOLVES EMPLOYEES DETERMINING HOW THEY
WILL ACHIEVE THEIR SHORT / LONG TERM CAREER
GOALS
 INVOLVES ENROLLING IN TRAINING COURSE,
ATTENDING SEMINARS, APPLYING FOR JOB
OPENINGS
ROLES OF EMPLOYEES, HR MANAGERS, MANAGERS, & O IN CM:
• EMPLOYEE’S ROLE
o TAKING RESPONSIBILITY FOR OWN CAREER PLANNING
o TAKE INITIATIVE TO ASK FOR FEEDBACK REGARDING
THEIR STRENGTH / WEAKNESS
o IDENTIFY THEIR STAGE OF CD & DEVELOPMENTAL NEEDS
o GAIN EXPOSURE TO A RANGE OF LEARNING
OPPORTUNITIES
o INTERACT WITH EMPLOYEES FROM DIFFERENT WORK
GROUPS INSIDE & OUTSIDE THE O
• MANAGER’S ROLE
o TO HELP EMPLOYEES DEAL WITH CAREER ISSUES,
MANAGERS NEED TO BE EFFECTIVE IN FOUR ROLES:
 COACH
• RESPONSIBILITIES:
 PROBE PROBLEMS
 LISTEN
 CLARIFY CONCERNS
 DEFINE CONCERNS
 APPRAISER
• RESPONSIBILITIES
 GIVE FEEDBACK
 CLARIFY O’S STANDARD
 CLARIFY JOB RESPONSIBILITIES
 CLARIFY O’S NEEDS
 ADVISOR
 • RESPONSIBILITIES
 GENERATE OPTIONS
 ASSIST IN GOAL SETTING
 PROVIDE RECOMMENDATIONS

 REFERRAL AGENTS
• RESPONSIBILITIES:
 LINK TO CAREER MANAGEMENT
RESOURCES
 FOLLOW UP ON CAREER MANAGEMENT
PLAN
• HR MANAGER’S ROLE
o PROVIDE INFORMATION ABOUT T& D OPPORTUNITIES
o PROVIDE SPECIALIZED TRAINING SUCH AS TESTING TO
DETERMINE EMPLOYEES’ VALUES, INTERESTS & SKILLS
o HELP EMPLOYEES FOR JOB SEARCHES
o OFFER CAREER COUNSELLING
• O’S ROLE:
o PROVIDE EMPLOYEES WITH RESOURCES NEEDED TO BE
SUCCESSFUL IN CAREER PLANNING
ASSIGNMENTS:
1. WHAT IS THE DIFFERENCE BETWEEN OCCUPATION / CAREER /
PROFESSION?
2. HOW DID YOU COME TO KNOW YOUR AREA OF INTEREST, WHICH
ENABLED YOU TO CHOOSE YOUR SPECIALIZATION?
3. COMMENT: WE NORMALLY SELECT OUR SPECIALIZATION, BASED
NOT ON OUR LIKING, BUT FROM ATTRACTIVENESS OF THE
CAREER / PROFESSION?
 4. COMMENT; CAREER DEVELOPMENT IS ALL HOGWASH, FOR
EVERYBODY CANNOT BECOME THE CEO OF THE COMPANY?
5. COMMENT: CAREER DEVELOPMENT IS NOT POSSIBLE, IN A
FLATTER ORGANIZATION STRUCTURE?
6. WHAT IS A PSYCHOLOGICAL CONTRACT? HOW DOES THE
PSYCHOLOGICAL CONTRACT INFLUENCE CAREER
MANAGEMENT?

CHAPTER 12
SPECIAL CHALLENGES IN CM
INTRODUCTION:
• PLATEAUING IS A SERIOUS CONCERN FOR MANY MIDDLE AGE
MANAGERS. MANY MANAGERS MIGHT BE IN MAINTENANCE
STAGE, WHEREIN PLATEAUING IS OF PRIMARY CONCERN
PLATEAUING:
• IT DEALS WITH FEELINGS & EMOTIONS OF AN EMPLOYEE
• ALSO MEANS THAT THE LIKELIHOOD OF THE EMPLOYEE
RECEIVING FUTURE JOB ASSIGNMENTS WITH INCREASED
RESPONSIBILITY IS LOW
• PLATEAUING IS NOT BAD. A PLATEAUED EMPLOYEE MAY NOT
DESIRE INCREASED RESPONSIBILITIES. JOB PERFORMANCE MAY
MEET THE MINIMUM ACCEPTABLE STANDARDS
• PLATEAUING BECOMES DYSFUNCTIONAL WHEN THE EMPLOYEE
FEELS STUCK IN A JOB THAT OFFERS NO POTENTIAL FOR
PERSONAL GROWTH. SUCH FRUSTRATION RESULTS IN A POOR
JOB ATTITUDE, INCREASED ABSENTEEISM & POOR
PERFORMANCE
• FOLLOWING ARE THE REASONS FOR PLATEAUING:
 o LACK OF ABILITY
o LACK OF TRAINING
o LOW NEED FOR ACHIEVEMENT
o UNFAIR PAY DECISIONS OR CONFUSION WITH PAY RAISES
o CONFUSION ABOUT JOB RESPONSIBILITIES
o SLOW O’S GROWTH RESULTING IN REDUCED
DEVELOPMENT OPPORTUNITIES
• PLATEAUED EMPLOYEES SHOULD BE ENCOURAGED TO BECOME
INVOLVED IN DEVELOPMENTAL OPPORTUNITIES, INCLUDING
TRAINING COURSES, JOB EXCHANGES, & SHORT TERM
ASSIGNMENTS IN WHICH THEY EXAMINE THEIR EXPERTISE
OUTSIDE THEIR DEPARTMENT
• PLATEAUED EMPLOYEES MAY NEED CAREER COUNSELING TO
HELP THEM UNDERSTAND WHY THEY ARE PLATEAUED, & THE
OPTIONS FOR DEALING WITH THE PROBLEM
• EMPLOYEES SHOULD BE ENCOURAGED TO REALITY TEST THE
SOLUTIONS THEY BELIEVE WILL SOLVE THEIR PLATEAUING
THROUGH DISCUSSIONS WITH THEIR MANAGER, COWORKERS, &
HR MANAGERS THIS IS NECESSARY TO ENSURE THAT THEIR
SOLUTION IS REALISTIC GIVEN THE RESOURCES AVAILABLE IN
THE O.
• AT TIMES IT MAY BE IN THE BEST INTEREST OF THE EMPLOYEE IF
HE IS ENCOURAGED TO LEAVE THE O
SKILL OBSOLESCENCE
• OBSOLESCENCE IS REDUCTION IN AN EMPLOYEE’S COMPETENCE
RESULTING FROM LACK OF KNOWLEDGE OF NEW WORK
PROCESSES, TECHNIQUES & TECHNOLOGIES THAT HAVE
DEVELOPED SINCE THE EMPLOYEE COMPLETED HIS EDUCATION.
• OBSOLESCENCE NEEDS TO BE AVOIDED IF O IS TRYING TO
BECOME LEARNING O. IF EMPLOYEES’ SKILL BECOMES
 OBSOLETE BOTH THE EMPLOYEE & THE O SUFFER. THE O’S
CULTURE PLAYS AN IMPORTANT ROLE IN ENCOURAGING
DEVELOPING THEIR SKILLS. FOLLOWING ARE THE FACTORS
THAT ARE RELATED TO UPDATING SKILLS:
o O’S CLIMATE
 EMPHASIS ON CONTINUOUS LEARNING
o MANAGER
 PROVIDE CHALLENGING WORK ASSIGNMENTS
 ENCOURAGE EMPLOYEES TO ACQUIRE NEW SKILLS
o PEER
 DISCUSS IDEAS & PROBLEMS
 SHARE INFORMATION
o REWARD SYSTEM
 SABBATICALS
 PAY FOR NEW IDEAS
 PAY FOR EMPLOYEE DEVELOPMENT
BALANCING WORK & LIFE:
• O NOW A DAYS ARE CONCERNED WITH SIMULTANEOUSLY
MEETING THE NEEDS OF BOTH WORK & FAMILY RESEARCH
SUGGESTS THAT DUAL CAREER FAMILIES, SINGLE-PARENT
FAMILIES, & FAMILIES WITH CHILDREN UNDER AGE FIVE ARE
LIKELY TO EXPERIENCE THE MOST WORK & FAMILY CONFLICTS
• BESIDES BALANCING WORK LIFE, O NOW A DAYS HAS PROVIDE
SUPPORT SERVICES TO EMPLOYEES TO DEAL WITH STRESSES &
STRAINS RELATED TO WORK & NON-WORK CONFLICTS
• EMPLOYEES WITH DEPENDENTS STRUGGLE WITH CHILD CARE &
ELDER CARE
• ALL EMPLOYEES STRUGGLE WITH ISSUES RELATED TO
PARTICIPATING IN NON-WORK ACTIVITIES THAT THEY
INCREASINGLY HAVE LESS TIME FOR DUE TO WORK DEMANDS
 • TO ADDRESS THIS ISSUES, THE HR POLICIES HAVE TO BE RE-
LOOKED, & CHANGED ACCORDINGLY

TYPES OF WORK-LIFE CONFLICTS:

• OUTCOMES ARE:
o FRUSTRATION
o HEALTH RISK
o DECREASED PRODUCTIVITY
o TARDINESS
o TURNOVER
o POOR MENTAL HEALTH
• THREE TYPES OF WORK-FAMILY CONFLICT EXISTS:
o TIME-BASED
 OCCURS WHEN THE DEMANDS OF WORK & NON-
WORK INTERFERE WITH EACH OTHER
 EXAMPLE: TRAVEL, STAYING BACK ON OVERTIME
o STRAIN-BASED
 RESULTS FROM THE STRESS OF WORK & NON WORK
ROLES
 EXAMPLE: A NEW BORN BABY DEPRIVES PARENTS
OF SLEEP; RESULT IT IS DIFFICULT TO
CONCENTRATE AT WORK
o BEHAVIOR-BASED
 OCCURS WHEN EMPLOYEES BEHAVIOR IN WORK
ROLES IS NOT APPROPRIATE FOR THEIR BEHAVIOR
IN NON WORK ROLES
 EXAMPLE: WORK DEMANDS THAT MANAGERS BE
LOGICAL, IMPARTIAL, & AUTHORITARIAN. AT THE
SAME TIME THESE MANAGERS ARE EXPECTED TO BE
WARM, EMOTIONAL, & FRIENDLY IN THEIR
 RELATIONSHIPS WITH THEIR FAMILY MEMBERS OR
FRIENDS
O POLICIES TO ACCOMMODATE WORK & NON WORK:
• COMMUNICATING INFORMATION ABOUT WORK & NON WORK
POLICIES & JOB DEMANDS
• FLEXIBILITY IN WORK ARRANGEMENTS & WORK SCHEDULES
• SUPPORT SERVICES
COPING WITH LOSS OF JOBS:
• O THAT LAY OFF EMPLOYEES CAN EXPERIENCE LOWERED JOB
COMMITMENT, DISTRUST OF MANAGEMENT & DIFFICULTIES
RECRUITING NEW EMPLOYEES
• JOB LOSS ALSO CAUSES STRESS & DISRUPTS THE PERSONAL
LIVES OF LAID OFF EMPLOYEES
• BECAUSE OF THE POTENTIAL DAMAGING EFFECTS OF
DOWNSIZING, O SHOULD SEEK ALTERNATIVE WAYS TO REDUCE
HEADCOUNT & LOWER LABOUR COSTS
• JOB LOSS MAY BE INEVITABLE DUE TO MERGERS & ACQUISITION
• FROM CAREER MANAGEMENT POINT OF VIEW, O MUST TAKE
STEPS THAT REMAINING EMPLOYEES REMAIN PRODUCTIVE &
COMMITTED TO THE O
• TO REDUCE THE POTENTIAL NEGATIVE EFFECTS OF LAY OFF THE
FOLLOWING THINGS AN O SHOULD DO:
o ADVANCE WARNING & EXPLANATION FOR LAY OFF
o PSYCHOLOGICAL, FINANCIAL & CAREER COUNSELING
o ASSESSMENT OF SKILLS & INTEREST
o PROVIDE ASSISTANCE IN FINDING ALTERNATIVE JOBS
DEALING WITH OLDER EMPLOYEES:
• FOLLOWING ACTIONS AN O CAN TAKE:
 o FLEXIBILITY IN SCHEDULING ALLOWS OLDER EMPLOYEES
TO TAKE CARE OF SICK SPOUSES, GO BACK TO UPGRADE
K / S, WORK FEW HOURS,
o PROVIDE TRAINING TO AVOID OBSOLESCENCE & BE
PREPARED TO USE NEW TECHNOLOGY
o COUNSELING FOR FINDING NEW JOBS, & TRANSITION TO
LESS SECURE POSITIONS
PRE-RETIREMENT SOCIALIZATION:
• PROCESS OF HELPING EMPLOYEES PREPARE FOR EXIST FROM
WORK
• IT ENCOURAGES EMPLOYEES TO LEARN ABOUT RETIREMENT
LIFE, PLAN FOR ADEQUATE FINANCIAL, HOUSING, & HEALTH-
CARE RESOURCES & FORM ACCURATE EXPECTATIONS ABOUT
RETIREMENT
• MANY O ALSO USE ALTERNATIVE WORK ARRANGEMENTS TO
HELP EMPLOYEES MAKE THE TRANSITION INTO RETIREMENT
WHILE AT THE SAME TIME CONTINUING TO UTILIZE THEIR
TALENTS
• ALTHOUGH FORMAL PRE-RETIREMENT SOCIALIZATION
PROGRAMS ARE PRIMARILY FOR EMPLOYEES WHO ARE
CONSIDERING RETIREMENT, FINANCIAL PLANNING, ESTATE
PLANNING & PURCHASING INSURANCE NEEDS TO BE DONE MUCH
EARLIER IN THEIR CAREER TO ENSURE THAT EMPLOYEES WILL
HAVE THE FINANCIAL RESOURCES NECESSARY TO LIVE
COMFORTABLY DURING RETIREMENT
RETIREMENT:
• INVOLVES LEAVING A JOB & WORK ROLE & MAKING A
TRANSITION INTO A LIFE WITHOUT WORK
• THE AGING WORK FORCE & THE USE OF EARLY RETIREMENT
PROGRAMS TO SHRINK O WORK FORCES HAVE THREE
IMPLICATIONS:
 o O MUST MEET THE NEEDS OF OLDER EMPLOYEES
o O MUST TAKE STEPS TO PREPARE EMPLOYEES FOR
RETIREMENT
o O MUST BE CAREFUL THAT EARLY RETIREMENT
PROGRAMS DO NOT UNFAIRLY DISCRIMINATE AGAINST
OLDER EMPLOYEES
EARLY RETIREMENT PROGRAMS:
• OFFERS FINANCIAL BENEFITS TO LEAVE THE O
• THESE PROGRAMS ARE USUALLY PART OF THE O’S STRATEGY
TO REDUCE LABOUR COSTS WITHOUT HAVING TO LAY OFF THE
EMPLOYEES
• ELIGIBILITY FOR EARLY RETIREMENT IS USUALLY BASED ON AGE
[40 YEARS] & YEARS OF SERVICE [10 YEARS]
• EMPLOYEES ARE GIVEN COMPLETE INFORMATION ABOUT THE
PLAN & THEY RECEIVE A REASONABLE AMOUNT OF TIME TO
MAKE THEIR DECISIONS
• EMPLOYEES DECISIONS ARE CONSIDERED VOLUNTARY, IF THEY
REFUSE TO PARTICIPATE IN THE PLAN
• O ORGANIZES TRAINING PROGRAMS ON HOW SAVE THE LUMP
SUM AMOUNT SO THAT THEY GET MONTHLY INCOME
• THE LUMP SUM AMOUNT ALSO QUALIFIES UPTO FIVE LAKHS
INCOME TAX EXEMPTION
• THE LUMP SUM AMOUNT IS OVER & THE OTHER RETIREMENT
TERMINAL BENEFITS LIKE PF / GRATUITY / SUPERANNUATION

ASSIGNMENTS:
1. WHAT IS A DUAL-CAREER PATH? WHAT ARE THE
CHARACTERISTICS OF AN EFFECTIVE DUAL CAREER PATH?
2. HOW COULD YOU HELP DOWNSIZED SURVIVORS REMAIN
MOTIVATED & PRODUCTIVE? PROVIDE A RATIONALE FOR YOUR
RANKING?
WHEN ENVIRONMENT IS SO DYNAMIC, HOW IS IT POSSIBLE PLAN
CAREER OF PEOPLE?
COMMENT: ONE CAN REACH THE TOP ONLY BY JOB-HOPPING?

CHAPTER 13
THE FUTURE OF TRAINING & DEVELOPMENT
INTRODUCTION:
 THE FUTURE TREND IN T&D PRACTICES WILL BE AS FOLLOW:
o PARTNERSHIPS BETWEEN OS TO SHARE TRAINING
PRACTICES & GAIN LEVERAGE WITH PROGRAM
DEVELOPERS & CONSULTANTS
o THE USE OF NEW TECHNOLOGIES FOR TRAINING DELIVERY
WILL INCREASE
o EMPHASIS ON STORAGE & USE OF INTELLECTUAL CAPITAL
WILL RISE
 o TRAINING DEPARTMENTS WILL BECOME VIRTUAL TRAINING
O
o TRAINING WILL BECOME MORE INTEGRATED WITH OTHER
BUSINESS FUNCTIONS
o TRAINING DEPARTMENTS WILL WORK MORE WITH
EXTERNAL PARTNERS
o T&D WILL BE VIEWED MORE FROM A CHANGE MODEL
PERSPECTIVE
DETERMINING IF CHANGE IS NECESSARY: BENCHMARKING & PROCESS
RE-ENGINEERING
 VIEWING TRAINING FROM A SYSTEMS PERSPECTIVE MEANS THAT
THE COMPANIES & TRAINER NEED TO UNDERSTAND BOTH
INTERNAL & EXTERNAL ENVIRONMENT
 ALSO NEED TO BE AWARE OF OTHER COMPANIES PRACTICES TO
ENSURE THAT THEIR TRAINING PRACTICE ARE THE BEST
POSSIBLE
 BENCHMARKING PROVIDES INFORMATION ABOUT OTHER
COMPANIES’ PRACTICES
 PROCESS REENGINEERING PROVIDES INFORMATION ABOUT THE
EFFECTIVENESS & EFFICIENCY OF TRAINING SYSTEMS WITHIN
THE COMPANY
BENCHMARKING
 TRAINERS NEED TO TAKE FOLLOWING THINGS INTO ACCOUNT
WHEN BENCHMARKING
o GATHER INFORMATION ABOUT INTERNAL PROCESSES TO
SERVE AS A COMPARISON FOR BEST PRACTICES
o IDENTIFY THE PURPOSE OF BENCHMARKING, & THE
PRACTICE TO BE BENCHMARKED
o SENIORS NEED TO BE COMMITTED TO THIS PROJECT
 o BOTH QUANTITATIVE & QUALITATIVE DATA SHOULD BE
COLLECTED
o DESCRIPTIONS OF PROGRAMS & HOW THEY OPERATE ARE
AS VALUABLE AS KNOWING HOW BEST PRACTICES
CONTRIBUTED TO THE BOTTOM LINE
o COLLECT DATA FROM OS WITHIN & OUTSIDE ONE’S
INDUSTRY
o DO NOT VIEW HR PRACTICES IN ISOLATION FROM EACH
OTHER
o THE INFORMATION COLLECTED NEEDS TO BE CONSIDERED
IN TERMS OF THE CONTEXT OF THE OS
o USE OF INFORMATION GATHERED FROM BENCHMARKING
NEEDS TO BE CONSIDERED IN THE BROADER FRAMEWORK
OF O CHANGE
PROCESS REENGINEERING
 REENGINEERING CAN BE USED TO REVIEW THE TRAINING
DEPARTMENT FUNCTIONS & PROCESSES
 IT INVOLVES FOUR STEPS:
o IDENTIFY THE PROCESS TO BE REENGINEERED
o UNDERSTAND THE PROCESS
o REDESIGN THE PROCESS
o IMPLEMENT THE NEW PROCESS
STEPS IN IMPLEMENTING A NEW T& D PRACTICE
 CHANGE MANAGEMENT
o INVOLVES FOUR STEPS:
 OVERCOMING RESISTANCE
 MANAGING THE TRANSITION
 SHAPING POLITICAL DYNAMICS
 USING TRAINING TO UNDERSTAND NEW TASK
ASSIGNMENTS:
WHAT NEW SKILLS WILL TRAINERS NEED TO BE SUCCESSFUL IN THE
FUTURE?
WHAT MISCONCEPTIONS DO MANAGERS HAVE ABOUT TRAINING? HOW
COULD YOU CHANGE THOSE MISCONCEPTIONS?
EXPLAIN WHAT YOU BELIEVE ARE THE ADVANTAGES &
DISADVANTAGES OF CREATING A TRAINING CONSORTIUM OR
PARTNERSHIP WITH OTHER COMPANIES?

THE END
THANK YOU