Final Project

The role of Training, Development & Career Planning In Improving Productivity & Quality in work life

Introduction

Deep down, we are all learners. No one has to teach an infant to learn. In fact, no one has to teach infants anything. They are intrinsically inquisitive, masterful learners who learn to walk, speak…etc (3).

Learning organization is possible because not only is it our nature to learn but love to learn. From birth, humans, like all animals, learn and develop: learning is a natural process in which we all develop. It is not just a cognitive activity, and it affects the person as a whole. This learning and development lead to skilful and effective adaptation to a manipulation of the environment, which is on element in a much quoted definition of intelligence. People continue learning through out life, whether encouraged or not, whether formally taught or not, whether the outcomes are valued or not (3).

Moreover, the process of their learning knows no boundaries & learning in one domain, such as employment, hobbies or maintenance of home or car, cross-fertilizes that in another and thereby achieves a wider understanding and more finely honed skills. To understand the process of learning and development and use this understanding to good effect in developing employees and their organizations, you have to be able to think about the concepts you are using. The concepts "learning" and "development" are frequent by used loosely and even interchangeably (3).

Training means challenges to improve our work-force, and to develop our society and firms. Training division (department) forms the main part of HRM. Because by this department the firm can make likely performance work system, in this department, by trainer helping the firm can determine the employee's training needs and the way of how to fulfill this needs, when organization make training and skills development the responsibility of the individual worker, it is our duty to reinforce workers and create an appropriate training and developing environment. The trainer should understand the ability of their workers to put good learning programs, first to avoid training failure, second for achieving training programs.

Thus, it should be existing good training plan based on the performance appraisal, and performance management and job description for every one in the firm. Last but not least, by training and developing the employee's skills and efforts the firm can fulfill its strategic aims.

As the chapters that follow show, it can be discussed the role of training for increasing the effectiveness, quality and responsiveness. Also as known, the changes are not being made once and for all, employees have to adjust to continuous changes, and their directors should pay great attention to HRD then ever before. However, HRD does not participation in a firm vacuum. To be more effective, it presupposes effective selection, supervision and an appropriate management.

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Learning and Training

Orienting Employees (1) : It means a procedure for providing new employees with basic

background information about the firm.

The training process (1) :

Definition of training:The steps of teaching new recruiter the basic skills he/she needs to do

his/her job and task well. Training might include showing a new salesman how to sell his/her firm's product, or a new worker how to make your product, or a new supervisor or manager how to manage time; training is a distinctive feature of smart management. Having high-potential recruits doesn't ensure they will succeed. On the other hand, they have to know what the manager wants them to do and how he/she wants them to do it if they don't know what and how to will be considered at achieve the tasks their way, not the managers way, nothing all. Good training is necessary and vital to achieve the company strategic aims.

The strategic context of training:Training used to focus on teaching technical skills. Today, such technical

training is no longer sufficient. In other words, the training has to make sense in terms of the company's strategic goals. Training today also plays key role in the performance management process.

It means taking an integrated, goals-oriented approach to assigning, training, assessing, and rewarding employee's performance. The training effort must make sense in terms of what the company wants each employee to contribute to achieving the company's goals.

The basic training process:The 5-step training and development process:Training courses consist of five steps.1st…Needs analysis steps: It refers to the specific job performance skills

needed, estimates the prospective changes in trainees skills.2nd…Instructional design: It refers to work books, exercises, and activities, it

can use techniques such as on-the-job training, and computer-assisted learning.

3rd…Validation step: Training programs or courses are shown to a small representative audience.

4th…Implement the program: It means presenting by actually training the targeted employee group.

5th…Evaluation step: It means to estimate the quality and value of programs successes or failures.Most employers probably do not create their own training materials, since

many materials are available online and offline. For example, the professional development site (thing.com) offers a wide range of Web-based courses

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employees can take online. And many firms including American Media, Inc., of West Des Moures, Iowa, provide turnkey training packages.

These include a training leader's guide, self-study book, and video for improving skills in areas such as customer service, documenting discipline and appraising performance.

Training, learning, and motivation (1) : Training process will be producing no result if the trainees do not have

the ability or/and motivation to gain from it. The firm can take many or several procedures for increasing the trainee's motivation to develop and learn. We can summarize the motivational points as follows.

Make the learning meaningful. It's easier for trainees to understand and remember material that are meaningful, therefore:

1) At the start of training, provide a bird's-eye view of the material to be presented. Knowing the overall picture facilitates learning.The material presented must be meaningful: appropriate materials for sequential learning (cases, problems, discussion outlines, and reading lists) must be provided. The trainer acts an acid in an efficient learning process.The learning methods used should be varied as possible. It's boredom that destroys learning, not fatigue. Any method-whether an old-fashioned lecture or programmed learning or a challenging computer game will begin to bore some learners if overused.

2) Use a Varity of familiar examples. It means using examples from world-life to assimilate what will be learned.

3) Organize information so you can present it logically, and in meaningful units.4) Use terms and concepts that are already familiar to trainees.

It means the trainer should take into consideration the age, knowledge, education and experiences of his trainees; therefore, he/she can not use concepts or terms cause misunderstand or make the training process more difficult.

5) Use as many visual aids as possible.The trainer should use education or/and training aids such as pictures/photos, outlines and games for making the training process more easier and useful.

¨ Make skills transfer easy…Make it easy to transfer new skills and behavior from the training site to the job site:

1. Maximize the similarity between the training situation and the work situation.It means training and job are forming from a one coin and one face for job and the other face of coin for training. It means the training is the other face of coin and it should coincident with jobs and tasks. e.g., we can use simulation.

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¨ The material taught must transfer to the job…The trainer must do her or his best to make the training as close to reality of the job as possible. Thus, when the trainee returns to the job, the training can be applied immediately.

2. Provide adequate practice.¨ The training provide for practice of the material…

It refers to practice, and repetition. We should give the trainee a complete chance to discuss outlines, problems that may meet him in the training process to assimilate what will be trained.

3. Label each features of the machine and/or step in the process.The trainer should explain how to use the machine instructions and illustrate how to avoid the machine hazard.

4. Direct the trainee's attention to important aspects of the job.For example, if you're training sales and marketing representatives in how to handle incoming clients, first explain the different types of clients, what types of questions will the trainee should be asked and how to motivate him to buy.

5. Provide heads-up, preparatory information.For example, trainees learning to become first-line supervisors after face stressful conditions, high work load, and difficult subordinates back on the job. Studies suggest you can reduce the negative impact of such events by letting trainees know they might happen.

Motivate the learner:¨ The trainee must be motivated to learn. In order to learn, a person must

want to learn. In the context of training, motivation influences a person's enthusiasm for training, keeps attention focused on the training activities, and reinforces what's learned. Motivation is influenced by the belief's and perceptions of the trainees. If a trainee is not motivated, little can be accomplished in a training program.

¨ Motivating trainees is a corner stone of training process because without motivation employees trainer can not be done, before training the managers or supervisors should talk with trainees about the importance of training and in what ways we can progress and achieve the company strategic goals with training, and make them feel as a part of the company in which the company will fulfill its aims.

Here are some other ways to motivate the trainee:1) People learn best by doing. Try to provide as much realistic practice as

possible.2) Trainees learn best when trainers immediately reinforce correct response,

perhaps with a quick "well done".3) Trainees learn best at own pace. Let them pace themselves.

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4) Create a perceived training need in the trainees' minds. In one study, pilots who had experienced pre-training accident-related events subsequently learned more from an accident-reduction training program than did those experiencing fewer such events. You could illustrate the need for training by showing videos of simulated accidents. Similarly before the training managers need to sit down and talk with the trainee about why they are enrolled in the class, what they are expected to learn and how they can use it on the job.

5) The schedule is important too…the learning curve goes down late in the day, so that "fill day training is not as effective as half the day or three – fourths of the day".

Analyzing Training Needs (1) : In this point supervisors determine new or current employees training

needs. Here the most important and principle task in analyzing new employee's training needs is to determine the job entails and to be divided into parts or subtask.

For example, performance may be down because the standards aren't clear or because the person is not motivated. Some trainers use special analytical software, such as from Saba Software, Inc., to diagnose performance gaps and their causes.

Managing The Training Program:The first step in managing training is to determine training needs and set

objectives for these needs. In effect the trainers are preparing training forecast.The needs assessment involves analyzing the organization's needs, the

knowledge, skill, and ability needed to perform the job, and the person job holder's needs.

Where's the organization going and does it have the capability to get there? These are important question's that need to be assessed.K, S, A need to perform the job are carefully considered:

¨ What are the tasks?¨ What skills needed to perform well?¨ What does performing well mean?¨ Data from current employees, supervisors, and experts must be

collected to complete this part of a needs assessment.The employee's needs also must be considered. Asking people what

their needs are on the job and asking them to perform tasks can provide information and data.

Examining the employee's performance against a standard or compared with that of co-workers can help identify strengths, weaknesses, and needs.

Determining if a person can do the job is an important step in moving the firm's ability to match the person with the best job for him or her.

There are four ways to determine employee's needs for training:1) Observe employees.2) Listen to employees.3) Ask supervisors about employee's needs.4) Examine the problems employees have.

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In the researcher's opinion, and observing current or/and new employees or/and workers, managers need to sit down and discuss with employees about why they are becoming in the class or training program, what they are expected to learn and develop and how they can use it on the task or job.

Task analysis: Assessing new employee's training needs:Task analysis is a detailed study of the job to determine what specific

skills required.After hiring new employees or worker, especially with normal with

standard employees, it's common aim here is to provide them the skills and knowledge they need to do and perform the task. Managers use task analysis to identify the new workers' training needs. Job descriptions and job specification are helpful. Using the job description and job specification with a task analysis consolidate data considering required tasks and skills in a form that's particularly helpful for identifying training requirements.

Performance Analysis: Assessing current employees' training needs (1) :

For current employees or workers, performance analysis is the main step for verifying deficiency and determining if the organization could correct it through training program or some other means.

On the other hand, the question here is the methods we can use for identifying a current employees training needs. There are several methods, which include:

1) Supervisor, peer, and self performance reviews.2) Job-related performance data (including productivity, absenteeism, and

tardiness).3) Observation by supervisors or other specialists interviews with the

employee or his or her supervisors; tests of things like job knowledge, skills, and attendance.

4) Assessment centers.5) Individual employee daily.

Training Methods:Once the manager's or supervisors decided training employees or

workers and determined their training needs and aims, managers have to draw an outline form which training program may be made. There is also a vast selection of online and offline content and packages from which to choose. You'll find turnkey, off-the-shelf programs on virtually any topic from tens of thousands of online and off provides.

In any case, there are several methods/or ways managers/or supervisors are using to in fact deliver the training program. We'll start with method most likely to be choosen:

On-the-job training:Training a person to learn a job while working on it.

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The employee is placed into the real work situation and shown the job and the tricks of the trade by an experienced employee or the supervisor. For example, general electric, trains customer service operators on the job so that the realism of listening, thinking, and responding on the spot hits home.

OJT has several advantages:1) It's relatively inexpensive.2) Trainees learn while producing.3) There's need for example off site facilities like class room or

programmed learning devices.4) The method also facilitates learning, since trainees learn by doing and

get quick feedback on their performance.

Here are some steps to help ensure OJT success:1) Prepare the learner.2) Put the trainer in suitable and appropriate case to reduce or remove

tension.3) Give reasons for why trainees are being taut.4) Describe the whole job in detail so that it can be more easily

understood.5) Create interest, encourage question, find out what the learner already

knows about this or other jobs.6) Put the leaner in same conditions as working position as possible.7) Provide worker or employee through knowledge of equipment, tools and

trade terms.Step 2…Present the operation:

1) Explain quantity and quality requirements.2) Go through the job at a slow pace several times, explaining each step.

Between operation, explain the difficult parts, or those in which errors are likely to be made.

3) Have the learner explain the steps as you go through the job at a slow pace.

Step 3…Do a tryout:1) Have the trainees go between the jobs various times.2) As soon as the trainees show and explain how to do the job or a way of

doing job or task, let the mission begin, but don't go away from a trainees.

3) Have the trainees do the task or job, and in slowly way increasing skill and speed.

Step4…Follow up:1) Designate to whom the learner should go for help.2) Correct faulty work patterns before they become a habit.3) Compliment good work; encourage the worker until him or her able to

meet the quality and quantity standards.Here's what you must do to get ready to teach a job:

1) Decide what the learner must be taught in order to do the job efficiently, safely, economically, and intelligently.

2) Have the right tools, equipment, supplies, and material ready.

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3) Have the workplace properly arranged, just as the worker will be expected to keep it.Then, you should instruct the learner by the following four basic steps:

Job instruction training methods:Step I-Preparation (of the Learner)

1) Put the learner at ease.2) Find out what he or she already knows about the job.3) Get the learner interested and desirous of learning the job.

Step II-Presentation (of the Operations and Knowledge)1) Tell, show, illustrate, and question in order to put over the new

knowledge and operations.2) Instruct slowly, clearly, completely, and patiently, one point at a time.3) Check, question, and repeat.4) Make sure the learner really knows.

Step III-Performance Tryout1) Test the learner by having him or her perform the job.2) Ask questions beginning with why, how, when, or where.3) Observe performance, correct errors, and repeat instructions if

necessary.4) Continue until you know that the learner knows.

Step IV-Follow-Up1) Put the employee on his or her own.2) Check frequently to be sure the learner follows instructions.3) Taper off extra supervision and close follow-up until the person is

qualified to work with normal supervision.Remember-if the learner hasn't learned, the teacher hasn't taught.

The following are some simple and inexpensive methods in which managers or firms can provide training and development for staff within the organization.

Job or work rotation:To make staff (employee) experience or/and take part in trying out a

number of several jobs/task to get an understanding of other levels of task and of how they all fit together. It means someone will have to be responsible for training the worker or employee in the new job/or work.Advantages:¨ Reduce time.¨ Inexpensive method.¨ Immediate feedback.

Informal learning (1) : The most of what trainees learn on the job they train among informal

means or ways of performing their job on daily basis.

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Job instruction training:Listing each job's basic tasks, along with key points, in order to provide

step-by-step training for employees.

Programmed instruction:A systematic method for teaching job skills involving: ¨ Showing question and situation.¨ Letting the employee to give a spoken or written answer.¨ Providing the trainees immediate feedback on the accuracy of their answers.Advantage:¨ Reduce training time.¨ Self-paced learning.¨ Immediate feedback.¨ Reduce risk of error for learner.

Literacy training techniques (1) : ¨ Responses to functional illiteracy.¨ Testing job conditions' basic skills.¨ Setting up basic skills and literacy programs.Audiovisual-based training:

It means all ways and or methods such as PowerPoint, films, video conferencing, video slides and filmstrip presentation will be like to lectures. A meaningful firm of material will be potential strength.

This method is expensive, but gives some advantages such as interesting, makes trainees feeling as in real situation. On the other hand, the firms or trainers could use them in the following situations.

If there's a need for explaining how to act according to steps overtime, like how to combine machine.

To fulfil the need, for organization training and it will be cost by or expensive to change the trainer from place to place.

Simulated training:Training employees on specials off-the-job equipment so training costs

and hazards can be reduced.Why simulated training?

Because this method will provide cost savings, savings on maintenance. On the other hand, the trainees will utilize the same tools and equipment on the job.

It always uses the equipment simulators. In pilot training and also in doctors training, for instance, open-heart surgery.

And, there are some other simulated training methods such as computer-based training, electronic performance support systems and last and not least learning portals.

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What's management development:"Any attempt to improve current or future". Any management

performance by imparting knowledge changing attitudes, or increasing skills.It means any effort to improve current or future management

performance by making information known to employees, becoming a way of thinking about training different or developing skills and abilities the final aims is to increase or improve the future performance of the firm itself. The general management development process consists of:

1) Assessing the company's strategic needs for instance, to fill future executive openings.

2) Appraising the managers' current performance.3) Developing the managers and future managers.

The typical succession planning process involves several steps: first, anticipate management needs based on strategic factors like planned expansion. Next, reviews your firm's management skills inventory (data on things like education and work experience, career performances, and performance appraisals) to assess current talent.

Then, create replacement charts that summarize potential candidates and each person's development needs.

Managerial on-the-job training:This method of training is not just for non-managers level. Managerial on-

the-job training methods.Job rotation:

Job rotation means replacing management trainees from division to division to enhance their awareness or understanding of all departments of the firm and to test their knowledge or ability, often consisting of questions that must be answered or activities that must be carried out.

The employee-after a recent college graduate-may pass some months in each division. The trainees become aware of the department's business by actually doing it, while discovering what jobs he/she prefers.Coaching/Understanding approach:

Here the employee (trainee) will work directly under a senior's manager control or authority or with the manager he or she is to replace. The latter is responsible for the employee's learning training. Typically, the understanding makes the execution of certain responsibilities less difficult or serious, providing the trainee or employee a chance to know and learn the job.Action learning:

It means a training technique by which management trainees are allowed to work full-time analyzing and solving problems in other departments.

The basics of a typical action learning program include: carefully selected teams of fine to 25 member problems, assigning the teams real world business problems that extend beyond their usual areas of expertise; and structured learning through coaching and feedback.

Pacific gas and electric company (PG&E) uses an approach it calls action-forum process. The idea of the action-forum process is to focus on relatively narrow issues that the employees already know the most about. The

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program has reportedly been a success. In three years, PG&E hosted almost 80 action-forum and saved more than $270 million as a result of them.The action-forum process has three phases:

1) A "Frame work" phase of six to eight weeks – this is basically an intense planning period during which the team defines and collects data on an issue to work on.

2) The action-forum itself – two to three days of PG&E's learning center discussing the issue and developing action-plan recommendations.

3) Accountability sessions, when the teams meet with the leadership group at 30, 60 and 90 days to review the status of their action plans and to make any necessary changes.

Off-the-job management training and development techniques:There are also many or several off-the-job techniques for training and

developing managers (1).The case study…As most everyone knows, the case study method

shows a trainee with a written description of a firm problem. The employee or trainee explains the nature of the case, diagnoses the problem, and shows his/or her solutions and answers in a discussion with other trainees.

Integrated case scenario's expand the case analysis concept by creating long-term, comprehensive case situations. For example, the FBI Academy created an integrated cases scenario. It starts with "a concerned citizen's telephone call and ends 14 weeks later with a simulated trial. In between is the stuff of a genuine investigation, including a healthy sampling of what can go wrong in an actual criminal inquiry". In the case of the FBI, the scenarios are aimed at developing specific training skills, such as interviewing witnesses and analyzing crime scenes.

Management Games:A development technique in which teams of managers compete by

making computerized decisions regarding realistic but simulated situation.In the case of computerized management games employees will divide

into fine or six person teams, each of which competes with the others in a simulated the system of buying and selling goods under competitive conditions. Each group typically must each time decide, for example:

1) How much to spend an advertising.2) How much to produce.3) How much inventory to maintain.4) How many of which product to produce.Usually, the game itself compresses a two-or three – year period into

days, weeks or months.This method can be good development tools. Trainees learn well by being

involved, and it can be useful for obtaining such involvement. They improve trainees develop their problem-solving skills, as well as to focus attention on planning rather than just putting out fires. The teams of employees also most after choose their own officers and put themselves into working order and an efficient system.

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Management games can be good development tools. People learn best by being involved, and the games can be useful for gaining such involvement. They help trainees develop their problem-solving skills, as well as to focus attention on planning rather than just putting out fires. The groups also usually elect their own officers and organize themselves; they can thus develop leadership skills and foster cooperation and teamwork.

Outside seminars:Many companies and universities offer Web-based and traditional

management development seminars and conferences. For example, the American Management Association provides thousands of courses in areas ranging from accounting and controls to assertiveness training, basic financial skills, information systems, project management, purchasing management, and total quality management. Specialized associations, such as SHRM provide more specialized seminars for their own profession's members.

Role Playing: The aim of role playing is to create a realistic situation and then have the trainees assume the parts (or roles) of specific persons in that situation.

Presents a role from a classic role-playing exercise called the New Truck Dilemma. When combined with the general instructions and other roles for the exercise, role playing can trigger spirited discussions among the role player/trainees. The aim is to develop trainees' skills in areas like leadership and delegating. For example, a supervisor could experiment with both a considerate and an autocratic leadership style, whereas in the real world the person might not have the luxury of experimenting. It may also train someone to be more aware of and sensitive to others' feelings.Behavior Modeling Behavior modeling involves

1) Showing trainees the right (or "model") way of doing something.2) Letting trainees practice that way.3) Giving feedback on the trainees' performance. The basic behavior

modeling procedure is as follows:1. Modeling. First, trainees watch films or videos that show models

behaving effectively in a problem situation. The video might show a supervisor effectively disciplining a subordinate, if teaching how to discipline is the aim of the training program.

2. Role playing. Next, the trainees are given roles to play in a simulated situation; here they practice and rehearse the effective behaviors demonstrated by the models.

3. Social reinforcement. The trainer provides reinforcement in the form of praise and constructive feedback based on how the trainee performs in the role-playing situation.

4. Transfer of training. Finally, trainees are encouraged to apply their new skills when they are back on their jobs.

Behavioral modeling can be effective. Participants in one study were 160 members of a navy construction battalion based in Gulfport, Mississippi, being trained to use new computer work stations. Three training techniques were used: conventional instruction (primarily, a lecture and slide show); computer-assisted (students received a manual at the beginning of the session, as well as

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the diskette-based program needed to work through exercises at their new work stations); and behavior modeling. Measures of learning and skill development were highest for behavior modeling, followed by computer-assisted training, and then conventional instruction.

Managing Organizational Change And Development (1) : Helping firms manage change is a major issue for human resource

managers. For example, professor Edward Lawler conducted an extensive survey of HR practices and concluded that as more employers face the need to adapt to rapid competitive change, "focusing on strategy, organizational development, and organizational change is a high payoff activity for the HR organization."What to Change:

Of course, strategic, cultural, structural, and technological changes like these, no matter how logical, will fail without the active support of a motivated and competent workforce. Organizational renewal therefore invariably involves bringing about changes in the employees themselves, and their attitude, skills, and behaviors.

HR managers usually play a central role in organizational renewals like the one at Avon Product. Cultural change may require a reinforcement of the firm's new values with new pay plans and new performance appraisal criteria. Structural change may require performance reviews to decide who stays and who goes, as well as job analysis, personnel planning and revised employee selection standards. Changing the employees attitude skills and behavior typically triggers a wide range of new HR efforts recruiting and selecting new employees, instituting new training programs and changing how the firm appraises and rewards its personnel, for instance.

Overcoming Resistance to Change (1) : Lewin's Change Process:

Often, the trickiest part of implementing an organizational change is overcoming employees' resistance to it. The change may require the cooperation of dozens or even hundreds of managers and supervisors, many of whom might well view the change as detrimental to their well-being and peace of mind. Resistance may therefore be considerable.

Psychologist Kurt Lewin formulated the classic explanation of how to implement change in the face of resistance. To Lewin, all behavior in organizations was a product of / two kinds of forces-those striving to maintain the status quo and those pushing for, change. Implementing change thus meant either weakening the status quo forces or building up the forces for change. Lewin's change process consisted of these three steps:

1) Unfreezing. Unfreezing means reducing the forces that are striving to maintain the status quo, usually by presenting a provocative problem or event to get people to recognize the need for change and to search for new solutions.

2) Moving. Moving means developing new behaviors, values, and attitudes, some-times through structural changes and sometimes through the sorts

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of HR-based organizational change and development techniques explained later in this chapter. The aim is to alter people's behavior.

3) Refreezing. Lewin assumed that organizations tend to revert to their former ways of doing things unless you reinforce the changes. How do you do this? By "refreezing" the organization into its new equilibrium. Specifically, Lewin advocated instituting new systems and procedures (such as new compensation plans and appraisal processes) to support and maintain the changes.

How to Lead the Change: A 10-Step Change Process (1) : In practice, leading an organizational change involves a multi-step

process, starting with the "political" aspects of overcoming resistance and creating a guiding coalition:

1) Establish a sense of urgency. Having become aware of the need to change, most leaders like Avon's Andrea Jung start by creating a sense of urgency. This step often takes some creativity. For example, when former Charles Schwab CEO David Pottruck kicked off his firm's new strategy, he got about 100 of the firm's senior managers together near San Francisco's Golden Gate Bridge. Each manager got a jacket that said CROSSING THE CHASM, and then together they crossed the bridge. Pottruck calls this the start of reinventing his company.

2) Mobilize commitment through joint diagnosis of problems. Having established a sense of urgency, the leader may then create one or more task forces to diagnose the problems facing the company.

3) Create a guiding coalition. Major transformations like that at Avon are sometimes associated with just one or two highly visible leaders. But no one can really implement such changes alone. Most companies create a guiding coalition of influential people, who work together as a team to act as missionaries and implementers.

4) Develop a shared vision. Organizational renewal also requires a new leadership vision, "a general statement of the organization's intended direction that evokes emotional feelings in organization members." For example, when Barry Gibbons became CEO of Spec's Music some years ago, its employees, owners, and bankers-all its stakeholders-required a vision of a renewed Spec's around which they could rally. Gibbons's vision of a leaner Spec's offering a diversified blend of concerts and retail music helped provide this sense of direction.

5) Communicate the vision. ¨ Keep it simple. Eliminate all jargon and wasted words. For example:

"We are going to become faster than anyone else in our industry at satisfying customer needs."

¨ Use multiple forums. Try to use every channel possible-big meetings and small, memos and newspapers, formal and informal interaction-to spread the word.

¨ Use repetition. Ideas sink in deeply only alter employees have heard them many times.

¨ Lead by example. "Walk your talk"-make sure your behaviors and decisions are consistent with the vision you espouse.

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6) Help employees to make the change. It's futile to communicate your vision and to have employees want to make it a reality, if they haven't the means to do so. Perhaps a lack of skills stands in the way; or policies, procedures, and the organization chart make it difficult to act; or some intransigent managers may actually discourage employees from acting.

7) Generate short-term wins. Changes such as automating Avon's distribution system may take time, but the teams working on them need some intermediate reinforcement." For example, one company's team set its sights on producing one successful new product about 20 months after the start of the organizational change effort. They selected the product in part because they knew they could meet this goal.

8) Consolidate gains and produce more change. Leaders continue to produce more change by hiring and promoting new people; by identifying selected employees to champion the continuing change; and by providing additional opportunities for short-term wins by employees.

9) Anchor the new ways of doing things in the company's culture. We've seen that organizational changes usually require corresponding changes in culture and values.

10)Monitor progress and adjust the vision as required. Finally, the leader must monitor and assess progress. In brief, this involves comparing where the company is today with where it should be, based on measurable milestones. Ultimately, the bottom line of the leader's change efforts must be: To what extent have we achieved our strategic goals? At Avon, for instance, how many new products has the company introduced? What percentage of its sales now come from department stores? How many new door-to-door sales reps has the firm added? How efficient has our back office become?

Using Organizational Development (1) : There are many ways to identify the need for an organizational change,

and to implement the change itself. One of the most widely used is organizational development (OD). Organizational development is a special approach to organizational change in which the employees themselves formulate the change that's required and implement it, often with the assistance of a trained consultant. Particularly in large companies, the OD process (including hiring of facilitators) is almost always handled through HR. As an approach to changing organizations, OD has several distinguishing characteristics:

1) It usually involves action research, which means collecting data about a group, department, or organization and then feeding the information back to the employees so they can analyze it and develop hypotheses about what the problems in the unit might be.

2) It applies behavioral science knowledge to improve the organization's effectiveness.

3) It changes the attitudes, values, and beliefs of employees so that the employees themselves can identify and implement the technical,

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procedural, cultural, structural, or other changes needed to improve the company's functioning.

4) It changes the organization in a particular direction-toward improved problem solving, responsiveness, quality of work, and effectiveness.

Evaluating The Training Effort (1) : With today's emphasis on measuring HR management's financial impact,

it is crucial that the employer make provisions to evaluate the training program. There are basically three things you can measure: participants' reactions to the program; what (if anything) the trainees learned from the program; and to what extent their on-the-job behavior changed as a result of the program. In one survey of about 500 U.S. organizations, 77% evaluated their training programs by eliciting reactions, 36% evaluated learning, and about 10% to 15% assessed the program's behavior and/or results.

There are actually two basic issues to address when evaluating training programs. The first is the design of the evaluation study and, in particular, whether to use controlled experimentation. The second issue is: What should we measure?

Designing the Study:In evaluating the training program, the question is not just what to

measure, but how to design the evaluation study. The time series design is one option. Here, you take a series of measures before and after the training program. This can provide at least an initial reading on the program's effectiveness.

Controlled experimentation is a second option, and, strictly speaking, is the evaluation process of choice. A controlled experiment uses both a training group and a control group that receives no training. Data (for instance, on quantity of sales or quality of service) are obtained both before and after the group is exposed to training and before and after a corresponding work period in the control group. This makes it possible to determine the extent to which any change in performance in the training group resulted from the training rather than from some organization-wide change like a raise in pay that would have affected employees in both groups equally.

In general, surveys suggest that less than half the companies responding attempted to obtain before-and-after measures from trainees; the number of organizations using control groups was negligible. However, with tools such as HR Scorecards and time series studies, it is both possible and practical to estimate a training program's measurable impact. The HR manager should at least use an evaluation form like the one shown in Figure 8-6 to evaluate the training program.

Training Effects to Measure (1) : You can measure four basic categories of training outcomes:

1) Reaction. Evaluate trainees' reactions to the program. Did they like the program? Did they think it worthwhile?

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2) Learning. Test the trainees to determine whether they learned the principles, skills, and facts they were supposed to learn.

3) Behavior. Ask whether the trainees' on-the-job behavior changed because of the training program. For example, are employees in the store's complaint department more courteous toward disgruntled customers?

4) Results. Probably most important, ask What final results were achieved in terms of the training objectives previously set? As per the HR Scorecard (in following figure), did the number of customer complaints about employees drop? Did the percentage of calls answered with the required greeting rise? Reactions, learning, and behavior are important. But if the program doesn't produce measurable results, then it probably hasn't achieved its goals. If so, the problem may lie in the program. But remember that the results may be poor because the problem could not be solved by training in the first place.

Time Series Training Evaluation Design (1)

Computerization is facilitating the evaluation process. For example, Bovis

Land Lease in New York City offers its 625 employees numerous courses in construction and other subjects. The firm uses special learning management software to monitor which employees are taking which courses, and the extent to which employees are improving their skills.

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A sample Training Evaluation Form (1)Goals of Training:

As Exhibit 13-2 indicates, evaluation can provide information about when various training goals have been accomplished. Some important goals are:

¨ Training validity. Did the trainees learn skills or acquire knowledge or abilities during the training?

¨ Transfer validity. Did the knowledge, skills, or abilities learned in training lead to improved performance on the job?

¨ Intra-organizational validity. Is the job performance of a new group of trainees in the same organization that developed the program comparable to the job performance of the original training group(s)?

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¨ Inter-organizational validity. Can a training program that has been validated in one organization be used successfully in another firm?

These questions (goals) result in different evaluation procedures to examine what, if anything, training and development have accomplished.Learning Theory and Training…Since training is a form of education, some of

the findings regarding learning theory logically apply to training. These principles can be important in the design of both formal and informal training programs. The following is a brief summary of the way learning principles can be applied to job training (2).

The trainee must be motivated to learn…In order to learn, a person must want to learn. In the context of training, motivation influences a person's enthusiasm for training, keeps attention focused on the training activities, and reinforces what is learned. Motivation is influenced by the beliefs and perceptions of the trainee. If a trainee is not motivated, little can be accomplished in a training program.

The trainee must be able to learn…To learn complex things, a person must have certain aptitudes. Do you think that thousands of repetitions and hours of training would enable any person to hit a major league pitcher's curveball out of a baseball park? The ability to learn plays a role in whether what is taught in a training program can be understood and applied back at work.

The learning must be reinforced…Behavioral psychologists have demonstrated that people learn best with fairly immediate reinforcement of appropriate behavior. The learner must be rewarded for new behavior in ways that satisfy needs, such as pay, reorganization, and promotion. Standards of performance should be set for the learner. Benchmarks for learning provide goals and give a feeling of accomplishment when reached. These standards provide a measure for meaningful feedback.

The training must provide for practice of the material…Time is required to assimilate what has been learned, to accept it, to internalize it, and to build confidence in it. This requires practice and repetition of the material.

The material presented must be meaningful…Appropriate materials for sequential learning (cases, problems, discussion outlines, reading lists) must be provided. The trainer acts as an aid in an efficient learning process. The learning methods used should be as varied as possible. It is boredom that destroys learning, not fatigue. Any method-whether an old-fashioned lecture or programmed learning or a challenging computer game-will begin to bore some learners if overused.

The material must be communicated effectively: Communication must be done in a unified way and over enough time to allow absorption.

The material taught must transfer to the job…The trainer must do her or his best to make the training as close to the reality of the job as possible. Thus, when the trainee returns to the job, the training can be applied immediately.

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Managing the training program (2) : Determining Needs and Objectives…

The first step in managing training is to determine training needs and set objectives for these needs. In effect, the trainers are preparing a training forecast (this is the assessment phase in Exhibit 13-2).

The needs assessment involves analyzing the organization's needs; the knowledge, skill, and ability needed to perform the job; and the person or jobholder's needs. The organizational needs assessment requires an examination of the long-and short-term objectives of the firm. The organization's financial, social, human resource, growth, and market objectives need to be matched with the firm's human talent, structure, climate, and efficiency. Where is the organization going, and does it have the capability to get there? These are the important questions that need to be assessed. Typically, objectives, ratios, organization charts, historical records on absenteeism, quality of production, efficiency, and performance appraisals will be carefully reviewed.

The knowledge, skills, and abilities (K, S, A) needed to perform the job are carefully considered. What are the tasks? What skills are needed to performed well? What does performing well mean? Data from current employees, supervisors, and experts must be collected to complete this part of a needs assessment.

The employee's needs also must be considered. Asking people what their needs are on the job and asking them to perform tasks can provide information and data. Examining the employee's performance against a standard or compared with that of co-workers can help identify strengths, weaknesses, and needs. Determining if a person can do the job is an important step in improving the firm's ability to match the person with the best job for him or her.

Each of these assessment categories is important. However, focusing on the person's needs is especially important. It is at the individual or group level that training is conducted.There are four ways to determine employees' needs for training:

1) Observe employees. 2) Listen to employees.3) Ask supervisors about employees' needs.4) Examine the problems employees have.

Step 1: Behavioral discrepancy…The first step is to appraise employees' performance. How are the employees doing now, and how should they be doing? If a secretary is using a Dell word processor to prepare budgets and takes an average of 7.5 hours to complete the work, this record of performance can be used to assess his or her performance. If performance is 2 hours over what is expected, there is a behavioral discrepancy-a difference between actual and expected.

Step 2: Cost-value analysis…Next value analysis Next, the manager must determine the cost and value of correcting the identified behavioral discrepancy. Is it worth the cost, time, and expense to have the secretary prepare the budgets in less than 7.5 hours?

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Step 3: Is it a "can't do" or "won't do" situation?…It is important to determine if the employee could do the expected job if he or she wanted to. Three questions need to be answered: (1) Does the person know what to do in terms of performance? (2) Could the person do the job if he or she wanted to? and (3) Does the person want to do the job? Answering these questions requires skillful observation, listening, and asking on the part of the person conducting the performance analysis (2).

Step 4: Set standards…A secretary who doesn't know what- the standard is may underperform. Establishing a standard and clearly communicating it can improve performance.

Step 5: Remove obstacles…Not being able to complete budgets on time may be caused by frequent breakdowns of equipment (the Dell system) or by not receiving a job on time. Time, equipment, and people can he obstacles that result in behavioral discrepancies.

Step 6: Practice…Practice, practice, practice may be one avenue to performing a job better. Does the manager permit the employee the needed practice time?

Step 7: Training…If the performance analysis indicates that behaviors need to be altered, training becomes as viable consideration. Any training approaches available should be weighed and considered to find the one best suited to correct the behavior discrepancy.

Step 8: Change the job…Redesigning the job through job enrichment, job simplification, or job enlargement may be the best solution.

Step 9:Transfer or terminate…If all else has failed, the employee may have to be transferred or terminated.

Step 10: Create a motivational climate…In some cases, there may be a problem with motivation: A skilled and able employee may not want to perform the job as required.A performance analysis is a sound procedure that can provide insight

into training needs and objectives. If, however, the performance analysis identifies a need for training, then

it is necessary, to establish specific, measurable training objectives. Training objectives should be expressed in behavioral terms, if at all possible. For example, the behavioral training objectives of a leadership training program at Pritex are:

¨ To develop a cadre of leaders who will assume positions of accountability u, the next three years.

¨ To demonstrate listening and feedback skills that result in improved employee response to the firm's personal development program.

¨ To increase employee satisfaction with managerial practices as displayed in the firm's annual climate survey.

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Performance analysis: analyzing training needs (2)

On-the-job Training (2) : Probably the most widely used method of training (formal and informal) is

on-the-job training. It is estimated that more than 60 percent of training occurs on the job. The employee is placed into the real work situation and shown the job and the tricks of the trade by an experienced employee or the supervisor.Case Method (2) :

One widespread technique is the case method, which uses a written description of a real decision-making situation in the organization or a situation that occurred in another organization. Managers are asked to study the case to identify the problems, analyze the problems for their significance, propose solutions, choose the best solution, and implement it. More learning takes place if there is interaction between the managers and the instructor. The instructor's role is that of a catalyst and facilitator. A good instructor is able to get everyone involved in solving the problem.

The case method lends itself more to some kinds of material. For example, with analysis of business policies, case studies work better than more rigidly structured approaches. It is easier to listen to a lecture and be given a

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formula than to tease the formula out of a case, for instance. With good instructors and good cases, the case method is a very effective device for improving and clarifying rational decision making.Role Playing (2) :

Role playing is a cross between the case method and an attitude development program. Each person is assigned a role in a situation (such as a case) and asked to play the role and to react to other players' role playing. The player is asked to pretend to be a focal person in the situation and to react to the stimuli as that person would. The players are provided with background information on the situation and the players. Usually, a brief script is provided for the participants. Sometimes, the role playing is videotaped and reanalyzed as part of the development situation. Often, role playing is done in small groups of a dozen or so. The success of this method depends on the ability of the players to play the assigned roles believably. If done well, role playing can help a manager become more aware of and more sensitive to the feelings of others.

Although role playing is a cross between the two, comparison of the general forms of role playing and the case method suggests a few differences between them:

Case Study Role Play

1. Presents a problem for analysis and discussion.

1. Places the problem in a real-life situation.

2. Uses problems that have already occurred in the company or elsewhere.

2. Uses problems that are now current or are happening on the job.

3. Deals with problems involving others. 3. Deals with problems in which participants themselves are involved.

4. Deals with emotional and attitudinal aspects in an intellectual frame of reference.

4. Deals with emotional and attitudinal aspects in an experiential frame of reference.

5. Emphasizes using facts and making assumptions.

5. Emphasizes feelings.

6. Trains in the exercise of judgments. 6. Trains in emotional control.7. Provides practice in analysis of problems. 7. Provides practice in interpersonal skills.

Management Games:Essentially, management games describe the operating characteristics of

a company, industry, or enterprise. These descriptions take the form of equations that are manipulated after decisions have been made. Management games emphasize development of problem-solving skills.

Advantages of games include the integration of several, interacting decisions, the ability to experiment with decisions, the provision of feedback on decisions, and the requirement that decisions be made with inadequate data, which usually simulates reality. The main criticisms of most games concern their limitation of novelty or reactivity in decision making, the cost of development and administration, the unreality of some of the models, and the disturbing tendency of many participants to look for the key to winning the game instead of concentrating on making good decisions. Many participants seem to feel that

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the games are rigged-that a few factors or even a single factor may be the key to winning.

Behavior Modeling (2) : A development approach for improving interpersonal skills is behavior

modeling, which is also called interaction management or imitating models. The key to behavior modeling is learning through observation or imagination. Thus, modeling is a "vicarious process" that emphasizes observation.There are four steps in the process:

1) Modeling of effective behavior-often by use of films.2) Role playing.3) Social reinforcement-trainees and trainers praise effective role playing.4) Transfer of training to the job.

On-the-job training for managers (2) : On-the-job management training is the preferred type from many points

of view, especially because of its relevance and immediate transfer-ability to the job. There are three widely used approaches to training managers on the job. These programs are not mutually exclusive; often they are run simultaneously.

Coaching and counseling One of the best and most frequently used methods of training new managers is for effective managers to teach them. The coach-superior sets a good example of what a manager does. He or she also answers questions and explains why things are done the way they are.

Off-the-job training (2) : Organizations with the biggest training programs often use off- the-job

training. A survey of training directors in Fortune 500 companies examined their views of which off-the-job training techniques were the most effective for specific objectives. The training directors indicated that if knowledge was the objective, it would be best to use programmed instruction. On the other hand, if the training was intended to improve problem-solving skills, then it would be better to use the case method of training (for example, having participants analyze job-related cases). Research suggests that the most popular methods of instruction for off-the-job training are lecture-discussion, programmed instruction, and computer-assisted instruction (CAI).

What is Management Development? (2) Organizations and their environments are dynamic and constantly

changing. New technologies are developed, competitors enter and leave markets, inflation increases, and productivity fluctuates. These are the kinds of changes that managers face. The development of managers and non-managers is a continuous process in the most successful firms. It is an area of study directed toward using behavioral science knowledge to deal with problems of change.

Management development should be planned, since it requires systematic diagnosis, development of a program, and the mobilization of resources (trainers, participants, teaching aids). It involves either the entire

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system or an entire unit. It must have top-management commitment if it is to be a success.

Behavior Modification (2) : The basic assumption of operant conditioning is that behavior is

influenced by its consequences. B. E. Skinner's work with animals led to the use of the term operant conditioning. However, the term more often used when principles of operant conditioning are applied to individuals is behavior modification (also called B-mod and behavior mod). Thus, behavior modification is individual learning through reinforcement.

Criteria for Evaluation (2) : There are three types of criteria for evaluating training: internal, external,

and participants' reaction. Internal criteria are directly associated with the content of the program-for example, whether the employee learned the facts or guidelines covered in the program. External criteria are related more to the ultimate purpose of the program-for example, improving the effectiveness of the employee. Possible external criteria include job performance rating, the degree of learning transferred from training and development sessions to on-the-job situations.

Also we need to determine job analysis. Therefore, the second main purpose of this part is to show how to analyze a job description. We'll see that analyzing jobs in values determines in detail what the job entails.

Organizations consist of positions that have to be staffed. Job analysis is the procedure through which you determine the duties of these positions and characteristics of the people to hire for them. Here, job analysis means the procedure for determining the duties and skill requirements of a job and the kind of person who should be hired for it.

Also we should take into our consideration the job description for setting good training programs. Job description means a list of a job's duties, responsibilities, reporting relationships, working conditions, and supervisory responsibilities – one product of a job analysis.

The supervisor or HR specialist normally collects one or more of the following types of information via the job analysis (1):

1) Work activities…first, he or she collects information about the job's actual work activities, such as cleaning, selling, teaching, or painting. This list may also include how, why, and when the worker performs each activity.

2) Human behaviors…the specialist may also collect information about human behaviors like sensing, communicating. Included here would be information regarding job demands such as lifting weights or walking long distance.

3) Machines, tools, equipment and work aids…it means what kind of technology is he/she using, what kind of work aids does he or she procession, information regarding tools used or knowledge dealt with or applied (such as finance or law).

4) Performance standards…the employer may also want information about the job's performance standards (in terms of quantity or quality

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levels for each job duty, for instance). Management will use these standards to appraise employees.

5) Job context…Included here is information about such matters a physical working conditions, work schedule, and the organizational and social context. For instance, the number of people with whom the employee would interact.

6) Human requirements…This includes information regarding the job's human requirements, such as job-related knowledge or skills (education, training).

Uses of Job analysis information (1) :

This figure shows the relation between job analysis and job description and training requirements and performance appraisal.

It means job analysis information is the basis for several interrelated HRM activities.

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Performance Management & Appraisal

In the previous part, we talked about training, and developing recruits. As soon as workers or employees have been on the job for sometime, the firm has to evaluate their performance.

The most important (subject topics of a discussion) we cover include the perform appraisal and performance management.

Basic Concepts in performance appraisal and performance management (1) :

Virtually all companies have some formal or informal means of appraising their employees' performance. Performance appraisal means evaluating an employee's current, and/or past performance relative to his or her performance standards. While "appraising performance usually brings to mind specific appraisal tools such as the teaching appraisal form, the actual forms are only part of the appraisal process. Performance appraisal also always assumes that the employee understood what his or her performance standards were, and that the supervisor also provides the employee with the feedback, development, and incentives required to help the person eliminate performance deficiencies or to continue to perform above par. The aim should be to Improve performance.

Comparing performance appraisal and performance management:While the idea that appraisals should improve employee performance is

nothing new, many managers take the integrated nature of that process-of setting goals, training employees, and then appraising and rewarding them-more seriously today than they have in the past. They call the total, integrated process performance management. We may define performance management as a process that consolidates goal setting, performance appraisal, and development into a single, common system, the aim of which is to ensure that the employee's performance is supporting the company's strategic aims. Performance management includes the practices through which the manager defines the employee's goals and work, develops the employee's capabilities, and evaluates and rewards the person's effort all within the framework of how the employee's performance should be contributing to achieving the company's goals (1).

When properly designed, performance management therefore never just entails meeting with a subordinate once or twice a year to "review your performance." It means setting goals that make sense in terms of the company's strategic needs. It means daily or weekly interactions to ensure continuous improvement in the employee's capacity and performance. And it involves continuously ensuring that the employee has the training and development he or she needs to perform the job.

Why Performance Management? (1) The increasing use by employers of performance management reflects

several things. It reflects, first, the popularity of the total quality management

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(TQM) concepts advocated several years ago by management experts like W. Edwards Deming. Basically, Deming argued that an employee's performance is more a function of things like training, communication, tools, and supervision than of his or her own motivation.

Performance management's emphasis on the integrated nature of goal setting, appraisal, and development reflects this assumption. Second, it reflects the fact that a vast array of studies have shown that traditional performance appraisals are often not just useless but counterproductive. Third, performance management as a process also explicitly recognizes that in today's globally competitive industrial environment, every employee's efforts must focus like a laser on helping the company to achieve its strategic goals.

An introduction to appraising performance (1) : Why Appraise Performance?

There are several reasons to appraise subordinates' performance. First, appraisals play, or should play, an integral role in the employer's performance management process, it does little good to translate the employer's strategic goals into specific employees' goals, and then train the employees, if you don't periodically review your employees' performance.

Second, the appraisal lets the boss and subordinate develop a plan for correcting any deficiencies the appraisal might have unearthed, and to reinforce the things the subordinate does correctly. Third, appraisals should serve a useful career planning purpose by providing the opportunity to review the employee's career plans in light of his or her exhibited strengths and weaknesses. And, last but not least, the appraisal almost always effects the employer's salary raise and promotional decisions.

Realistic appraisals (1) : It doesn't matter which tool you use if you're less than candid when your

subordinate is underperforming. Not all managers are devotees of such candor, but some firms, like GE, are famous for hard-hearted appraisals. GE's former CEO Jack Welch has said, for instance, that there's nothing crueler than telling someone who's doing a mediocre job that he or she is doing well. Someone who might have had the chance to correct bad behavior or find a more appropriate vocation may instead end up spending years in a dead-end situation, only to have to leave when a tough boss comes along.

The Supervisor's Role:Appraising performance is both a difficult and an essential supervisory

skill. The supervisor-not HR-usually does the actual appraising, and a supervisor who rates his or her employees too high or too low is doing a disservice to them, to the company, and to him-or herself. Supervisors must therefore be familiar with basic appraisal techniques, understand and avoid problems that can cripple appraisals, and know how to conduct; appraisals fairly.

The HR department serves a policy-making and advisory role. Generally, the HR department provides advice and assistance regarding the appraisal tool to use, but leaves final decisions on procedures to operating division heads. In

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some firms, prepares detailed forms and procedures and insists that all departments use them. HR is also responsible for training supervisors to improve their appraisal skills. Finally, HR is responsible for monitoring the appraisal system and, particularly, for ensuring that the format and criteria being measured comply with EEO laws and aren't outdated.

Steps in Appraising performance (1) : The performance appraisal process itself contains three steps: define the

job, appraise performance, and provide feedback. Defining the job means making sure that you and your subordinate agree on his or her duties and job standards. Appraising performance means comparing your subordinate's actual performance to the standards that have been set; this usually involves some type of rating form. Third, performance appraisal usually requires one or mote, feedback sessions. Here the two of you discuss the subordinate's performance and progress, and make plans for any development required.

The manager generally conducts the appraisal itself with the aid of a predetermined and formal method like one or more of those described in this section. The two basic considerations in designing the actual appraisal tool are what to measure and how to measure it. For example, in terms of what to measure, we may measure the employee's performance in terms of generic dimensions such as quality, quantity, and timeliness of work. Or, we may measure performance with respect to developing one's competencies (as in the ability to use Java), or achieving one's goals. In terms of how to measure it, you will see that there are various methodologies, including graphic rating scales, the alternation ranking method, and "MBO." "The New Workplace" illustrates why choosing what to measure carefully is important.

What to Measure? (1) As noted earlier, the employer must decide exactly what performance to

measure. Here, there are many options. The employer may opt for generic dimensions such as quality and quantity. Another option is to appraise performance on the job's actual duties. For example, the following figure shows part of an appraisal form for an administrative secretary. The form assesses the job's five main sets of duties, one of which is "maintaining records." Here you would assess how well the employee did in exercising his or her specific job duties. Competency-based appraisals are another option. Here, the idea is to focus on the extent to which the employee exhibits the competencies that the employer values for this job. In any case, the employer will want to appraise the employee based on the extent to which he or she is meeting his or her standards in each of these areas.

In sum, formal training and development have been shown to be more effective than informal or no training and development. However, for most training and development programs the results tend to be assumed rather than evaluated.

Performance management is the process by which executives, managers, and supervisors work to align employee performance with the firm's goals. An effective performance management process has a precise definition of excellent performance, uses measurements of performance, and provides

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feedback to employees about their performance. Thus, it defines, measures, monitors, and gives feedback. Performance evaluation is a crucial part of a firm's performance management process (2).

From a strategic and competitive advantage perspective it is important to integrate employee performance with organizational performance goals. A group of employees who perform in a manner that does not help the firm accomplish its goals is incongruent with short- or long-term survival. Most experts believe that a firm's strategy must be aligned with employees' competencies and performance if profitability, growth, effectiveness, and valuation are to be achieved.

Managers have a responsibility to develop, implement, monitor, and modify measures of performance. Unfortunately, not all measures are easy to develop. The measurement of tangible outcomes such as computers, automobiles, or television sets can be done with precision. However, the measurement of services or intangible outcomes produced by a teacher, accountant, or lawyer is difficult to provide. Although striving for precision when defining, measuring, monitoring, and modifying performance is certainly a worthy goal, it is easier to explain and seek than to accomplish, especially with many professionals, service employees, and "knowledge workers" (e.g., research and development technicians or engineers). Knowledge workers provide intangible intellectual capital which contributes to the accomplishment of performance goals.

Performance evaluation is the activity used to determine the extent to which an employee performs work effectively. Other terms for performance evaluation include performance review, personnel rating, merit rating, performance appraisal, employee appraisal, and employee evaluation.

In many organizations, two evaluation systems exist side by side: the formal and the informal. Managers often think about how well employees are doing; this is the informal system. Political and interpersonal processes influence it, so those employees who are liked better than others have an edge. By contrast, a formal performance evaluation is a system set up by the organization to regularly and systematically evaluate employees' performance. This chapter focuses only on formal performance evaluation systems (2).

Purposes of evaluation (2) : Should Ed be evaluated by his supervisor? In order to answer that

question, think about Ed's situation in the Career Challenge. Then consider the following potential purposes that can be served by a well-designed formal evaluation system:

¨ Development. It can determine which employees need more training, and it can help evaluate the results of training programs. It helps the subordinate-supervisor counseling relationship, and it encourages supervisors to observe subordinates' behavior to help employees.

¨ Motivation. It can encourage initiative, develop a sense of responsibility, and stimulate efforts to perform better.

¨ Human resource and employment planning. It can serve as a valuable input to skills inventories and human resource planning.

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¨ Communications. It can serve as a basis for an ongoing discussion between superior and subordinate about job-related matters. Through interaction and an effective feedback process, the parties get to know each other better.

¨ Legal compliance. It can serve as a legally defensible reason for promotions, transfers, rewards, and discharges.

¨ HRM research. It can be used to validate selection tools such as a testing program (2).

Of all the relationships between performance evaluation and other HRM activities, none has been more crucial to understand than the one between evaluations and equal employment opportunity, especially as it applies to promotions and terminations. Unless evaluations are considered fair and decisions made using them treat everyone with dignity, there will likely be intense conflict. A worthy goal of an evaluation is that employees consider it meaningful, helpful, fair, and honest. Unfortunately, this goal is difficult to attain because of a number of factors including unfairness, negative practices, and a short-term focus.

Critics of performance evaluation systems offer some meaningful insights. The HR journal provides some points raised by the quality expert W. Edwards Deming. His critique should be considered as you learn more about performance evaluation approaches.

Format of evaluation (2) : To provide information that can serve the organization's goals and that

complies with the law, a performance evaluation system must provide accurate and reliable data. The ability to generate accurate and reliable data is enhanced if a systematic process is followed. The following six steps can provide the basis for such/a systematic process:

1) Establish performance standards for each position and the criteria for evaluation.

2) Establish performance evaluation policies on when to rate, how often to rate, and who should rate.

3) Have raters gather data on employees' performance.4) Have raters (and employees in some systems) evaluate employees'

performance.5) Discuss the evaluation with the employee.6) Make decisions and file the evaluation.

Step 1 of this process is completed when an organization conducts a job analysis. One of the primary reasons for conducting job analyses is to write job descriptions, and an important part of a job description is a clear statement of the performance dimensions and standards expected from incumbents. In addition, the job analysis should have determined how these dimensions and standards are going to be measured.

Establish Criteria (2) : The dimensions of performance upon which an employee is evaluated

are called the criteria of evaluation. Examples include quality of work, quantity of work, and cost of work. One of the major problems with many performance

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evaluations is that they require supervisors to make person evaluations rather than performance evaluations. That is, the evaluation criterion in some systems is the personality of the incumbents rather than their levels of performance.

An effective criterion should possess the following characteristics:¨ Reliability…A measure of performance must be consistent. Perhaps the

most important type of consistency for a performance measure is interrater reliability. If different raters view the same worker, they should arrive at similar conclusions about the quality of that worker's output.

¨ Relevance…A measure of performance must be related to the actual output of an incumbent as logically as possible.

¨ Sensitivity…Any criterion must be able to reflect the difference between high and low performers. That is, high and low performers must receive criterion scores that accurately represent the difference in their performance.

¨ Practicality…The criterion must be measurable, and data collection cannot be inefficient or too disruptive (2).

Most studies indicate that multiple criteria are necessary to measure performance completely. The multiple criteria are added together statistically or combined into a single multifaceted measure. The choice of criteria is not an easy process. One must be careful to evaluate both activities (for example, number of calls a salesperson makes) and results (for example, dollars of sales). A combination of criteria using results and activities is desirable.

How do you weigh the importance of multiple criteria? For example, if a salesperson is being evaluated on number of calls as well as sales dollars and is high on one and low on the other, what is the person's overall rating? Management must weigh these criteria.

Set Policies on Who Evaluates, When, and How Often (2) : When should evaluation be done? In the United States a majority of

organizations continue to evaluate performance on an annual basis. A small proportion (15.6 percent) evaluate performance twice a year, and an even smaller proportion (3.6 percent) have implemented quarterly evaluations. For those organizations that continue to rely on annual evaluations, there are two choices for when to actually conduct the evaluations. In many organizations, performance evaluations are scheduled for arbitrary dates, such as the date the person was hired (anniversary date). Alternatively, all employees may be evaluated on or near a single calendar date. Although the single-day approach is convenient administratively, it probably is not a good idea. It requires raters to spend a lot of time conducting evaluation interviews and completing forms at one time, which may lead them to want to "get it over with" quickly. In addition, it may not be related to the normal task cycle of the employee; this factor can make it difficult for the manager to evaluate performance effectively. It makes more sense to schedule the evaluation at the completion of a task cycle. For example, tax accountants see their year as April 16 to April 15. For most professors and teachers, the year starts at the beginning of the fall term and terminates after the spring term. For others without a clear task cycle based on dates, one way to set the date is by setting goals. Goals can be established in such a way that the manager and employee agree on the task cycle, which terminates with an evaluation of the employee's performance during that cycle.

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Managing Careers

Part 2 focused on appraised employee's performance. Once the firm has trained and appraised employees, managers or supervisors need to turn to the question of how to pay them. This part completes the research paper, which addressed the role of training, development, and career planning in improving productivity and quality work-life.

The basics of career management (1) : Employers have a significant impact on employees' careers, through

their effects on the HR process. Recruiting, selecting, placing, training, appraising, rewarding, promoting, and separating the employee all affect the person's career, and therefore career satisfaction and success. Some firms institute relatively formal career management processes, while other firms do relatively little. We can define career management as a process for enabling employees to better understand and develop their career skills and interests, and to use these skills an interests most effectively both within the company and after they leave the firm. Career development is the lifelong series of activities (such as workshops) that contribute to a person's career exploration, establishment, success, and fulfillment. Career planning is the deliberate process through which someone becomes aware of personal skills, interests, knowledge, motivations, and other characteristics; acquires information about opportunities and choices; identifies career-related goals; and establishes action plans to attain specific goals.

Careers Today:Careers today are not what they were several years ago. "Careers were

traditionally viewed as an upward, linear progression in one or two firms or as stable employment within a profession." Today, someone's career is more likely to be ""driven by the person, not the organization, [and] reinvented by the person from time to time, as the person and the environment change." Some even suggest that tomorrow's career won't be so much a gradual fountain climb as a series of short hills or learning stages, as the person switches from job to Job and from firm to firm. (Thus, the sales rep, laid off by a publishing firm that's just merged, may reinvent her career for the next few years as a security analyst specializing in media companies, or as an account executive at a brokerage firm.)

What does this mean for HR? For one thing, the psychological contract between employers and workers has changed. Yesterday, employees traded loyalty for job security. Today, "employees exchange performance for the sort of training and learning and development that will allow them to remain marketable." This in turn means that the aims of HR activities like selection and training are now somewhat broader. In addition to serving the company's needs, these activities must now be designed to serve employees' long-run interests. In particular, they must encourage the employee to grow and realize his or her full potential. The following Table summarizes how activities such as training and appraisal can be used to provide more of such a career planning and development focus.

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Table: Traditional versus career development focus (1):

HR Activity Traditional Focus Career Development Focus

Human resource planning

Analyzes jobs, skills, tasks-present and future. Projects needs. Uses statistical data.

Adds information about individual interests, preferences, and the like to data.

Training and development

Provides opportunities for learning skills, information, and attitudes related to job.

Provides career path information. Adds individual growth orientation.

Performance appraisal

Rating and/or rewards. Adds development plans and individual goal setting.

Recruiting and placement

Matching organization's needs with qualified individuals.

Matches individual and jobs based on a number of variables including employees' career interests.

Compensation and benefits

Rewards for time, productivity, talent, and so on.

Adds non-job-related activities to be rewarded, such as United Way leadership positions.

Source: Adapted from Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 10.

Career Development (1) : Career development programs tend to have a new focus today.

Corporate career development programs used to focus on the employee's future with that particular firm-in other words, on managing the person's career with the firm. Last figure illustrates this approach. Today, the reality for most people is that they'll have to change employers (and perhaps careers) several times during their work lives. The emphasis now is thus on facilitating self-analysis, development, and management.

Providing employees with the career planning tools they need benefits all concerned. It gives the employee the perspective he or she needs to understand his or her career options, and what he or she can do to pursue the most attractive ones. And, to the extent that the person develops the skills he or she needs for a career move, it makes the person more mobile and more likely to achieve career success.

For the employer, the career development partnership serves several functions. As two experts put it, "employers provide the tools, environment, and skill development opportunities for employees, and then employees are better equipped to serve the company and build it to its potential." Career development may also cultivate employee commitment. Often, one of the best things an employer can do to maintain employee commitment is to emphasize

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how the company will partner with the employee in continuous developing his or her skills and knowledge: "The most attractive proposition an employer' can make today is that in five years the employee will have more knowledge and be more employable than now. That should be the acid test for any career development program."

Employee Career Development Plan (1)

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Roles in career development (1) : The employee, the manager, and the employer all play roles in planning,

guiding, and developing the employee's career. However, the employee must always (Accept full responsibility for His or her own career development and career success. This is one task that no employee should ever leave to a manager or employer. For the individual employee, the career planning process means matching individual strengths and weaknesses with occupational opportunities and threats. The person wants to pursue occupations, jobs, and a career that capitalize on his or her interests, aptitudes, values, and skills. He or she wants to choose occupations, jobs, and a career that make sense in terms of projected future demand for various types of occupations.

Of course, career planning only gets one so far. During 2000-2003, many people who had previously worked hard to train as computer systems analysts were devastated to find that the dot-corn collapse had dramatically reduced the need for systems analysts. However, uncertainties like these only underscore the need for keeping one's finger on the pulse of the job market, so as to be better positioned to move when a career change is required.

Many people make the mistake of changing occupations (or of remaining unhappily in their present jobs) when they could be happier without making a big career change. For some people, a little fine-tuning will often suffice. The employee, if dissatisfied at work, has to figure out where the problem lies. Some people may like their occupati6ns and the employers for whom they work, but not how their specific jobs are structured. Others may find their employers' ways of doing things are the problem. In any case, it's not always the occupation that's the problem. Why decide to switch from being a lawyer to a teacher, when it's not the profession but that law firm's 80-hour weeks that's the problem?

Roles in Career Development (1)

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.

Manager¨ Provide timely performance feedback.¨ Provide developmental assignments and support.¨ Participate in career development discussions.¨ Support employee development plans.

Organization¨ Communicate mission, policies, and procedures.¨ Provide training and development opportunities.¨ Provide career information and career programs.¨ Offer a variety of career options.

Source: Fred L Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 56.

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The Concept of career (2) : The concept of career has many meanings. The popular meaning is

probably reflected in the idea of moving upward in one's chosen line of work-making more money; having more responsibility; and acquiring more status, prestige, and power. Although typically restricted to lines of work that involve gainful employment, the concept of career can apply to other life pursuits. For example, we can think of homemakers, parents, and volunteer workers as having careers; they too advance in the sense that their talents and abilities to handle larger responsibilities grow with time and experience. A parent of teenagers plays a far different role from the one he or she played when the children were preschoolers.

This definition emphasizes that the term career does not imply success or failure except in the judgment of the individual, that a career consists of both attitudes and behavior, and that it is an ongoing sequence of work-related activities. Yet, even though the concept of career is clearly work-related, it must be understood that a person's non-work life and roles play a significant part in a career. For example, the attitudes of a 50-year-old mid-career manager (mid-career means at or above the midpoint of a person's working tenure) about a job advancement involving greater responsibilities can be quite different from those of a manager nearing retirement. A single person's reaction to a promotion involving relocation is likely to be different from that of a father or mother of school-age children.

Career development for recent hirees (2) : Career Development programs

Career Counseling ¨ Career counseling during the employment interview¨ Career counseling during the performance appraisal session¨ Psychological assessment and career alternative planning¨ Career counseling as part of the day-to-day supervisor/subordinate

relationship¨ Special career counseling for high-potential employees¨ Counseling for downward transfers

Career Pathing¨ Planned job progression for new employees¨ Career pathing to help managers acquire the necessary experience

for future jobs¨ Committee performs an annual review of management personnel's

strengths and; weaknesses and then develops a five-year career plan for each

¨ Plan job moves for high-potential employees to place them in a particular target job

¨ Rotate first-level supervisors through various departments to prepare them for upper-management positions

Human Resources¨ Computerized inventory of backgrounds and skills to help identify

replacements

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¨ Succession planning or replacement charts at all levels of management

Career Information Systems¨ Job posting for all non-officer positions; individual can bid to be

considered ¨ Job posting for hourly employees and career counseling for salaried

employeesManagement or Supervisory Development

¨ Special program for those moving from hourly employment to management

¨ Responsibility of the department head to develop managers¨ Management development committee to look after the career

development of management ¨ In-house advanced management program

Training¨ In-house supervisory training¨ Technical skills training for lower levels¨ Outside management seminars¨ Formalized job rotation programs¨ Intern programs¨ Responsibility of manager for on-the-job training¨ Tuition reimbursement program

Special Groups¨ Outplacement programs¨ Minority indoctrination training program¨ Career management seminars for women¨ Pre-retirement counseling ¨ Career counseling and job rotation for women and minorities¨ Refresher courses for mid-career managers¨ Pre-supervisory training program for women and minorities

Career planning and pathing (2) : The practice of organizational career planning involves matching an

individual's career aspirations with the opportunities available in an organization. Career pathing is the sequencing of the specific jobs that are associated with those opportunities. The career planning and career pathing processes are shown in Exhibit 14-7.

If career management is to be successful, the individual and the organization must assume an equal share of the responsibility for it. The individual must identify his or her aspirations and abilities and, through counseling, recognize what training and development are required for a particular career path. The organization must identify its needs and opportunities and, through workforce planning, provide the necessary career information and training to its employees.

Such companies as Weyerhaeuser, Nabisco, Gulf Oil, Exxon, and Eaton use career development programs to identify a broad pool of talent available for promotion and transfer opportunities. Companies often restrict career

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counseling to managerial and professional staff, but IBM, GE, and TRW provide career counseling for both blue-collar and managerial personnel.

Career Planning (2) : Individual and organizational needs and opportunities can be matched in

a variety of ways. According to a survey by the American Management Association (AMA), the most widely used approaches are counseling by the personnel staff and career counseling by supervisors. These approaches are often quite informal. Somewhat more formal and less widely, although increasingly, used practices involve workshops, seminars, and self-assessment centers.

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Improving Productivity & Quality of Work Life

What is meant by productivity, and why should we care about it? What factors influence the nations productivity? These questions are central to a discussion of productivity, this chapter addresses and attempts to answer them.

The meaning of Productivity (4) : "When I use a word, "Humpty Dumpty said in a rather scornful tone,

"it means just what I choose it to mean – neither more nor less" Lewis Carroll

Perhaps the most widely accepted definitions of productivity is the physical process conceptualization used by many economics: productivity is the relationship between physical output and one or more pf the associated physical inputs used in the production process. Broadly conceived, productivity is a systems concept; it can apply to various entities, ranging from an individual or machine to a company, industry, or national economy. Physical process productivity, typically expressed as a ratio, reflects how efficiently resources are used in creating outputs. Frequently, partial productivity ratios are computed, showing the relationship between output and a single input, e.g., bushels of corn per acre, miles per gallon, units per labor hour.

Productivity: Why Bother?Real income…Growth in real income is dependent upon the production of more

goods and the provision of more services, given available resources. We cannot, after all, consume more than we produce, unless we are willing to exhaust our savings and deplete capital. Increased productivity, therefore, means more goods and services available for consumption (hence a higher standard of living) and/or increased capital formation, through greater savings.

National competitiveness…In competitive markets, where prices reflect costs, scarcity, and values, productivity translates into jobs. If the United States fails to increase productivity as rapidly as other countries, domestically produced goods will become less and less competitive. Consequently, efficient foreign produces will win ever-increasing shares of domestic and foreign markets. Obviously, if we cannot sell, we cannot employ: the loss of competitiveness means loss of jobs.

Quality of life…Increased productivity provides the means for an improved quality of life. Without productivity growth the economic pie is necessarily of fixed size, and attention naturally turns to divvying up the pie – i.e., the "zero sum society" described by Lester Thurow. One consequence is that various social programs (e.g., Social Security and Medicaid) must be contained or taxes increased. More generally, the result is a host of battles: between workers and retirees, between and the majority, between city dwellers and suburbanites, between rich and poor, and on and on. But this need not be the case. Productivity growth creates the wherewithal to finance social programs, to improve education, to product employees, consumers, and the environment, to support leisure-time pursuits-in short, to enhance the quality of life (4).

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The relationship between productivity growth and real income, national competitiveness, and quality of life has been addressed in broad terms. A more detailed discussion follows (4).

Quality of Life:Besides raising the standard of living, productivity growth allows for

alternative uses of all means of production: leisure in place of labor, consumption in place of capital formation, and conservation of natural resources in place of depletion. Further, productivity growth allows for the transfer of income to insure that human wants do not go unmet. In this regard the United States has made admirable strides: expenditures on social programs increased from $62 billion in 1970 to almost $300 billion in 1982, as Felix Rohatyn put it, "Fairness and wealth have to go hand in hand…Without the capacity to create wealth, it is impossible to deal with the painful dilemma of program cuts vs. tax increases.

Yet it should be recognized that although productivity creates the means to support social welfare efforts (including environmental, consumer, and employee protection), expenditures on such efforts are necessarily political decisions (4).

Factors influencing productivity:Four major factors have contributed to the declining growth rate in

productivity: (1) declining capital intensity, (2) declining expenditures on research and development, (3) changes in the composition of the labor force and the economy, and (4) changing societal attitudes and values. These factors are considered in turn (4).

¨ Declining Capital Intensity.¨ Tax Policies.¨ Inflation.¨ Growth in the Public Sector.¨ Increased Energy Costs.

United States new capital commitments (Economist, 24 Dec. 1983, p. 65)

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Job assignment according to K.S.A and enough time to do work (1) :

A job description is a written statement of what the worker actually does, how he or she does it, and what the job's working conditions are. You use this information to write a job specification; this lists the knowledge, abilities, and skills required to perform the job satisfactorily.

There is no standard format for writing a job description. However, most descriptions contain sections that cover:

1. Job identification.2. Job summary.3. Responsibilities and duties.4. Authority of incumbent.5. Standards of performance.6. Working conditions.7. Job specification.

Duty: Accurately posting accounts payable (1) : 1. Post all invoices received within the same working day.2. Route all invoices to proper department managers for approval no later

than the day following receipt.3. An average of no more than three positing errors per month.

Duty: Meeting daily production schedule (1) : 1. Work group produces no less than 426 units per working day.2. Next work station rejects no more than an average of 2% of units.3. Weekly overtime does not exceed an average of 5%.

The job description may also list the working conditions involved on the job. These might include things like noise level, hazardous conditions, or heat. Many firms today turn to the Internet to create job description, as the "Improving Productivity Through HRIS" features illustrates.

Fair Pay for Fair Work:It means the firm should pay to the employee fair in centimes and

salaries for fair work not more not less the following table will explain the way in which the firm can pay in centimes to its employee.

Equity and its impact on pay rates (1) : In studies conducted at Emory University, researches investigated how

capuchin monkeys reacted to inequitable pay. They trained monkeys to trade pebbles for food. Some monkeys got grapes in return for pebbles, others got cucumber slices. Those receiving the sweeter grapes willingly traded in their pebbles. But if a monkey receiving a cucumber slice saw one of its neighbors get a grape, it slammed down the pebble or refused to eat the cucumber. The moral, it would seem, is that even lower primates may be generically programmed to be treated fairly when it comes to being paid.

Higher up the primate line, the equity theory of motivation postulates that people have a need for, and therefore value and seek, fairness at work. People are strongly motivated to maintain a balance between what they perceive as

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their inputs or contributions, and their rewards. Equity theory states that if a person perceives an inequity, a tension or drive will develop in the person's mind, and the person will be motivated to reduce or eliminate the tension and perceived inequity. Research tends to support equity theory, particularly as it applies to people who are underpaid.

Managers use various methods to address each of these equity issues. For example, they use salary surveys to monitor and maintain external equity. They use job analysis and job evaluation (discussed below) to maintain internal equity. They use performance appraisal and various types of incentive pay to maintain individual equity. And they use communications, grievance mechanisms, and employees participation in developing the company's pay plan to help ensure that employees view the pay process as transparent and fair. Questions typically include, "How satisfied are you with your pay?" "What criteria were used for your recent pay increase?" and "What factors do you believe are used when your pay is determined?" (1).

Establishing pay rates (1) : The salary survey…

It's difficult to set pay rates if you don't know what others are paying, to salary surveys play a big role in pricing jobs. Virtually every employer conducts at least an informal telephone, newspaper, or internet salary survey.

Employers use these surveys in three ways. First…they use survey data to price benchmark jobs. They then use these as the anchors around which they slot their other jobs, based on each job's relative worth to the firm. (Job evaluation, explained next, helps determine the relative worth of each job). Second…employers typically price 20% or more of their positions directly in the marketplace (rather than relative to the firm's benchmark jobs), based on a formal or informal survey of what comparable firms are paying for comparable jobs. (A dot-com firm might to do this for jobs like Web programmer, whose salaries fluctuate widely and often). Third…surveys also collect data on benefits like insurance, sick leave, and vacations to provide a basis for decisions regarding employee benefits.

Salary surveys can be formal or informal. Informal telephone or internet surveys are good for checking on a relatively small number of easily identified and quickly recognized jobs, such as when a bank's HR director wants to confirm the salary at which to advertise a newly open cashier's job. Such informal techniques are also good for checking discrepancies, such as when the HR director wants to find out if some area banks are really paying tellers on some sort of incentive plan. Perhaps 20% of large employers use their own formal questionnaire surveys to collect compensation information from other employers. Most of these ask about things like number of employees, overtime policies, starting salaries, and paid vacations.

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Multiplier Approach to Determining Annual BonusCompany performance (based on sales targets, weight .50)

Excellent Good Fair Poor

Individual performance Excellent 1.00 0.90 0.80 0.70

(based on appraisal. weight .50 Good 0.80 0.70 0.60 0.50

Fair 0.00 0.00 0.00 0.000

Poor 0.00 0.00 0.00 0.00

Note: to determine the dollar amount of a manager's award, multiply the maximum possible (target) bonus by the appropriate factor in the matrix.

Health, Safety and security:Here, we mean the work environment, the place where the employees

must be saved and health according to OSHA standard and also the local low standard. It makes the employees feel safe.

Top management must be serious about safety. Safety starts with and depend on top management commitment.

Responsibilities and Rights of Employers and Employees (1) : Both employers and employees have responsibilities and rights under

the Occupational Safety Health Act. Employers, for example, are responsible for meeting their duty to provide "a workplace free from recognized hazards", for being familiar with mandatory OSHA standards, and for examining workplace conditions to make sure they conform to applicable standards. Employers have the right to seek advice and off-site consultation from OSHA, request and receive proper identification of the OSHA compliance officer before inspection, and to be advised by the compliance officer of the reason for an inspection.

Employees also have rights and responsible, but OSHA can't cite them for violations of their responsibilities. They are responsible, for example, for complying with all applicable OSHA standards, for following all employer safety and health rules and regulations, and for reporting hazardous conditions to the supervisor. Employees have a right to demand safety and health on the job without fear to punishment.

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العمل بيئة وتأمين المهنية والصحة السالمة

العمال، وسالمة صحة االنتاج، لزيادة بها االهتمام ينبغى التى الرئيسية العوامل منفيزيائية األخطار هذه كانت سواء محتملة أخطار أى ضد العمل ومكان بيئة وتأمين

) (… مع( العامل اصطدام نتيجة تنشأ ميكانيكية أخطار ، الضارة واالشعاعات الضوضاء ( التعامل عن ناتجة وأخطار والطفيليات، البكتريا االصابة عن ناتجة أخطار ، صلب جسم

. والغازية والسائلة الصلبة الكيميائية المواد مع

سيرفس أويل دينب لشركة العام المدير عوض محمد الكيميائى مع لقاء وفىيجب أنه الى سيادته أشار المهنية والصحة السالمة وسائل جميع توافر فى المتخصصة

لهم يتيح آمن جو فى العاملون يعمل حتى األخطار، هذه ضد الوقاية وسائل جميع توافر. االنتاج جودة مستوى وزيادة االنتاج زيادة

شركة . Denhoilservices Dosوتوفر أن يجب والتى السريعة الوقاية وسائلأو الحرارية سواء القوى، توليد ومحطات والمعامل، المصانع جميع فى متوافرة تكون

البترول وتصنيع وتكرير انتاج وشركات والتى EyebathsSafely Showersالغازية،تعرض أو الوجه أو ، عينيه فى سواء االصابة الى العاملين من أى تعرض حالة فى تستخدم

الفورى الغسيل الى تحتاج التهابات تسبب قد ضارة كيميائية مواد أو غازات ألى –جسمهسريع االصابة، –معالج لتخفيف الطبية المواد بعض اليها S مضافا أو عادية سواء مياه بكمية

الجزء على من االصابة آثار بازالة يسمح محدد تدفق وبمعدل محسوبة المياه كمية وتكونالمصاب.

توافر ضرورة على مصر فى العاملة والشركات العالمية الشركات حرصت ولقدالحكومة حرصت كما ، العاملين وقاية على عالية وقدرة فاعلية من لها لما الوسائل هذه

السالمة مبدأ لتحقيق العمل بيئة فى تواجدها تحتم مواد العمل قانون يتضمن أن على . المهنية والصحة

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Summary

Training process consists of five steps: needs analysis, instructional design, validation, implementation, and evaluation (1).

Management development prepares employees for future jobs by imparting knowledge, changing attitudes, or increasing skills.

In gauging the effectiveness of a training program, there are four categories of outcomes companies can measure: reactions, learning, behavior, and results. In some cases where training seems to have failed, it may be because training was not the appropriate solution to the problem.

Training is a form of education to which the following learning principles can be applied (2):

a) Trainee must be motivated to learn.b) Trainee must be able to learn.c) Learning must be reinforced.d) Training must provide for practice of the material.e) Material presented must be meaningful.f) Material taught must transfer to the job.

Purposes of training and development include (2):a) To improve the quantity of output.b) To improve the quality of output.c) To lower the costs of waste and equipment maintenance.d) To lower the number and costs of accidents.e) To lower turnover and absenteeism and increase employees' job

satisfaction.f) To prevent employee obsolescence.

Most companies have some formal or informal means of appraising their employees' performance. Performance appraisal means evaluating an employee's current and/or past performance relative to his or her performance standards (1).

We defined performance management as a process that consolidates goal setting performance appraisal, and development into a single, common system, the aim of which is to ensure that the employee's performance is supporting the company's strategic aims.

Performance management includes practices through which the manager defines the employee's goals and work develops the employee's capabilities. And evaluates and rewards the person's effort.

A career is an ongoing sequence of work related activities. It is work-related not something that occurs in isolation (2).

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Mentoring can be extremely, important to a junior employee in terms of career development.

Three points in careers are of particular importance for career development – when a person is just hired, at midcareer and at prepretirement.

Programs to combat preretirement problems include counseling workshops, and seminars on what to expect alternative careers, and coping with change.

Career pathing can inform people about the sequence of job opportunities in the organization.

Career planning involves matching a person's aspirations with opportunities. Some common practices involve counseling, seminars and self-assessment centers.

Career progress and development can halt because of a temporary cutback or a permanent reduction in the workforce. A layoff or job loss can create psychological and behavioral problems for individuals and families that are affected.

Corporate career development programs used to focus on the employee's future with that particular firm. Today, the emphasis is more on self-analysis, development, and career management to enable the individual to develop the career plans and skills he or she will need to move on to the next step in his or her career, quite probably with another employer (1).

In making promotion decision, the employer must decide between seniority and competence, a formal or informal system, and ways to measure competence.

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Conclusion

In my opinion the training process is to provide the new or current employee with new knowledge, skills, and attitudes that he may use appropriately; consequently, saving time, and improving productivity and quality of work life. The main principle here is how the firm can motivate the employees to perform their tasks properly?

The employer can take several steps to increase the trainee's motivation to learn. Providing opportunities for active practice, and letting the trainee make errors and explore alternate solutions improve motivation and learning. Feedback, providing periodic performance assessments, is also important.

Orienting and training new employees play crucial roles in introducing employees to the company's ways of doing things, and ensuring that they have the knowledge they need to perform their new jobs. Training and development opportunities: in a company that fosters growth and invests in people is very important to avoid stagnation; therefore, the company can get the employee's commitment to exert their effort and improve productivity and quality of work-life.

Last but not least, through appropriate training methods or programs, and by developing the employee's abilities, skills, knowledge, and attitude, the company can achieve its goals and ensure the principle of cooperation.

What is meant by productivity? Why should people care about it? What factors influence productivity at the national level? This part has addressed and has attempted to answer these questions. Whereas the focus in this part has been on productivity in terms of aggregate national and industry statistics (a macro perspective), the rest of this research focuses on productivity in terms of other organization, department, work group, and individual (a micro perspective).

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References

1. Dessler, Gary “, Human Resource Management “ 10th ed, Pearson Prentice Hall, 2005.Part 3 (Chapter 8 pp 268-302)Part 3 (Chapter 9 pp 309-343)Part 3 (Chapter 10 pp 349-369)

2. John M. Ivancevich Human resource Management / John M. Ivancevich ____ 9th ed, (2003), The

McGraw – Hill companies, USA Part IV (Chapter 13 pp 389-400, 402-428)Part IV (Chapter 13 pp 428-430)Part III (Chapter 9 pp 255-262) Part IV (Chapter 14 pp 441, 442, 446, 450, 457, 464, 468)

3. IAN Beardwell, LEN Holdden and TIM Claydon, Human Resource Management A Contemporary Approach, 4th ed. (2004) Prentice Hall.

4. Managing productivity in organizationsA practical, people-oriented perspective (NA-ND)

5. Paul Mali, Improving Total Productivity (New York: Wiley, 1978), p. 296.6. New York Times, 23 Jan. 1980, p. D3.7. National Center for Productivity and Quality of Working Life, Changing

World, pp. 21-22. D. M. Roderick, chairman of U.S. Steel, noted that the steel industry alone will require nearly $7 billion of additional capital per year to remain competitive through the 1980s (Newsweek, 8 Sept. 1980, pp. 64-65).

الكريم .8 عبد لطفى .26ص – 26/3/2006األحد –األهرام –محمد

General sites:

¨ www.asttd.org¨ www.trainlink.com¨ www.traininghouse.com¨ www.hotjobs.com ¨ www.performance-appraisal.com/intro.htm

Company sites:

¨ www.metilfe.com¨ www.weyerhaeuser.com¨ www.pridgestone-firestone.com

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Final Project

Documents

training process

appropriate training

definition of training

training programs

training failure

role of training

process of learning

learning organization