Training Issues

SPECIAL ISSUES IN TRAINING AND EMPLOYEE DEVELOPMENT
PRESENTED BY
GAYATHRI S 12MBA015
ISSUES ARE DUE TO

12/6/2013
External
environment Internal needs of the company
TRAINING & DEVELOPMENT
8-2
TRAINING ISSUES RESULTING FROM THE EXTERNAL ENVIRONMENT

12/6/2013
Cross-cultural
preparation - involves educating employees (expatriates) and their families who are to be sent to a foreign country. Expatriates - people who work in a country other than their country of origin.
3
8-3
12/6/2013
G.
Hofstede identified five dimensions of national culture: Individualism-collectivism Uncertainty avoidance Masculinity-femininity Power distance Time orientation
8-4
To
be successful in overseas assignments, expatriates need to be:

12/6/2013
Competent in their area of expertise. Able to communicate verbally and nonverbally in the host country. Flexible, tolerant of ambiguity, emotionally stable, outgoing and agreeable, and sensitive to cultural differences. Motivated to succeed, able to enjoy the challenge of working in other countries, and willing to learn about the host countrys culture, language, and customs. Supported by their families.
8-5
12/6/2013
Key
to successful foreign assignment is a combination of training and career management for employees and their families. Foreign assignments involve three phases: Pre-departure phase On-site phase Repatriation phase
8-6
Pre-departure
phase:
12/6/2013
Employees need to receive language training and an orientation in the new countrys culture and customs; the family should be included in the orientation. Expatriates and their families need information about the various facilities in the area where they will live. Employees must discuss with their managers how the foreign assignment fits into their career plans and what type of position they can expect upon return. 7
8-7
FIGURE: RELATIONSHIP BETWEEN TRAINING METHODS AND TRAINING RIGOR

12/6/2013 TRAINING & DEVELOPMENT
8-8
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.
9
8-9
12/6/2013
Repatriation phase
Prepares expatriates for return to the parent company and country from the foreign assignment. Expatriates and their families are likely to experience high levels of stress and anxiety when they return because of the changes that have occurred since their departure. Expatriates decide to leave the company because the assignment they are given upon return has less responsibility, challenges, and status than the foreign assignment.
10
8-10
Virtual expatriates
operation abroad are assigned to manage without being located permanently in that country. Allows the employee to manage globally while keeping in close touch with the home office. Are less expensive. Expatriates may take longer to solve problems because of the lack of a strong personal relationship with local employees.
11
8-11
12/6/2013
Managing
work force diversity
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.
12
8-12
12/6/2013
Managing diversity - creating an environment that allows all employees to contribute to organizational goals and experience personal growth.
This includes access to jobs and fair and positive treatment of all employees.
13
8-13
12/6/2013
To
successfully manage a diverse work force, companies need to ensure that:

Employees understand how their values and stereotypes influence their behavior toward people of different gender, ethnicity, race, or religion. Employees gain an appreciation of cultural differences among themselves. Behaviors that isolate or intimidate minority group members improve.
14
8-14
12/6/2013
School-to-work transition programs - combine classroom experiences with work experiences to prepare high school students for employment. School-to-Work Opportunities Act -designed to assist the states in building school-to-work systems that prepare students for high-skill, high-wage jobs or future education.
15
8-15
12/6/2013
Trainings role in welfare-to-work and other publicprivate sector programs

Government agencies refer welfare recipients to a company-sponsored training program subsidized with money and tax credits from the government. State and local governments provide life and skills training directly to welfare recipients.
16
8-16
TRAINING ISSUES RELATED TO INTERNAL NEEDS OF THE COMPANY

12/6/2013
Lifelong Learning Account - an account for adult education into which both the employee and the company contribute and the employee keeps, even if he or she leaves the company. Breaking the glass ceiling, a barrier to advancement to the higher levels of the organization.
17
8-17
12/6/2013
Joint union-management programs provide a wide range of services designed to help employees learn skills that are directly related to their job and also develop skills that are portable that is, valuable to employers in other companies or industries.
18
8-18
12/6/2013
Succession planning
Process of identifying and developing the future leadership of the company. Helps attract and retain managerial employees by providing them with development opportunities to attain upper-level management as a career goal.
19
8-19
12/6/2013
Developing managers with dysfunctional behaviors

A combination of assessment, training, and counseling is used to help managers change dysfunctional behavior. The Individual Coaching for Effectiveness (ICE) program is one such program designed specifically to help managers with dysfunctional behavior.
20
8-20
12/6/2013
Training and pay systems
In skill-based pay systems, employees pay is based primarily on the knowledge and skills they possess rather than the knowledge or skills necessary to successfully perform their current job.
Often used to facilitate cross-training. Contributes to better use of employees skills and ideas. Managers and/or peers usually serve as trainers. Require periodic evaluation of employees skills and knowledge using behavior and learning outcomes.
21
8-21
THANK YOU
22
8-22

Training Issues

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Training Issues

Uploaded by

Copyright:

Available Formats

SPECIAL ISSUES IN TRAINING AND EMPLOYEE DEVELOPMENT

ISSUES ARE DUE TO

environment Internal needs of the company

TRAINING & DEVELOPMENT

TRAINING ISSUES RESULTING FROM THE EXTERNAL ENVIRONMENT

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

be successful in overseas assignments, expatriates need to be:

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

FIGURE: RELATIONSHIP BETWEEN TRAINING METHODS AND TRAINING RIGOR

TRAINING & DEVELOPMENT

12/6/2013 TRAINING & DEVELOPMENT

12/6/2013 TRAINING & DEVELOPMENT

work force diversity

The goals of diversity training are:

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

successfully manage a diverse work force, companies need to ensure that:

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

Trainings role in welfare-to-work and other publicprivate sector programs

TRAINING & DEVELOPMENT

TRAINING ISSUES RELATED TO INTERNAL NEEDS OF THE COMPANY

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

TRAINING & DEVELOPMENT

Developing managers with dysfunctional behaviors

TRAINING & DEVELOPMENT

Training and pay systems

TRAINING & DEVELOPMENT

12/6/2013 TRAINING & DEVELOPMENT

You might also like