1. HUMAN RESOURCE MANAGEMENT
MGMT 950
Lecture 5

2. Lecture Outline Orientation programs
Differences between Training & Development.
Critical steps in T & D
Need analysis
Implementation
Assessment of training effectiveness

3. Training and Development

4. Orienting Employees Employee orientation Orientation content
A procedure for providing new employees with basic background information about the firm.
Orientation content
Information on employee benefits
Personnel policies
The daily routine
Company organization and operations
Safety measures and regulations
Facilities tour

5. Orienting Employees (cont’d)
A successful orientation should accomplish four things for new employees:
Make them feel welcome and at ease.
Help them understand the organization in a broad sense.
Make clear to them what is expected in terms of work and behavior.
Help them begin the process of becoming socialized into the firm’s ways of acting and doing things.

6. New Employee Departmental Orientation Checklist
Source: UCSD Healthcare. Used with permission.
Figure 8–1

7. Training & Development
The difference between training and development.
Why T & D?
Speed
Innovation
Quality enhancement
Cost reduction
To ensure strategy ımplementation
Types of knowledge acquired
Declarative knowledge
Procedural knowledge
Learning = f (ability x motivation)

8. Developmental Activities for ‘High Potentials’
Job enlargement
Mentoring & coaching
Rotation
Expatriation
Continuous feedback
Trainings
Role shifting
Stretch assignments
CSR projects
Expanded expertise & network
Business development projects & implementations

9. Critical Phases in T & D Need assessment
2. Training design & implementation
3. Evaluation of the training effectiveness

10. Phase 1: Need assessment (setting the objectives)
Organizational analysis
Analysis of needs and the factors that facilitate and hinder effectiveness of training.
Is training important for our strategy implementation?
Is training the solution to the organizational problem?
Is there an infrastructure to facilitate training transfer?
Are employees and managers supportive / motivated?

11. Task analysis
What does a person need to know (KSAs) in order to perform particular tasks?
Person analysis
- Who needs training?
- What type of training is needed?
- What function does training serve; remedy poor performance vs. career development?

12. Need assessment should be based on:
Competencies (core & functional)
Problems that the organization is facing:
Audit results
Accidents
Financial results
Low job satisfaction, low motivation
High turnover, absenteeism
Disciplinary problems
Performance appraisal outcomes
Target’s of the following year (e.g., X% increase in sales, y% decrease in waste)
Needs should be determined jointly (manager + employee)

13. Phase 2: Training design & implementation
While designing the training try to create:
Physical fidelity
Psychological fidelity

14. Types of training & development: Methods
On-site training
On-the-job training
Job rotation, overseas assignments
Apprenticeship programs
Mentorship & coaching
Off-site training
Lectures
Workshops
Audiovisual materials
Computer-based training; web-based training
Simulations
Role playing, behavioral role modeling

15. Types of trainings: Method & content
Hard vs. soft trainings
Passive learning vs. active / participative learning.

16. Phase 3: Evaluation of training effectiveness
Reaction
Learning
Behavioral
Results (ROI)
Transference
Maintenance

17. Testing the Behavioral change
Training Group
Post-training
Communication
Skill assessment
Pre-training
Communication
Skill assessment
Communication
Training
Comparison 1; should be significant
Comparison 3;
; should be significant
Comparison 4;
should be nonsignificant
No training / Pseudo Training Group
Post-training
communication
Pre-training
communication
Software
Training
Comparison 2; ; should be nonsignificant

18. Train or hire???
This is a strategic decision. E.g., for the IT sector hiring new employees could be more beneficial than training old employees.

19. Career Management

20. The Basics of Career Management
The occupational positions a person has had over many years.
Career planning
The deliberate process through which someone becomes aware of personal skills, interests, knowledge, motivations, and other characteristics; and establishes action plans to attain specific goals.
Career management
The process for enabling employees to better understand and develop their career skills and interests, and to use these skills and interests more effectively.
Career development
The lifelong series of activities that contribute to a person’s career exploration, establishment, success, and fulfillment.

21. Careers today
Careers are no simple progressions of employment in one or two firms with a single profession.
Employees now want to exchange performance for training, learning, and development that keep them marketable and self-actualized.

22. Career Management and Employee Commitment
The “New Psychological Contract”
Old contract: “Do your best and be loyal to us, and we’ll take care of your career.”
New contract: “Do your best for us and be loyal to us for as long as you’re here, and we’ll provide you with the developmental opportunities you’ll need to move on and have a successful career.”

23. Roles in Career Development
The Individual
• Accept responsibility for your own career.
• Assess your interests, skills, and values.
• Seek out career information and resources.
• Establish goals and career plans.
• Utilize development opportunities.
• Talk with your manager about your career.
• Follow through on realistic career plans.
The Manager
• Provide timely performance feedback.
• Provide developmental assignments and support.
• Participate in career development discussions.
• Support employee development plans.
The Organization
• Communicate mission, policies, and procedures.
• Provide training and development opportunities.
• Provide career information and career programs.
• Offer a variety of career options.
Roles in Career Development
Source: Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 56.
Table 10–2

24. The Employer’s Role in Career Development
Realistic job previews
Challenging first jobs
Career-oriented appraisals
Job rotation
Mentoring
Networking and interactions

25. Innovative Corporate Career Development Initiatives
Provide each employee with an individual budget.
Offer on-site or online career centers.
Encourage role reversal.
Establish a “corporate campus.”
Help organize “career success teams.”
Provide career coaches.
Provide career planning workshops
Utilize computerized on- and offline career development programs
Establish a dedicated facility for career development

26. Managing Promotions Making promotion decisions
Decision 1: Is Seniority or Competence the Rule?
Decision 2: How Should We Measure Competence?
Decision 3: Is the Process Formal or Informal?
Decision 4: Vertical, Horizontal, or Other?

27. Managing Transfers Employees’ reasons for desiring transfers
Personal enrichment and growth
More interesting jobs
Greater convenience (better hours, location)
Greater advancement possibilities
Employers’ reasons for transferring employees
To vacate a position where an employee is no longer needed.
To fill a position where an employee is needed.
To find a better fit for an employee within the firm.
To boost productivity by consolidating positions.

28. Enhancing Diversity through Career Management
Sources of bias and discrimination in promotion decisions
Having few people of minority employed in the hiring department
The “old-boy network” of informal friendships
A lack of women mentors
A lack of high-visibility assignments and developmental experiences (glass ceiling)
A lack of company role models for members of the same racial or ethnic group
Inflexible organizations and career tracks

29. Enhancing Women’s and Minorities’ Prospects
Eliminate institutional barriers
Improve networking and mentoring
Eliminate the glass ceiling
Institute flexible schedules and career tracks

30. Career Management and Employee Commitment
Commitment-oriented career development efforts
Career development programs
Career workshops that use vocational guidance tools (including a computerized skills assessment program and other career gap analysis tools) to help employees identify career-related skills and the development needs they possess.
Career-oriented appraisals
Provide the ideal occasion to link the employee’s performance, career interests, and developmental needs into a coherent career plan.

31. Identify Your Career Stage
Growth stage
Exploration stage
Establishment stage
Trial substage
Stabilization substage
Midcareer crisis substage
Maintenance Stage
Decline Stage

32. Identify Your Occupational Orientation
Realistic orientation
Investigative orientation
Social orientation
Conventional orientation
Enterprising orientation
Artistic orientation

33. Choosing an Occupational Orientation
Figure 10–A1

34. Example of Some Occupations that May Typify Each Occupational Theme
Figure 10–A2

35. Example of Some Occupations that May Typify Each Occupational Theme
For more information:

36. Life Balance: Work-Family-Personal Life

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38. Work Interfering Family (WIF) Family Interfering Work (FIW)
Work-Family Conflict
Work Interfering Family (WIF) Family Interfering Work (FIW)
Time based interference / conflict
Stress based interference / conflict
Behavior based interference / conflict

39. The Basic Model of Spillover
(Frone, Yardley, & Markle, 1997)
Well-being in
Work Domain
Demands & Supports
In Work Domain
WFC
(WIF & FIW)
Well-being in
Family Domain
Demands & Supports
In Family Domain

40. Gender Differences

41. Gender Difference in Experiences of WIF & FIW

42. Correlates of WFC: An Exploratory Analysis for Women
Emotional
Spousal Support
Life Satisfaction
Depression
-.32***
Work Overload
-.24***
.48***
Satisfaction
with Parenthood
.39 ***
-.34***
Organizational
Support
WFC
-.17 **
.51***
Employment Related Guilt
.32***
Satisfaction with
Childcare Facilities
-.13 *
Children’s Behavioral Problems
-.19 **
-.34***
-.25**
Perceived Satisfaction
of Child(ren) with Time
Spent with Parents
Family
Relations
Performance Change

43. Correlates of WFC: An Exploratory Analysis for Men
Life Satisfaction
Instrumental
Spousal Support
-.17*
Depression
-.19*
.29***
Satisfaction
with Parenthood
-.35***
WFC
.20**
.60***
Employment Related Guilt
Work Overload
-.32***
Family
Relations

44. The Cross Over Effect: Wife-to-Husband Model
Work Overload –
Wife
Family-to-Work Conflict - Wife
Work-to-Family
Conflict - Wife
Marital
Satisfaction - Husband
.15*
.39***
-.18**
-.12
The Cross Over Effect: Wife-to-Husband Model
χ² /df
GFI
AGFI
TLI
CFI
RMSEA
1.73
0.982
0.929
0.90
0.966
0.062

45. The Cross Over Effect: Husband-to-Wife Model
Work Overload
Husband
Family-to-Work
Conflict –
Work-to-Family
Conflict - Husband
Life
Satisfaction -
Wife
Marital
Satisfaction –
Employment
Related Guilt –
.15*
.45***
.22**
.16*
-.18*
-.22**
The Cross Over Effect: Husband-to-Wife Model
χ² /df
GFI
AGFI
TLI
CFI
RMSEA
1.51
0.979
0.93
0.924
0.97
0.052

46. Work-Family-Personal Life Conflict

47. What about ME...? ‘Self’ being identified with work
‘Self’ being identified with family
SELF
FAMILY
WORK
SELF
FAMILY
WORK
‘Self’ as a separate domain
SELF
FAMILY
WORK

48. Three Dimensional Life Balance (Aycan, Eskin & Yavuz, 2007)
Personal Life Demands
Work Demands
Family Demands
Supports
From Work
From Family
Self-Management skills

50. Work-Family-Personal Life Conflict (WFPC)
(work inter.
personal life)
(family inter.
personal life)
(work inter.
family)
(family inter.
work)
(personal life
inter. work)
(personal life
inter. family)

51. WFPC and Work & Family Demands
WIF
WIP
FIW
FIP
PIW
PIF
Work overload
.20***
.19***
Job control
Schedule inflexibility
Family control
Family overload
.47***
Age of the youngest child
Standardized Beta weights: Note: *p < .05. **p < .01. ***p < .001.

52. WFCP and Psychological Well-Being
Life Satisfaction
Depression
Anxiety
Burnout
WIF
.24***
.13*
.35***
WIP
.21***
FIW
FIP
-.28***
.18***
.25***
PIW
PIF
Standardized Beta weights: Note: *p < .05. **p < .01. ***p < .001.

53. Key take aways from Lecture 5
Need assessment & effectiveness evaluation are the step that should not be overlooked in T&D.
Careers are no longer defined in traditional terms; career success is defined as ‘self-actualization’.
Career management is primarily the responsibility of the employee; it starts with knowing oneself very well!
Work interfering with family is a problem for both males and females. There is also a positive spillover between work and family.
Among ‘demands’ excessive workload is the strongest correlate of conflict. To decrease workload (or the pressure of it): delegation, time management, communication (to be able to say no), reduction of perfectionism and control orientation.
Attending to personal life is a must!