Lecture 11

Human Resources Lecture 11 Designing and delivering training Diversity and discrimination

Training for job performance Before staring any training programme, the organisation must ask: -What training does the organisation need? -What training do the employees need? -How should we provide the necessary training? To answer these questions, one should remember that: -Not all can be corrected by providing training; -There should be an essential investment into training, which is to become systematic; -Training should not be considered ‘trendy’, it has its purposes that organisation should understand. Identifying training needs Training must have specific, measurable and realistic targets. The targets and goals should be firstly checked on three levels: organisational, departmental and individual. After that there could 2 different types of training implemented: immediate or longterm for personal development in an occupation or organisation.

Analysing training needs -What must employees be able to do to meet the performance requirements of the job? -What knowledge, skills and other abilities are required? -Who needs training and of what kind? -Where in the organisation is training needed? How to assess individual needs? -Formal performance reviews. -Direct observation; -Discussion -Surveys. These are 4 additional questions that organisation needs to answer: -Is this individual trainable? -How should the training programme be organised to facilitate the individual’s learning? -How can we ensure that this person understands the reasons for the training and its objectives? -How will we manage the transfer of the new learning back into the workplace?

Meeting training and development needs 3 main types of training abd development programmes: internal, external and combined. Internal: - Induction courses; -On-job training; -Off-job training; -Management training. External programmes: Pre-entry qualifications (diploma, bachelor); Continuing education (seminars); General and specialist management training; General and specialised training; Combined programmes (formal learning + applied experience): - National diplomas and certificates; - Appreticeships - Special programmes.

Designing a training programme -What are the objectives? -How will the training be carried out? -Where, when and by whom will the training be done? -How will training effectiveness be measured? -Define the learning objectives (what trainees should know after the course); -Decide the learning sequence; -Select training methods, equipment and aids; -Select the training location; -Choose the trainer; -Plan the programme;

Training methods On-job training Off-job training Classroom training Vestibule training

Simulation training (business games, case studies, roles plays, work samples, programmed instruction, computer based training, outdoor training).

Evaluating training -How well were the learning objectives met? -Why has the individual’s job performance changed? -How has the performance of the organisation changed? -How did the trainees react? Selecting the right training programme -Do the objectives of the package match your requirements? -Does the content (knowledge and skills) fit your requirements? Does it support your objectives in terms of the knowledge and skills people need to achieve the training objectives? -Is the package well organised? Is it packaged in modules to facilitate flexibility in adding or deleting material? -Is it possible to modify the package (check the copyright of the holder); -Does the package structured to provide an integrated skills-building sequence of learning experiences? -Are trainer/instructor/facilitator guides and aids provided? -Does the supplier have a good reputation? Is the firm noted for the quality of its products and customer service? -Is the package good value in terms of reasonable cost per trainee and total costs?

Coaching and mentoring - Coaching is a one-to-one process, although the people involved need not be a manager and a subordinate. -Coaching may be provided by colleagues, by specialists, by managers, even by someone from outside the organisation. -Communication in coaching is two-way, concerned more with discussion, discovery and understanding than with mere transfer of information or skills. -Coaching is oriented towards problem-solving rather than the acquisition of knowledge or abilities. -Coaching is a process in which workplace problems are turned into learning opportunities. Coaching uses work experiences as learning opportunities.

Mentoring Mentoring is similar to coaching, but difference is that a coach is often an employee's direct supervisor which mentors almost always come from elsewhere in the organisation, or from outside.

Management development Management training is the process by which managers acquire the knowledge and skills related to their work requirements by formal, structured or guided means. Management education is the structured, formal learning process which often takes place in an institutional framework. Management development is the broader concept concerned with developing the individual rather than emphasising the learning of narrowly defined skills: it is process involving the contribution of formal and informal work experience. Management development is a continuing process of education, training and orientation witch might be encouraged by the organisation, but would chiefly be the responsibility of the individual.

Learning sequence Orientation. At the outset, the trainer must create an atmosphere that is conductive to learning. This involves setting objectives, checking existing levels of learning, outlining the training programme, and getting the commitment of participants to work towards the agreed objectives. Preparation. In the second phase, the trainer introduces theoretical principles and concepts which provide the information base for the learning that is to take place. One objective is to ensure that all participants have a common level of knowledge and understanding from which to draw the practical applications of their learning. Application. Relating theory to practice will involve discussions amongst the participants and with the trainer to ensure that concept are understood and to test ideas against experience. Confirmation. Practical application of new knowledge and techniques confirms for participants that their learning is effective and worthwhile. It will involve case studies, simulations, business games, in-basket exercises and other experimental learning in off-job situations, and will eventually lead to the use of the new skills in the workplace. Consolidation. This occurs in the training setting when the course leader seeks conclusions and reactions from participants and offers summaries of the learning that has taken place. Later, it involves the trainee’s reception back on to the job, the opportunities that are provided to apply the new learning, the support and feedback from colleagues and the trainee’s manager, and the effectiveness of the newly acquired skills and techniques.

Management training methods Knowles (1972) argues that too many trainers use their childhood experiences at schools a model for their own teaching practice, and fail to take into account that: -Adults see themselves as relatively independent; -Adults desire a sense of self-accomplishment and determinism; -Adults are motivated through diagnosing their own needs; -Adults like to participate actively in their learning experiences; -Adults like to be involved in self-evaluation through opportunities to compare their performance with norms; -Adults have experienced a great deal and consider that experience to be an essential basis for their future learning; -Adults tend to evaluate learning in terms of its applicability to day-to-day living. Experimental learning Learning in which students are doing something, not just thinking. Four-stage cycle integrates (1) concrete experiences, (2) reflective observations about experiences, (3) abstract conceptualisations about experiences and observations, and (4) experimentation with abstract concepts. (Claxton 1987)

Diversity and discrimination Four major trends affect the workforce: -Increase in the number of women; -Increase in cultural and ethnic differences; -Ageing; -Rise in education and skill requirements. Managing diversity It is a concept which originated in the U.S., partly as a reaction against the quotas and targets which had come to symbolise ‘affirmative action’ – is concerned with realising the potential of all the organisation’s employees. -Diversity and differences between people can, and should, if managed effectively, add value to the organisation; -Diversity includes virtually all ways in which people differ, not just the more obvious ones of sex, ethnicity and disability; -Diversity has as its primary concern issues of organisational culture and the working environment.

Managing diversity is concerned with realising the potential of all the organisation’s employees. It recognises that people from different backgrounds can bring fresh ideas and perceptions, which can make the way work is done more efficient and improve products and services. Diversity and EEO In many ways, diversity management developed out of Equal Employment Opportunities initiatives and programmes. But diversity management and EEO are different. -Diversity management aims to make the most of the potential of all employees; EEO concentrates on the discrimination that has led to disadvantages for women, ethnic minorities, those with disabilities, and other people. -Diversity management is concerned with individuals, EEO centres on identifiable groups. -Diversity management initiatives are voluntary, EEO is frequently a response to legislation or similar compliance pressures. -Diversity management requires all managers and workers to take responsibility for their attitudes and actions, EEO is often the responsibility of HR or EEO specialists who focus on changing institutional policies, procedures and systems.

Developing EEO programmes Know your organisation. EEO planning must be tailored to the organisation’s characteristics and circumstances. Establish commitment to EEO. EEO should be developed with top management and other staff, setting out why the organisation is implementing EEO. Assess your EEO needs. Establish priorities and options for action. Write it down. Prepare the organisation. Older workers (discrimination of older workers) BUT -They have greater experience and better judgment in decision making; -They have more objectivity about personal goals and abilities, because they have already satisfied many of their needs for salary and status and are able to concentrate more on job responsibilities; -They have higher social intelligence and are able to understand and influence others; -They require reduced training time, because their previous experience is easily transferable, especially into management positions; -They are a proven value, because older workers have proven their abilities.