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, speaketc (3).
Learning organiation is possi!le !ecause not only is it our nature to
learn !ut love to learn. "rom !irth, humans, like all animals, learn and develop#
learning is a natural process in which we all develop. It is not $ust 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. %eople continue
learning through out life, whether encouraged or not, whether formally taught or
not, whether the outcomes are valued or not (3).
&oreover, the process of their learning knows no !oundaries ' learning
in one domain, such as employment, ho!!ies or maintenance of home or car,
cross(fertilies that in another and there!y 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 organiations, you have to !e a!le to think a!out the
concepts you are using. The concepts "learning" and "development" are
frequent !y used loosely and even interchangea!ly (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.
+ecause !y this department the firm can make likely performance work system,
in this department, !y trainer helping the firm can determine the employee,s
training needs and the way of how to fulfill this needs, when organiation make
training and skills development the responsi!ility of the individual worker, it is
our duty to reinforce workers and create an appropriate training and developing
environment. The trainer should understand the a!ility of their workers to put
good learning programs, first to avoid training failure, second for achieving
training programs.
Thus, it should !e e-isting good training plan !ased on the performance
appraisal, and performance management and $o! description for every one in
the firm. Last !ut not least, !y training and developing the employee,s skills and
efforts the firm can fulfill its strategic aims.
.s the chapters that follow show, it can !e discussed the role of training
for increasing the effectiveness, quality and responsiveness. .lso as known, the
changes are not !eing made once and for all, employees have to ad$ust to
continuous changes, and their directors should pay great attention to HRD then
ever !efore. /owever, HRD does not participation in a firm vacuum. To !e 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 !asic
!ackground information a!out the firm.
The training process (1) :
Definition of training:
The steps of teaching new recruiter the !asic skills he0she needs to do
his0her $o! and task well. Training might include showing a new salesman how
to sell his0her firm,s product, or a new worker how to make your product, or a
new supervisor or manager how to manage time1 training is a distinctive feature
of smart management. /aving high(potential recruits doesn,t ensure they will
succeed. 2n the other hand, they have to know what the manager wants them
to do and how he0she wants them to do it if they don,t know what and how to
will !e considered at achieve the tasks their way, not the managers way,
nothing all. 3ood 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
contri!ute to achieving the company,s goals.
The asic training process:
The !"step training and de#elopment process:
Training courses consist of five steps.
1
st
$%eeds analysis steps: It refers to the specific $o! performance skills
needed, estimates the prospective changes in trainees skills.
&
nd
$Instructional design: It refers to work !ooks, e-ercises, and activities, it
can use techniques such as on(the($o! training, and computer(assisted
learning.
'
rd
$(alidation step: Training programs or courses are shown to a small
representative audience.
4
th
$Implement the program# It means presenting !y actually training the
targeted employee group.
!
th
$E#aluation step# It means to estimate the quality and value of programs
successes or failures.
&ost employers pro!a!ly do not create their own training materials, since
many materials are availa!le online and offline. "or e-ample, the professional
development site (thing.com) offers a wide range of 4e!(!ased courses
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employees can take online. .nd many firms including .merican &edia, Inc., of
4est Des &oures, Iowa, provide turnkey training packages.
These include a training leader,s guide, self(study !ook, and video for
improving skills in areas such as customer service, documenting discipline and
appraising performance.
Training) learning) and moti#ation (1) :
Training process will !e producing no result if the trainees do not have
the a!ility or0and 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
summarie the motivational points as follo!s.
&ake the learning meaningful. It,s easier for trainees to understand and
remem!er material that are meaningful, therefore#
5* .t the start of training, provide a !ird,s(eye view of the material to !e
presented. 6nowing the overall picture facilitates learning.
The material presented must !e meaningful# appropriate materials for
sequential learning )cases, pro!lems, discussion outlines, and reading lists*
must !e provided. The trainer acts an acid in an efficient learning process.
The learning methods used should !e varied as possi!le. It,s !oredom that
destroys learning, not fatigue. .ny method(whether an old(fashioned lecture
or programmed learning or a challenging computer game will !egin to !ore
some learners if overused.
7* 8se a 9arity of familiar e-amples. It means using e-amples from world(life to
assimilate what will !e learned.
:* 2rganie information so you can present it logically, and in meaningful units.
;* 8se terms and concepts that are already familiar to trainees.
It means the trainer should take into consideration the age, knowledge,
education and e-periences of his trainees1 therefore, he0she can not use
concepts or terms cause misunderstand or make the training process more
difficult.
<* 8se as many visual aids as possi!le.
The trainer should use education or0and training aids such as
pictures0photos, outlines and games for making the training process more
easier and useful.
*a+e s+ills transfer easy$
&ake it easy to transfer new skills and !ehavior from the training site to the
$o! site#
1, *aximi-e the similarity et.een the training situation and the .or+
situation,
It means training and $o! are forming from a one coin and one face for $o!
and the other face of coin for training. It means the training is the other face
of coin and it should coincident with $o!s and tasks. e.g." we can use
simulation.
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The material taught must transfer to the /o$
The trainer must do her or his !est to make the training as close to reality of
the $o! as possi!le. Thus, when the trainee returns to the $o!, the training
can !e applied immediately.
&, 0ro#ide ade1uate practice,
The training pro#ide for practice of the material$
It refers to practice, and repetition. 4e should give the trainee a complete
chance to discuss outlines, pro!lems that may meet him in the training
process to assimilate what will !e trained.
', Lael each features of the machine and/or step in the process,
The trainer should e-plain how to use the machine instructions and illustrate
how to avoid the machine haard.
4, Direct the trainee2s attention to important aspects of the /o,
"or e-ample, if you,re training sales and marketing representatives in how to
handle incoming clients, first e-plain the different types of clients, what types
of questions will the trainee should !e asked and how to motivate him to
!uy.
!, 0ro#ide heads"up) preparatory information,
"or e-ample, trainees learning to !ecome first(line supervisors after face
stressful conditions, high work load, and difficult su!ordinates !ack on the
$o!. =tudies suggest you can reduce the negative impact of such events !y
letting trainees know they might happen.
*oti#ate the learner:
The trainee must !e motivated to learn. In order to learn, a person must
want to learn. In the conte-t of training, motivation influences a person,s
enthusiasm for training, keeps attention focused on the training activities,
and reinforces what,s learned. &otivation is influenced !y the !elief,s and
perceptions of the trainees. If a trainee is not motivated, little can !e
accomplished in a training program.
&otivating trainees is a corner stone of training process !ecause without
motivation employees trainer can not !e done, !efore training the managers
or supervisors should talk with trainees a!out 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.
3ere are some other .ays to moti#ate the trainee:
5* %eople learn !est !y doing. Try to provide as much realistic practice as
possi!le.
7* Trainees learn !est when trainers immediately reinforce correct response,
perhaps with a quick "!ell done".
:* Trainees learn !est at own pace. Let them pace themselves.
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;* >reate a perceived training need in the trainees, minds. In one study, pilots
who had e-perienced pre(training accident(related events su!sequently
learned more from an accident(reduction training program than did those
e-periencing fewer such events. ?ou could illustrate the need for training !y
showing videos of simulated accidents. =imilarly !efore the training
managers need to sit down and talk with the trainee a!out why they are
enrolled in the class, what they are e-pected to learn and how they can use
it on the $o!.
<* The schedule is important toothe learning curve goes down late in the
day, so that "fill da# training is not as effective as half the da# or three $
fourths of the da#".
4naly-ing Training %eeds (1) :
In this point supervisors determine new or current employees training
needs. /ere the most important and principle task in analying new employee,s
training needs is to determine the $o! entails and to !e divided into parts or
su!task.
"or e-ample, performance may !e down !ecause the standards aren,t
clear or !ecause the person is not motivated. =ome trainers use special
analytical software, such as from =a!a =oftware, Inc., to diagnose performance
gaps and their causes.
*anaging The Training 0rogram:
The first step in managing training is to determine training needs and set
o!$ectives for these needs. In effect the trainers are preparing training forecast.
The needs assessment involves analying the organiation,s needs, the
knowledge, skill, and a!ility needed to perform the $o!, and the person $o!
holder,s needs.
4here,s the organiation going and does it have the capa!ility to get
there@ These are important question,s that need to !e assessed.
6, =, . need to perform the $o! are carefully considered#
4hat are the tasks@
4hat skills needed to perform well@
4hat does performing well mean@
Data from current employees, supervisors, and e-perts must !e
collected to complete this part of a needs assessment.
The employee,s needs also must !e considered. .sking people what
their needs are on the $o! and asking them to perform tasks can provide
information and data.
A-amining 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 $o! is an important step in moving the
firm,s a!ility to match the person with the !est $o! for him or her.
There are four ways to determine employee,s needs for training#
5* 2!serve employees.
7* Listen to employees.
:* .sk supervisors a!out employee,s needs.
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;* A-amine the pro!lems employees have.
In the researcher,s opinion, and o!serving current or0and new employees
or0and workers, managers need to sit down and discuss with employees a!out
why they are !ecoming in the class or training program, what they are e-pected
to learn and develop and how they can use it on the task or $o!.
Tas+ analysis: 4ssessing ne. employee2s training needs:
Task analysis is a detailed study of the $o! to determine what specific
skills required.
.fter 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. &anagers use task analysis to
identify the new workers, training needs. Bo! descriptions and $o! specification
are helpful. 8sing the $o! description and $o! specification with a task analysis
consolidate data considering required tasks and skills in a form that,s
particularly helpful for identifying training requirements.
0erformance 4nalysis: 4ssessing current employees2 training
needs (1) :
"or current employees or workers, performance analysis is the main step
for verifying deficiency and determining if the organiation could correct it
through training program or some other means.
2n 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#
5* =upervisor, peer, and self performance reviews.
7* Bo!(related performance data )including productivity, a!senteeism, and
tardiness*.
:* 2!servation !y supervisors or other specialists interviews with the
employee or his or her supervisors1 tests of things like $o! knowledge,
skills, and attendance.
;* .ssessment centers.
<* Individual employee daily.
Training *ethods:
2nce 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 !e made. There is also a vast
selection of online and offline content and packages from which to choose.
?ou,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 methods0or ways managers0or supervisors
are using to in fact deliver the training program. 4e,ll start with method most
likely to !e choosen#
On"the"/o training:
Training a person to learn a $o! while working on it.
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The employee is placed into the real work situation and shown the $o!
and the tricks of the trade !y an e-perienced employee or the supervisor. "or
e-ample, general electric, trains customer service operators on the $o! so that
the realism of listening, thinking, and responding on the spot hits home.
O6T has se#eral ad#antages:
5* It,s relatively ine-pensive.
7* Trainees learn while producing.
:* There,s need for e-ample off site facilities like class room or
programmed learning devices.
;* The method also facilitates learning, since trainees learn !y doing and
get quick feed!ack on their performance.
3ere are some steps to help ensure O6T success:
5* %repare the learner.
7* %ut the trainer in suita!le and appropriate case to reduce or remove
tension.
:* 3ive reasons for why trainees are !eing taut.
;* Descri!e the whole $o! in detail so that it can !e more easily
understood.
<* >reate interest, encourage question, find out what the learner already
knows a!out this or other $o!s.
C* %ut the leaner in same conditions as working position as possi!le.
D* %rovide worker or employee through knowledge of equipment, tools and
trade terms.
7tep &$0resent the operation:
5* A-plain quantity and quality requirements.
7* 3o through the $o! at a slow pace several times, e-plaining each step.
+etween operation, e-plain the difficult parts, or those in which errors
are likely to !e made.
:* /ave the learner e-plain the steps as you go through the $o! at a slow
pace.
7tep '$Do a tryout:
5* /ave the trainees go !etween the $o!s various times.
7* .s soon as the trainees show and e-plain how to do the $o! or a way of
doing $o! or task, let the mission !egin, !ut don,t go away from a
trainees.
:* /ave the trainees do the task or $o!, and in slowly way increasing skill
and speed.
7tep4$8ollo. up:
5* Designate to whom the learner should go for help.
7* >orrect faulty work patterns !efore they !ecome a ha!it.
:* >ompliment good work1 encourage the worker until him or her a!le to
meet the quality and quantity standards.
/ere,s what you must do to get ready to teach a $o!#
5* Decide what the learner must !e taught in order to do the $o! efficiently,
safely, economically, and intelligently.
7* /ave the right tools, equipment, supplies, and material ready.
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:* /ave the workplace properly arranged, $ust as the worker will !e
e-pected to keep it.
Then, you should instruct the learner !y the following four !asic steps#
6o instruction training methods:
7tep I"0reparation :of the Learner;
5* %ut the learner at ease.
7* "ind out what he or she already knows a!out the $o!.
:* 3et the learner interested and desirous of learning the $o!.
7tep II"0resentation :of the Operations and <no.ledge;
5* Tell, show, illustrate, and question in order to put over the new
knowledge and operations.
7* Instruct slowly, clearly, completely, and patiently, one point at a time.
:* >heck, question, and repeat.
;* &ake sure the learner really knows.
7tep III"0erformance Tryout
5* Test the learner !y having him or her perform the $o!.
7* .sk questions !eginning with why, how, when, or where.
:* 2!serve performance, correct errors, and repeat instructions if
necessary.
;* >ontinue until you know that the learner knows.
7tep I("8ollo."=p
5* %ut the employee on his or her own.
7* >heck frequently to !e sure the learner follows instructions.
:* Taper off e-tra supervision and close follow(up until the person is
qualified to work with normal supervision.
>ememer"if the learner hasn2t learned) the teacher hasn2t taught,
The following are some simple and ine-pensive methods in which
managers or firms can provide training and development for staff within the
organiation.
6o or .or+ rotation:
To make staff )employee* e-perience or0and take part in trying out a
num!er of several $o!s0task to get an understanding of other levels of task and
of how they all fit together. It means someone will have to !e responsi!le for
training the worker or employee in the new $o!0or work.
4d#antages:
Eeduce time.
Ine-pensive method.
Immediate feed!ack.
Informal learning (1) :
The most of what trainees learn on the $o! they train among informal
means or ways of performing their $o! on daily !asis.
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6o instruction training:
Listing each $o!,s !asic tasks, along with key points, in order to provide
step(!y(step training for employees.
0rogrammed instruction:
. systematic method for teaching $o! skills involving#
=howing question and situation.
Letting the employee to give a spoken or written answer.
%roviding the trainees immediate feed!ack on the accuracy of their answers.
4d#antage:
Eeduce training time.
=elf(paced learning.
Immediate feed!ack.
Eeduce risk of error for learner.
Literacy training techni1ues (1) :
Eesponses to functional illiteracy.
Testing $o! conditions, !asic skills.
=etting up !asic skills and literacy programs.
4udio#isual"ased training:
It means all ways and or methods such as %ower%oint, films, video
conferencing, video slides and filmstrip presentation will !e like to lectures. .
meaningful firm of material will !e potential strength.
This method is e-pensive, !ut gives some advantages such as
interesting, makes trainees feeling as in real situation. 2n the other hand, the
firms or trainers could use them in the following situations.
If there,s a need for e-plaining how to act according to steps overtime,
like how to com!ine machine.
To fulfil the need, for organiation training and it will !e cost !y or
e-pensive to change the trainer from place to place.
7imulated training:
Training employees on specials off(the($o! equipment so training costs
and haards can !e reduced.
Wh# simulated training%
+ecause this method will provide cost savings, savings on maintenance.
2n the other hand, the trainees will utilie the same tools and equipment on the
$o!.
It always uses the equipment simulators. In pilot training and also in
doctors training, for instance, open(heart surgery.
.nd, there are some other simulated training methods such as computer(
!ased training, electronic performance support systems and last and not least
learning portals.
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@hat2s management de#elopment:
F.ny attempt to improve current or futureF. .ny management
performance !y imparting knowledge changing attitudes, or increasing skills.
It means any effort to improve current or future management
performance !y making information known to employees, !ecoming a way of
thinking a!out training different or developing skills and a!ilities the final aims is
to increase or improve the future performance of the firm itself.
The general management development process consists of#
5* .ssessing the company,s strategic needs for instance, to fill future
e-ecutive openings.
7* .ppraising the managers, current performance.
:* Developing the managers and future managers.
The typical succession planning process involves several steps# first,
anticipate management needs !ased on strategic factors like planned
e-pansion. Ne-t, reviews your firm,s management skills inventory )data on
things like education and work e-perience, career performances, and
performance appraisals* to assess current talent.
Then, create replacement charts that summarie potential candidates
and each person,s development needs.
*anagerial on"the"/o training:
This method of training is not $ust for non(managers level. &anagerial on(
the($o! training methods.
6o rotation:
Bo! 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 a!ility, often consisting of questions that
must !e answered or activities that must !e carried out.
The employee(after a recent college graduate(may pass some months in
each division. The trainees !ecome aware of the department,s !usiness !y
actually doing it, while discovering what $o!s he0she prefers.
Aoaching/=nderstanding approach:
/ere 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
responsi!le for the employee,s learning training. Typically, the understanding
makes the e-ecution of certain responsi!ilities less difficult or serious, providing
the trainee or employee a chance to know and learn the $o!.
4ction learning:
It means a training technique !y which management trainees are allowed
to work full(time analying and solving pro!lems in other departments.
The !asics of a typical action learning program include# carefully selected
teams of fine to 7< mem!er pro!lems, assigning the teams real world !usiness
pro!lems that e-tend !eyond their usual areas of e-pertise1 and structured
learning through coaching and feed!ack.
%acific gas and electric company (&'()) 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 a!out. The
49 / 1B

program has reportedly !een a success. In three years, &'() hosted almost
GH action(forum and saved more than *+,- million as a result of them.
The action"forum process has three phases:
5* . ".rame !or/" phase of si- to eight weeks I this is !asically an
intense planning period during which the team defines and collects
data on an issue to work on.
7* The action(forum itself I two to three days of &'()0s learning center
discussing the issue and developing action(plan recommendations.
:* .ccounta!ility sessions, when the teams meet with the leadership
group at 3-" 1- and 2- da#s to review the status of their action plans
and to make any necessary changes.
Off"the"/o management training and de#elopment techni1ues:
There are also many or several off(the($o! techniques for training and
developing managers (1).
The case stud#3.s most everyone knows, the case study method
shows a trainee with a written description of a firm pro!lem. The employee or
trainee e-plains the nature of the case, diagnoses the pro!lem, and shows
his0or her solutions and answers in a discussion with other trainees.
Integrated case scenario,s e-pand the case analysis concept !y creating
long(term, comprehensive case situations. "or e-ample, the .45 .cademy
created an integrated cases scenario. It starts with Fa concerned citien,s
telephone call and ends 5; weeks later with a simulated trial. In !etween is the
stuff of a genuine investigation, including a healthy sampling of what can go
wrong in an actual criminal inquiryF. In the case of the .45" the scenarios are
aimed at developing specific training skills, such as interviewing witnesses and
analying crime scenes.
*anagement Cames:
. development technique in which teams of managers compete !y
making computeried decisions regarding realistic !ut simulated situation.
In the case of computeried management games employees will divide
into fine or si- person teams, each of which competes with the others in a
simulated the system of !uying and selling goods under competitive conditions.
Aach group typically must each time decide, for e-ample#
5* /ow much to spend an advertising.
7* /ow much to produce.
:* /ow much inventory to maintain.
;* /ow many of which product to produce.
8sually, the game itself compresses a two(or three I year period into
days, weeks or months.
This method can !e good development tools. Trainees learn well !y !eing
involved, and it can !e useful for o!taining such involvement. They improve
trainees develop their pro!lem(solving skills, as well as to focus attention on
planning rather than $ust 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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&anagement games can !e good development tools. %eople learn !est
!y !eing involved, and the games can !e useful for gaining such involvement.
They help trainees develop their pro!lem(solving skills, as well as to focus
attention on planning rather than $ust putting out fires. The groups also usually
elect their own officers and organie themselves1 they can thus develop
leadership skills and foster cooperation and teamwork.
Outside seminars:
&any companies and universities offer 4e!(!ased and traditional
management development seminars and conferences. "or e-ample, the
.merican &anagement .ssociation provides thousands of courses in areas
ranging from accounting and controls to assertiveness training, !asic financial
skills, information systems, pro$ect management, purchasing management, and
total quality management. =pecialied associations, such as =/E& provide
more specialied seminars for their own profession,s mem!ers.
>ole 0laying# 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.
%resents a role from a classic role(playing e-ercise called the New Truck
Dilemma. 4hen com!ined with the general instructions and other roles for the
e-ercise, role playing can trigger spirited discussions among the role
player0trainees. The aim is to develop trainees, skills in areas like leadership
and delegating. "or e-ample, a supervisor could e-periment with !oth a
considerate and an autocratic leadership style, whereas in the real world the
person might not have the lu-ury of e-perimenting. It may also train someone to
!e more aware of and sensitive to others, feelings.
Deha#ior *odeling Deha#ior modeling in#ol#es
5* =howing trainees the right )or FmodelF* way of doing something.
7* Letting trainees practice that way.
:* 3iving feed!ack on the trainees, performance. The !asic !ehavior
modeling procedure is as follows#
5. *odeling, "irst, trainees watch films or videos that show models
!ehaving effectively in a pro!lem situation. The video might show
a supervisor effectively disciplining a su!ordinate, if teaching how
to discipline is the aim of the training program.
7. >ole playing, Ne-t, the trainees are given roles to play in a
simulated situation1 here they practice and rehearse the effective
!ehaviors demonstrated !y the models.
:. 7ocial reinforcement, The trainer provides reinforcement in the
form of praise and constructive feed!ack !ased on how the
trainee performs in the role(playing situation.
;. Transfer of training, "inally, trainees are encouraged to apply
their new skills when they are !ack on their $o!s.
+ehavioral modeling can !e effective. %articipants in one study were 5CH
mem!ers of a navy construction !attalion !ased in 3ulfport, &ississippi, !eing
trained to use new computer work stations. Three training techniques were
used# conventional instruction )primarily, a lecture and slide show*1 computer(
assisted )students received a manual at the !eginning of the session, as well as
49 / 1&

the diskette(!ased program needed to work through e-ercises at their new work
stations*1 and !ehavior modeling. &easures of learning and skill development
were highest for !ehavior modeling, followed !y computer(assisted training, and
then conventional instruction.
*anaging Organi-ational Ahange 4nd De#elopment (1) :
/elping firms manage change is a ma$or issue for human resource
managers. "or e-ample, professor Adward Lawler conducted an e-tensive
survey of /E practices and concluded that as more employers face the need to
adapt to rapid competitive change, Ffocusing on strategy, organiational
development, and organiational change is a high payoff activity for the /E
organiation.F
@hat to Ahange:
2f 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. 2rganiational renewal therefore invaria!ly involves
!ringing a!out changes in the employees themselves, and their attitude, skills,
and !ehaviors.
/E managers usually play a central role in organiational renewals like
the one at .von %roduct. >ultural change may require a reinforcement of the
firm,s new values with new pay plans and new performance appraisal criteria.
=tructural change may require performance reviews to decide who stays and
who goes, as well as $o! analysis, personnel planning and revised employee
selection standards. >hanging the employees attitude skills and !ehavior
typically triggers a wide range of new /E efforts recruiting and selecting new
employees, instituting new training programs and changing how the firm
appraises and rewards its personnel, for instance.
O#ercoming >esistance to Ahange (1) :
Le.in2s Ahange 0rocess:
2ften, the trickiest part of implementing an organiational change is
overcoming employees, resistance to it. The change may require the
cooperation of doens or even hundreds of managers and supervisors, many of
whom might well view the change as detrimental to their well(!eing and peace
of mind. Eesistance may therefore !e considera!le.
%sychologist 6urt Lewin formulated the classic e-planation of how to
implement change in the face of resistance. To Lewin, all !ehavior in
organiations was a product of 0 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 !uilding up the forces for change.
Lewin,s change process consisted of these three steps#
5* =nfree-ing, 8nfreeing means reducing the forces that are striving to
maintain the status quo, usually !y presenting a provocative pro!lem or
event to get people to recognie the need for change and to search for
new solutions.
7* *o#ing, &oving means developing new !ehaviors, values, and attitudes,
some(times through structural changes and sometimes through the sorts
49 / 1'

of /E(!ased organiational change and development techniques
e-plained later in this chapter. The aim is to alter people,s !ehavior.
:* >efree-ing, Lewin assumed that organiations tend to revert to their
former ways of doing things unless you reinforce the changes. /ow do
you do this@ +y FrefreeingF the organiation into its new equili!rium.
=pecifically, Lewin advocated instituting new systems and procedures
)such as new compensation plans and appraisal processes* to support
and maintain the changes.
3o. to Lead the Ahange: 4 1B"7tep Ahange 0rocess (1) :
In practice, leading an organiational change involves a multi(step
process, starting with the FpoliticalF aspects of overcoming resistance and
creating a guiding coalition#
5* Asta!lish a sense of urgency. /aving !ecome aware of the need to
change, most leaders like .von,s .ndrea Bung start !y creating a sense
of urgency. This step often takes some creativity. "or e-ample, when
former >harles =chwa! >A2 David %ottruck kicked off his firm,s new
strategy, he got a!out 5HH of the firm,s senior managers together near
=an "rancisco,s 3olden 3ate +ridge. Aach manager got a $acket that
said >E2==IN3 T/A >/.=&, and then together they crossed the
!ridge. %ottruck calls this the start of reinventing his company.
7* &o!ilie commitment through $oint diagnosis of pro!lems. /aving
esta!lished a sense of urgency, the leader may then create one or more
task forces to diagnose the pro!lems facing the company.
:* >reate a guiding coalition. &a$or transformations like that at .von are
sometimes associated with $ust one or two highly visi!le leaders. +ut no
one can really implement such changes alone. &ost companies create a
guiding coalition of influential people, who work together as a team to
act as missionaries and implementers.
;* Develop a shared vision. 2rganiational renewal also requires a new
leadership vision, Fa general statement of the organiation,s intended
direction that evokes emotional feelings in organiation mem!ers.F "or
e-ample, when +arry 3i!!ons !ecame >A2 of =pec,s &usic some
years ago, its employees, owners, and !ankers(all its stakeholders(
required a vision of a renewed =pec,s around which they could rally.
3i!!ons,s vision of a leaner =pec,s offering a diversified !lend of
concerts and retail music helped provide this sense of direction.
<* >ommunicate the vision.
6eep it simple. Aliminate all $argon and wasted words. "or e-ample#
F4e are going to !ecome faster than anyone else in our industry at
satisfying customer needs.F
8se multiple forums. Try to use every channel possi!le(!ig meetings
and small, memos and newspapers, formal and informal interaction(to
spread the word.
8se repetition. Ideas sink in deeply only alter employees have heard
them many times.
49 / 14

Lead !y e-ample. F4alk your talkF(make sure your !ehaviors and
decisions are consistent with the vision you espouse.
C* /elp 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. %erhaps a lack of skills stands in the way1 or
policies, procedures, and the organiation chart make it difficult to act1 or
some intransigent managers may actually discourage employees from
acting.
D* 3enerate short(term wins. >hanges such as automating .von,s
distri!ution system may take time, !ut the teams working on them need
some intermediate reinforcement.F "or e-ample, one company,s team
set its sights on producing one successful new product a!out 7H months
after the start of the organiational change effort. They selected the
product in part !ecause they knew they could meet this goal.
G* >onsolidate gains and produce more change. Leaders continue to
produce more change !y hiring and promoting new people1 !y
identifying selected employees to champion the continuing change1 and
!y providing additional opportunities for short(term wins !y employees.
J* .nchor the new ways of doing things in the company,s culture. 4e,ve
seen that organiational changes usually require corresponding
changes in culture and values.
5H*&onitor progress and ad$ust the vision as required. "inally, the leader
must monitor and assess progress. In !rief, this involves comparing
where the company is today with where it should !e, !ased on
measura!le milestones. 8ltimately, the !ottom line of the leader,s
change efforts must !e# To what e-tent have we achieved our strategic
goals@ .t .von, for instance, how many new products has the company
introduced@ 4hat percentage of its sales now come from department
stores@ /ow many new door(to(door sales reps has the firm added@
/ow efficient has our !ack office !ecome@
=sing Organi-ational De#elopment (1) :
There are many ways to identify the need for an organiational change,
and to implement the change itself. 2ne of the most widely used is
organiational development (6D). 6rganiational development is a special
approach to organiational change in which the employees themselves
formulate the change that,s required and implement it, often with the assistance
of a trained consultant. %articularly in large companies, the 6D process
)including hiring of facilitators* is almost always handled through /E. .s an
approach to changing organiations, 6D has several distinguishing
characteristics#
5* It usually involves action research, which means collecting data a!out a
group, department, or organiation and then feeding the information !ack
to the employees so they can analye it and develop hypotheses a!out
what the pro!lems in the unit might !e.
7* It applies !ehavioral science knowledge to improve the organiation,s
effectiveness.
49 / 1!

:* It changes the attitudes, values, and !eliefs of employees so that the
employees themselves can identify and implement the technical,
procedural, cultural, structural, or other changes needed to improve the
company,s functioning.
;* It changes the organiation in a particular direction(toward improved
pro!lem solving, responsiveness, quality of work, and effectiveness.
E#aluating The Training Effort (1) :
4ith today,s emphasis on measuring /E management,s financial impact,
it is crucial that the employer make provisions to evaluate the training program.
There are !asically three things you can measure# participants, reactions to the
program1 what )if anything* the trainees learned from the program1 and to what
e-tent their on(the($o! !ehavior changed as a result of the program. In one
survey of a!out <HH 8.=. organiations, DDK evaluated their training programs
!y eliciting reactions, :CK evaluated learning, and a!out 5HK to 5<K assessed
the program,s !ehavior and0or results.
There are actually two !asic issues to address when evaluating training
programs. The first is the design of the evaluation study and, in particular,
whether to use controlled e-perimentation. The second issue is# 4hat should
we measure@
Designing the 7tudy:
In evaluating the training program, the question is not $ust what to
measure, !ut how to design the evaluation study. The time series design is one
option. /ere, you take a series of measures !efore and after the training
program. This can provide at least an initial reading on the program,s
effectiveness.
Aontrolled experimentation is a second option, and, strictly speaking,
is the evaluation process of choice. . controlled e-periment uses !oth a training
group and a control group that receives no training. Data )for instance, on
quantity of sales or quality of service* are o!tained !oth !efore and after the
group is e-posed to training and !efore and after a corresponding work period
in the control group. This makes it possi!le to determine the e-tent to which any
change in performance in the training group resulted from the training rather
than from some organiation(wide change like a raise in pay that would have
affected employees in !oth groups equally.
In general, surveys suggest that less than half the companies responding
attempted to o!tain !efore(and(after measures from trainees1 the num!er of
organiations using control groups was negligi!le. /owever, with tools such as
/E =corecards and time series studies, it is !oth possi!le and practical to
estimate a training program,s measura!le impact. The /E manager should at
least use an evaluation form like the one shown in "igure G(C to evaluate the
training program.
Training Effects to *easure (1) :
?ou can measure four !asic categories of training outcomes#
49 / 15

5* >eaction, Avaluate trainees, reactions to the program. Did they like the
program@ Did they think it worthwhile@
7* Learning, Test the trainees to determine whether they learned the
principles, skills, and facts they were supposed to learn.
:* Deha#ior, .sk whether the trainees, on(the($o! !ehavior changed
!ecause of the training program. "or e-ample, are employees in the
store,s complaint department more courteous toward disgruntled
customers@
;* >esults, %ro!a!ly most important, ask 4hat final results were achieved
in terms of the training o!$ectives previously set@ .s per the /E
=corecard )in following figure*, did the num!er of customer complaints
a!out employees drop@ Did the percentage of calls answered with the
required greeting rise@ Eeactions, learning, and !ehavior are important.
+ut if the program doesn,t produce measura!le results, then it pro!a!ly
hasn,t achieved its goals. If so, the pro!lem may lie in the program. +ut
remem!er that the results may !e poor !ecause the pro!lem could not
!e solved !y training in the first place.
Time 7eries Training E#aluation Design :1;
>omputeriation is facilitating the evaluation process. "or e-ample, +ovis
Land Lease in New ?ork >ity offers its C7< employees numerous courses in
construction and other su!$ects. The firm uses special learning management
49 / 19

software to monitor which employees are taking which courses, and the e-tent
to which employees are improving their skills.
4 sample Training E#aluation 8orm :1;
Coals of Training:
.s A-hi!it 5:(7 indicates, evaluation can provide information a!out when
various training goals have !een accomplished. =ome important goals are#
Training validity. Did the trainees learn skills or acquire knowledge or
a!ilities during the training@
Transfer validity. Did the knowledge, skills, or a!ilities learned in
training lead to improved performance on the $o!@
49 / 1?

Intra(organiational validity. Is the $o! performance of a new group of
trainees in the same organiation that developed the program
compara!le to the $o! performance of the original training group)s*@
Inter(organiational validity. >an a training program that has !een
validated in one organiation !e used successfully in another firm@
These questions )goals* result in different evaluation procedures to
e-amine what, if anything, training and development have accomplished.
Learning Theory and Training$=ince training is a form of education, some of
the findings regarding learning theory logically apply to training. These
principles can !e important in the design of !oth formal and informal
training programs. The following is a !rief summary of the way learning
principles can !e applied to $o! training (+).
The trainee must e moti#ated to learn$In order to learn, a person must
want to learn. In the conte-t of training, motivation influences a person,s
enthusiasm for training, keeps attention focused on the training activities,
and reinforces what is learned. &otivation is influenced !y the !eliefs and
perceptions of the trainee. If a trainee is not motivated, little can !e
accomplished in a training program.
The trainee must e ale to learn$To learn comple- things, a person must
have certain aptitudes. Do you think that thousands of repetitions and
hours of training would ena!le any person to hit a ma$or league pitcher,s
curve!all out of a !ase!all park@ The a!ility to learn plays a role in
whether what is taught in a training program can !e understood and
applied !ack at work.
The learning must e reinforced$+ehavioral psychologists have
demonstrated that people learn !est with fairly immediate reinforcement
of appropriate !ehavior. The learner must !e rewarded for new !ehavior
in ways that satisfy needs, such as pay, reorganiation, and promotion.
=tandards of performance should !e set for the learner. +enchmarks for
learning provide goals and give a feeling of accomplishment when
reached. These standards provide a measure for meaningful feed!ack.
The training must pro#ide for practice of the material$Time is required to
assimilate what has !een learned, to accept it, to internalie it, and to
!uild confidence in it. This requires practice and repetition of the material.
The material presented must e meaningful$.ppropriate materials for
sequential learning )cases, pro!lems, discussion outlines, reading lists*
must !e provided. The trainer acts as an aid in an efficient learning
process. The learning methods used should !e as varied as possi!le. It
is !oredom that destroys learning, not fatigue. .ny method(whether an
old(fashioned lecture or programmed learning or a challenging computer
game(will !egin to !ore some learners if overused.
The material must e communicated effecti#ely# >ommunication must !e
done in a unified way and over enough time to allow a!sorption.
The material taught must transfer to the /o$The trainer must do her or his
!est to make the training as close to the reality of the $o! as possi!le.
Thus, when the trainee returns to the $o!, the training can !e applied
immediately.
49 / 19

*anaging the training program (+) :
Determining %eeds and O/ecti#es$
The first step in managing training is to determine training needs and set
o!$ectives for these needs. In effect, the trainers are preparing a training
forecast )this is the assessment phase in A-hi!it 5:(7*.
The needs assessment involves analying the organiation,s needs1 the
knowledge, skill, and a!ility needed to perform the $o!1 and the person or
$o!holder,s needs. The organiational needs assessment requires an
e-amination of the long(and short(term o!$ectives of the firm. The organiation,s
financial, social, human resource, growth, and market o!$ectives need to !e
matched with the firm,s human talent, structure, climate, and efficiency. 4here
is the organiation going, and does it have the capa!ility to get there@ These
are the important questions that need to !e assessed. Typically, o!$ectives,
ratios, organiation charts, historical records on a!senteeism, quality of
production, efficiency, and performance appraisals will !e carefully reviewed.
The knowledge, skills, and a!ilities )6, =, .* needed to perform the $o!
are carefully considered. 4hat are the tasks@ 4hat skills are needed to
performed well@ 4hat does performing well mean@ Data from current
employees, supervisors, and e-perts must !e collected to complete this part of
a needs assessment.
The employee,s needs also must !e considered. .sking people what
their needs are on the $o! and asking them to perform tasks can provide
information and data. A-amining 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 $o! is an important
step in improving the firm,s a!ility to match the person with the !est $o! for him
or her.
Aach of these assessment categories is important. /owever, focusing on
the person,s needs is especially important. It is at the individual or group level
that training is conducted.
There are four ways to determine employees, needs for training#
5* 2!serve employees.
7* Listen to employees.
:* .sk supervisors a!out employees, needs.
;* A-amine the pro!lems employees have.
7tep 1: Deha#ioral discrepancy$The first step is to appraise employees,
performance. /ow are the employees doing now, and how should they
!e doing@ If a secretary is using a Dell word processor to prepare
!udgets and takes an average of D.< hours to complete the work, this
record of performance can !e used to assess his or her performance. If
performance is 7 hours over what is e-pected, there is a !ehavioral
discrepancy(a difference !etween actual and e-pected.
7tep &: Aost"#alue analysis$Ne-t value analysis Ne-t, the manager must
determine the cost and value of correcting the identified !ehavioral
discrepancy. Is it worth the cost, time, and e-pense to have the secretary
prepare the !udgets in less than D.< hours@
49 / &B

7tep ': Is it a Ecan2t doE or E.on2t doE situationF$It is important to
determine if the employee could do the e-pected $o! if he or she wanted
to. Three questions need to !e answered# )5* Does the person know
what to do in terms of performance@ )7* >ould the person do the $o! if he
or she wanted to@ and ):* Does the person want to do the $o!@
.nswering these questions requires skillful o!servation, listening, and
asking on the part of the person conducting the performance analysis (+).
7tep 4: 7et standards$. secretary who doesn,t know what( the standard is
may underperform. Asta!lishing a standard and clearly communicating it
can improve performance.
7tep !: >emo#e ostacles$Not !eing a!le to complete !udgets on time may
!e caused !y frequent !reakdowns of equipment )the Dell system* or !y
not receiving a $o! on time. Time, equipment, and people can he
o!stacles that result in !ehavioral discrepancies.
7tep 5: 0ractice$%ractice, practice, practice may !e one avenue to
performing a $o! !etter. Does the manager permit the employee the
needed practice time@
7tep 9: Training$If the performance analysis indicates that !ehaviors need to
!e altered, training !ecomes as via!le consideration. .ny training
approaches availa!le should !e weighed and considered to find the one
!est suited to correct the !ehavior discrepancy.
7tep ?: Ahange the /o$Eedesigning the $o! through $o! enrichment, $o!
simplification, or $o! enlargement may !e the !est solution.
7tep 9:Transfer or terminate$If all else has failed, the employee may have to
!e transferred or terminated.
7tep 1B: Areate a moti#ational climate$In some cases, there may !e a
pro!lem with motivation# . skilled and a!le employee may not want to
perform the $o! as required.
. performance analysis is a sound procedure that can provide insight
into training needs and o!$ectives.
If, however, the performance analysis identifies a need for training, then
it is necessary, to esta!lish specific, measura!le training o!$ectives. Training
o!$ectives should !e e-pressed in !ehavioral terms, if at all possi!le. "or
e-ample, the !ehavioral training o!$ectives of a leadership training program at
%rite- are#
To develop a cadre of leaders who will assume positions of
accounta!ility u, the ne-t three years.
To demonstrate listening and feed!ack 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.
49 / &1

0erformance analysis: analy-ing training needs (+)
On"the"/o Training (+) :
%ro!a!ly the most widely used method of training )formal and informal* is
on(the($o! training. It is estimated that more than CH percent of training occurs
on the $o!. The employee is placed into the real work situation and shown the
$o! and the tricks of the trade !y an e-perienced employee or the supervisor.
Aase *ethod (+) :
2ne widespread technique is the case method, which uses a written
description of a real decision(making situation in the organiation or a situation
that occurred in another organiation. &anagers are asked to study the case to
identify the pro!lems, analye the pro!lems for their significance, propose
solutions, choose the !est solution, and implement it. &ore learning takes place
if there is interaction !etween the managers and the instructor. The instructor,s
role is that of a catalyst and facilitator. . good instructor is a!le to get everyone
involved in solving the pro!lem.
The case method lends itself more to some kinds of material. "or
e-ample, with analysis of !usiness policies, case studies work !etter than more
rigidly structured approaches. It is easier to listen to a lecture and !e given a
49 / &&

formula than to tease the formula out of a case, for instance. 4ith good
instructors and good cases, the case method is a very effective device for
improving and clarifying rational decision making.
>ole 0laying (+) :
Eole playing is a cross !etween the case method and an attitude
development program. Aach 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 !e a focal person in the situation and to react to
the stimuli as that person would. The players are provided with !ackground
information on the situation and the players. 8sually, a !rief script is provided
for the participants. =ometimes, the role playing is videotaped and reanalyed
as part of the development situation. 2ften, role playing is done in small groups
of a doen or so. The success of this method depends on the a!ility of the
players to play the assigned roles !elieva!ly. If done well, role playing can help
a manager !ecome more aware of and more sensitive to the feelings of others.
.lthough role playing is a cross !etween the two, comparison of the
general forms of role playing and the case method suggests a few differences
!etween them#
Aase 7tudy >ole 0lay
5. %resents a pro!lem for analysis and
discussion.
5. %laces the pro!lem in a real(life situation.
7. 8ses pro!lems that have already occurred in
the company or elsewhere.
7. 8ses pro!lems that are now current or are
happening on the $o!.
:. Deals with pro!lems involving others. :. Deals with pro!lems in which participants
themselves are involved.
;. Deals with emotional and attitudinal aspects
in an intellectual frame of reference.
;. Deals with emotional and attitudinal aspects
in an e-periential frame of reference.
<. Amphasies using facts and making
assumptions.
<. Amphasies feelings.
C. Trains in the e-ercise of $udgments. C. Trains in emotional control.
D. %rovides practice in analysis of pro!lems. D. %rovides practice in interpersonal skills.
*anagement Cames:
Assentially, management games descri!e the operating characteristics of
a company, industry, or enterprise. These descriptions take the form of
equations that are manipulated after decisions have !een made. &anagement
games emphasie development of pro!lem(solving skills.
.dvantages of games include the integration of several, interacting
decisions, the a!ility to e-periment with decisions, the provision of feed!ack on
decisions, and the requirement that decisions !e 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 distur!ing
tendency of many participants to look for the key to winning the game instead of
concentrating on making good decisions. &any participants seem to feel that
49 / &'

the games are rigged(that a few factors or even a single factor may !e the key
to winning.
Deha#ior *odeling (+) :
. development approach for improving interpersonal skills is !ehavior
modeling, which is also called interaction management or imitating models. The
key to !ehavior modeling is learning through o!servation or imagination. Thus,
modeling is a Fvicarious processF that emphasies o!servation.
There are four steps in the process7
5* &odeling of effective !ehavior(often !y use of films.
7* Eole playing.
:* =ocial reinforcement(trainees and trainers praise effective role playing.
;* Transfer of training to the $o!.
On"the"/o training for managers (+) :
2n(the($o! management training is the preferred type from many points
of view, especially !ecause of its relevance and immediate transfer(a!ility to the
$o!. There are three widely used approaches to training managers on the $o!.
These programs are not mutually e-clusive1 often they are run simultaneously.
8oaching and counseling 2ne of the !est and most frequently used
methods of training new managers is for effective managers to teach them. The
coach(superior sets a good e-ample of what a manager does. /e or she also
answers questions and e-plains why things are done the way they are.
Off"the"/o training (+) :
2rganiations with the !iggest training programs often use off( the($o!
training. . survey of training directors in "ortune <HH companies e-amined their
views of which off(the($o! training techniques were the most effective for
specific o!$ectives. The training directors indicated that if knowledge was the
o!$ective, it would !e !est to use programmed instruction. 2n the other hand, if
the training was intended to improve pro!lem(solving skills, then it would !e
!etter to use the case method of training )for e-ample, having participants
analye $o!(related cases*. Eesearch suggests that the most popular methods
of instruction for off(the($o! training are lecture(discussion, programmed
instruction, and computer(assisted instruction (895).
@hat is *anagement De#elopmentF (+)
2rganiations 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 !ehavioral science knowledge to deal with pro!lems of
change.
&anagement development should !e planned, since it requires
systematic diagnosis, development of a program, and the mo!iliation of
resources )trainers, participants, teaching aids*. It involves either the entire
49 / &4

system or an entire unit. It must have top(management commitment if it is to !e
a success.
Deha#ior *odification (+) :
The !asic assumption of operant conditioning is that !ehavior is
influenced !y its consequences. +. A. =kinner,s work with animals led to the
use of the term operant conditioning. /owever, the term more often used when
principles of operant conditioning are applied to individuals is !ehavior
modification )also called +(mod and !ehavior mod*. Thus, !ehavior modification
is individual learning through reinforcement.
Ariteria for E#aluation (+) :
There are three types of criteria for evaluating training# internal, e-ternal,
and participants, reaction. Internal criteria are directly associated with the
content of the program(for e-ample, whether the employee learned the facts or
guidelines covered in the program. A-ternal criteria are related more to the
ultimate purpose of the program(for e-ample, improving the effectiveness of the
employee. %ossi!le e-ternal criteria include $o! performance rating, the degree
of learning transferred from training and development sessions to on(the($o!
situations.
.lso we need to determine $o! analysis. Therefore, the second main
purpose of this part is to show how to analye a $o! description. 4e,ll see that
analying $o!s in values determines in detail what the $o! entails.
2rganiations consist of positions that have to !e staffed. Bo! analysis is
the procedure through which you determine the duties of these positions and
characteristics of the people to hire for them. /ere, $o! analysis means the
procedure for determining the duties and skill requirements of a $o! and the kind
of person who should !e hired for it.
.lso we should take into our consideration the $o! description for setting
good training programs. Bo! description means a list of a $o!,s duties,
responsi!ilities, reporting relationships, working conditions, and supervisory
responsi!ilities I one product of a $o! analysis.
The supervisor or /E specialist normally collects one or more of the
following types of information via the $o! analysis (1)#
5* @or+ acti#ities$first, he or she collects information a!out the $o!,s
actual work activities, such as cleaning, selling, teaching, or painting.
This list may also include how, why, and when the worker performs each
activity.
7* 3uman eha#iors$the specialist may also collect information a!out
human !ehaviors like sensing, communicating. Included here would !e
information regarding $o! demands such as lifting weights or walking
long distance.
:* *achines) tools) e1uipment and .or+ aids$it means what kind of
technology is he0she 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*.
;* 0erformance standards$the employer may also want information
a!out the $o!,s performance standards )in terms of quantity or quality
49 / &!

levels for each $o! duty, for instance*. &anagement will use these
standards to appraise employees.
<* 6o context$Included here is information a!out such matters a
physical working conditions, work schedule, and the organiational and
social conte-t. "or instance, the num!er of people with whom the
employee would interact.
C* 3uman re1uirements$This includes information regarding the $o!,s
human requirements, such as $o!(related knowledge or skills )education,
training*.
=ses of 6o analysis information (1) :
This figure shows the relation !etween $o! analysis and $o! description
and training requirements and performance appraisal.
It means $o! analysis information is the !asis for several interrelated
/E& activities.
49 / &5

0erformance *anagement G 4ppraisal
In the previous part, we talked a!out training, and developing recruits. .s
soon as workers or employees have !een on the $o! for sometime, the firm has
to evaluate their performance.
The most important )su!$ect topics of a discussion* we cover include the
perform appraisal and performance management.
Dasic Aoncepts in performance appraisal and performance
management (1) :
9irtually all companies have some formal or informal means of
appraising their employees, performance. %erformance appraisal means
evaluating an employee,s current, and0or past performance relative to his or her
performance standards. 4hile Fappraising performance usually !rings to mind
specific appraisal tools such as the teaching appraisal form, the actual forms
are only part of the appraisal process. %erformance 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 feed!ack,
development, and incentives required to help the person eliminate performance
deficiencies or to continue to perform a!ove par. The aim should !e to Improve
performance.
Aomparing performance appraisal and performance management:
4hile 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. 4e 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. %erformance management includes the practices through which
the manager defines the employee,s goals and work, develops the employee,s
capa!ilities, and evaluates and rewards the person,s effort all within the
framework of how the employee,s performance should !e contri!uting to
achieving the company,s goals (1).
4hen properly designed, performance management therefore never $ust
entails meeting with a su!ordinate once or twice a year to Freview your
performance.F 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. .nd it
involves continuously ensuring that the employee has the training and
development he or she needs to perform the $o!.
@hy 0erformance *anagementF (1)
The increasing use !y employers of performance management reflects
several things. It reflects, first, the popularity of the total quality management
49 / &9

)TL&* concepts advocated several years ago !y management e-perts like 4.
Adwards Deming. +asically, 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.
%erformance management,s emphasis on the integrated nature of goal
setting, appraisal, and development reflects this assumption. =econd, it reflects
the fact that a vast array of studies have shown that traditional performance
appraisals are often not $ust useless !ut counterproductive. Third, performance
management as a process also e-plicitly recognies that in today,s glo!ally
competitive industrial environment, every employee,s efforts must focus like a
laser on helping the company to achieve its strategic goals.
4n introduction to appraising performance (1) :
@hy 4ppraise 0erformanceF
There are several reasons to appraise su!ordinates, performance. "irst,
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.
=econd, the appraisal lets the !oss and su!ordinate develop a plan for
correcting any deficiencies the appraisal might have unearthed, and to reinforce
the things the su!ordinate does correctly. Third, appraisals should serve a
useful career planning purpose !y providing the opportunity to review the
employee,s career plans in light of his or her e-hi!ited strengths and
weaknesses. .nd, last !ut not least, the appraisal almost always effects the
employer,s salary raise and promotional decisions.
>ealistic appraisals (1) :
It doesn,t matter which tool you use if you,re less than candid when your
su!ordinate is underperforming. Not all managers are devotees of such candor,
!ut some firms, like 3A, are famous for hard(hearted appraisals. 3A,s former
>A2 Back 4elch has said, for instance, that there,s nothing crueler than telling
someone who,s doing a mediocre $o! that he or she is doing well. =omeone
who might have had the chance to correct !ad !ehavior 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 !oss comes along.
The 7uper#isor2s >ole:
.ppraising performance is !oth a difficult and an essential supervisory
skill. The supervisor(not /E(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. =upervisors must
therefore !e familiar with !asic appraisal techniques, understand and avoid
pro!lems that can cripple appraisals, and know how to conduct1 appraisals
fairly.
The /E department serves a policy(making and advisory role. 3enerally,
the /E department provides advice and assistance regarding the appraisal tool
to use, !ut leaves final decisions on procedures to operating division heads. In
49 / &?

some firms, prepares detailed forms and procedures and insists that all
departments use them. /E is also responsi!le for training supervisors to
improve their appraisal skills. "inally, /E is responsi!le for monitoring the
appraisal system and, particularly, for ensuring that the format and criteria !eing
measured comply with AA2 laws and aren,t outdated.
7teps in 4ppraising performance (1) :
The performance appraisal process itself contains three steps# define the
$o!, appraise performance, and provide feed!ack. Defining the $o! means
making sure that you and your su!ordinate agree on his or her duties and $o!
standards. .ppraising performance means comparing your su!ordinate,s actual
performance to the standards that have !een set1 this usually involves some
type of rating form. Third, performance appraisal usually requires one or mote,
feed!ack sessions. /ere the two of you discuss the su!ordinate,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 descri!ed in this
section. The two !asic considerations in designing the actual appraisal tool are
what to measure and how to measure it. "or e-ample, 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. 2r, we may
measure performance with respect to developing one,s competencies )as in the
a!ility to use Bava*, 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 F&+2.F FThe New 4orkplaceF illustrates
why choosing what to measure carefully is important.
@hat to *easureF (1)
.s noted earlier, the employer must decide e-actly what performance to
measure. /ere, there are many options. The employer may opt for generic
dimensions such as quality and quantity. .nother option is to appraise
performance on the $o!,s actual duties. "or e-ample, the following figure shows
part of an appraisal form for an administrative secretary. The form assesses the
$o!,s five main sets of duties, one of which is Fmaintaining records.F /ere you
would assess how well the employee did in e-ercising his or her specific $o!
duties. >ompetency(!ased appraisals are another option. /ere, the idea is to
focus on the e-tent to which the employee e-hi!its the competencies that the
employer values for this $o!. In any case, the employer will want to appraise the
employee !ased on the e-tent to which he or she is meeting his or her
standards in each of these areas.
In sum, formal training and development have !een shown to !e more
effective than informal or no training and development. /owever, for most
training and development programs the results tend to !e assumed rather than
evaluated.
0erformance management is the process !y which e-ecutives,
managers, and supervisors work to align employee performance with the firm,s
goals. .n effective performance management process has a precise definition
of e-cellent performance, uses measurements of performance, and provides
49 / &9

feed!ack to employees a!out their performance. Thus, it defines, measures,
monitors, and gives feed!ack. %erformance evaluation is a crucial part of a
firm,s performance management process (+).
"rom a strategic and competitive advantage perspective it is important to
integrate employee performance with organiational performance goals. .
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. &ost
e-perts !elieve that a firm,s strategy must !e aligned with employees,
competencies and performance if profita!ility, growth, effectiveness, and
valuation are to !e achieved.
&anagers have a responsi!ility to develop, implement, monitor, and
modify measures of performance. 8nfortunately, not all measures are easy to
develop. The measurement of tangi!le outcomes such as computers,
automo!iles, or television sets can !e done with precision. /owever, the
measurement of services or intangi!le outcomes produced !y a teacher,
accountant, or lawyer is difficult to provide. .lthough striving for precision when
defining, measuring, monitoring, and modifying performance is certainly a
worthy goal, it is easier to e-plain and seek than to accomplish, especially with
many professionals, service employees, and Fknowledge workersF )e.g.,
research and development technicians or engineers*. 6nowledge workers
provide intangi!le intellectual capital which contri!utes to the accomplishment of
performance goals.
0erformance e#aluation is the activity used to determine the e-tent to
which an employee performs work effectively. 2ther terms for performance
evaluation include performance review, personnel rating, merit rating,
performance appraisal, employee appraisal, and employee evaluation.
In many organiations, two evaluation systems e-ist side !y side# the
formal and the informal. &anagers often think a!out how well employees are
doing1 this is the informal system. %olitical and interpersonal processes
influence it, so those employees who are liked !etter than others have an edge.
+y contrast, a formal performance evaluation is a system set up !y the
organiation to regularly and systematically evaluate employees, performance.
This chapter focuses only on formal performance evaluation systems (+).
0urposes of e#aluation (+) :
=hould Ad !e evaluated !y his supervisor@ In order to answer that
question, think a!out Ad,s situation in the >areer >hallenge. Then consider the
following potential purposes that can !e served !y a well(designed formal
evaluation system#
De#elopment, It can determine which employees need more training,
and it can help evaluate the results of training programs. It helps the
su!ordinate(supervisor counseling relationship, and it encourages
supervisors to o!serve su!ordinates, !ehavior to help employees.
&otivation. It can encourage initiative, develop a sense of
responsi!ility, and stimulate efforts to perform !etter.
/uman resource and employment planning. It can serve as a
valua!le input to skills inventories and human resource planning.
49 / 'B

>ommunications. It can serve as a !asis for an ongoing discussion
!etween superior and su!ordinate a!out $o!(related matters. Through
interaction and an effective feed!ack process, the parties get to know
each other !etter.
Legal compliance. It can serve as a legally defensi!le reason for
promotions, transfers, rewards, and discharges.
/E& research. It can !e used to validate selection tools such as a
testing program (+).
2f all the relationships !etween performance evaluation and other /E&
activities, none has !een more crucial to understand than the one !etween
evaluations and equal employment opportunity, especially as it applies to
promotions and terminations. 8nless evaluations are considered fair and
decisions made using them treat everyone with dignity, there will likely !e
intense conflict. . worthy goal of an evaluation is that employees consider it
meaningful, helpful, fair, and honest. 8nfortunately, this goal is difficult to attain
!ecause of a num!er of factors including unfairness, negative practices, and a
short(term focus.
>ritics of performance evaluation systems offer some meaningful
insights. The /E $ournal provides some points raised !y the quality e-pert 4.
Adwards Deming. /is critique should !e considered as you learn more a!out
performance evaluation approaches.
8ormat of e#aluation (+) :
To provide information that can serve the organiation,s goals and that
complies with the law, a performance evaluation system must provide accurate
and relia!le data. The a!ility to generate accurate and relia!le data is enhanced
if a systematic process is followed. The following si- steps can provide the !asis
for such0a systematic process#
5* Asta!lish performance standards for each position and the criteria for
evaluation.
7* Asta!lish performance evaluation policies on when to rate, how often to
rate, and who should rate.
:* /ave raters gather data on employees, performance.
;* /ave raters )and employees in some systems* evaluate employees,
performance.
<* Discuss the evaluation with the employee.
C* &ake decisions and file the evaluation.
=tep 5 of this process is completed when an organiation conducts a $o!
analysis. 2ne of the primary reasons for conducting $o! analyses is to write $o!
descriptions, and an important part of a $o! description is a clear statement of
the performance dimensions and standards e-pected from incum!ents. In
addition, the $o! analysis should have determined how these dimensions and
standards are going to !e measured.
Estalish Ariteria (+) :
The dimensions of performance upon which an employee is evaluated
are called the criteria of evaluation. A-amples include quality of work, quantity
49 / '1

of work, and cost of work. 2ne of the ma$or pro!lems with many performance
evaluations is that they require supervisors to make person evaluations rather
than performance evaluations. That is, the evaluation criterion in some systems
is the personality of the incum!ents rather than their levels of performance.
.n effective criterion should possess the following characteristics#
Relia:ilit#3. measure of performance must !e consistent. %erhaps the
most important type of consistency for a performance measure is interrater
relia!ility. If different raters view the same worker, they should arrive at
similar conclusions a!out the quality of that worker,s output.
Relevance3. measure of performance must !e related to the actual output
of an incum!ent as logically as possi!le.
;ensitivit#3.ny criterion must !e a!le to reflect the difference !etween
high and low performers. That is, high and low performers must receive
criterion scores that accurately represent the difference in their performance.
&racticalit#3The criterion must !e measura!le, and data collection cannot
!e inefficient or too disruptive (+).
&ost studies indicate that multiple criteria are necessary to measure
performance completely. The multiple criteria are added together statistically or
com!ined into a single multifaceted measure. The choice of criteria is not an
easy process. 2ne must !e careful to evaluate !oth activities )for e-ample,
num!er of calls a salesperson makes* and results )for e-ample, dollars of
sales*. . com!ination of criteria using results and activities is desira!le.
/ow do you weigh the importance of multiple criteria@ "or e-ample, if a
salesperson is !eing evaluated on num!er of calls as well as sales dollars and
is high on one and low on the other, what is the person,s overall rating@
&anagement must weigh these criteria.
7et 0olicies on @ho E#aluates) @hen) and 3o. Often (+) :
4hen should evaluation !e done@ In the 8nited =tates a ma$ority of
organiations continue to evaluate performance on an annual !asis. . small
proportion )5<.C percent* evaluate performance twice a year, and an even
smaller proportion ):.C percent* have implemented quarterly evaluations. "or
those organiations that continue to rely on annual evaluations, there are two
choices for when to actually conduct the evaluations. In many organiations,
performance evaluations are scheduled for ar!itrary dates, such as the date the
person was hired )anniversary date*. .lternatively, all employees may !e
evaluated on or near a single calendar date. .lthough the single(day approach
is convenient administratively, it pro!a!ly 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 Fget it over withF quickly. In addition, it
may not !e related to the normal task cycle of the employee1 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. "or
e-ample, ta- accountants see their year as .pril 5C to .pril 5<. "or most
professors and teachers, the year starts at the !eginning of the fall term and
terminates after the spring term. "or others without a clear task cycle !ased on
dates, one way to set the date is !y setting goals. 3oals can !e esta!lished in
49 / '&

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.
*anaging Aareers
%art 7 focused on appraised employee,s performance. 2nce 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 asics of career management (1) :
Amployers have a significant impact on employees, careers, through
their effects on the /E process. Eecruiting, selecting, placing, training,
appraising, rewarding, promoting, and separating the employee all affect the
person,s career, and therefore career satisfaction and success. =ome firms
institute relatively formal career management processes, while other firms do
relatively little. 4e can define career management as a process for ena!ling
employees to !etter understand and develop their career skills and interests,
and to use these skills an interests most effectively !oth within the company
and after they leave the firm. 8areer development is the lifelong series of
activities )such as workshops* that contri!ute to a person,s career e-ploration,
esta!lishment, success, and fulfillment. 8areer planning is the deli!erate
process through which someone !ecomes aware of personal skills, interests,
knowledge, motivations, and other characteristics1 acquires information a!out
opportunities and choices1 identifies career(related goals1 and esta!lishes
action plans to attain specific goals.
Aareers Today:
>areers today are not what they were several years ago. F>areers were
traditionally viewed as an upward, linear progression in one or two firms or as
sta!le employment within a profession.F Today, someone,s career is more likely
to !e FFdriven !y the person, not the organiation, MandN reinvented !y the
person from time to time, as the person and the environment change.F =ome
even suggest that tomorrow,s career won,t !e so much a gradual fountain clim!
as a series of short hills or learning stages, as the person switches from $o! to
Bo! and from firm to firm. )Thus, the sales rep, laid off !y a pu!lishing firm that,s
$ust merged, may reinvent her career for the ne-t few years as a security
analyst specialiing in media companies, or as an account e-ecutive at a
!rokerage firm.*
4hat does this mean for /E@ "or one thing, the psychological contract
!etween employers and workers has changed. ?esterday, employees traded
loyalty for $o! security. Today, Femployees e-change performance for the sort of
training and learning and development that will allow them to remain
marketa!le.F This in turn means that the aims of /E activities like selection and
training are now somewhat !roader. In addition to serving the company,s
needs, these activities must now !e designed to serve employees, long(run
interests. In particular, they must encourage the employee to grow and realie
his or her full potential. The following Ta!le summaries how activities such as
49 / ''

training and appraisal can !e used to provide more of such a career planning
and development focus.
Tale: Traditional #ersus career de#elopment focus (1):
3> 4cti#ity Traditional 8ocus Aareer De#elopment 8ocus
Human resource
planning
.nalyes $o!s, skills, tasks(
present and future. %ro$ects
needs. 8ses statistical data.
.dds information a!out
individual interests, preferences,
and the like to data.
Training and
development
%rovides opportunities for
learning skills, information, and
attitudes related to $o!.
%rovides career path
information. .dds individual
growth orientation.
&erformance
appraisal
Eating and0or rewards. .dds development plans and
individual goal setting.
Recruiting and
placement
&atching organiation,s needs
with qualified individuals.
&atches individual and $o!s
!ased on a num!er of varia!les
including employees, career
interests.
8ompensation and
:enefits
Eewards for time, productivity,
talent, and so on.
.dds non($o!(related activities
to !e rewarded, such as 8nited
4ay leadership positions.
=ource# .dapted from "red L. 2tte and %eggy 3. /utcheson, /elping Amployees &anage
>areers )8pper =addle Eiver, NB# %rentice /all, 5JJ7*, p. 5H.
Aareer De#elopment (1) :
>areer development programs tend to have a new focus today.
>orporate 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.
%roviding employees with the career planning tools they need !enefits 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. .nd, to the e-tent that the person develops the skills he or
she needs for a career move, it makes the person more mo!ile and more likely
to achieve career success.
"or the employer, the career development partnership serves several
functions. .s two e-perts put it, Femployers provide the tools, environment, and
skill development opportunities for employees, and then employees are !etter
equipped to serve the company and !uild it to its potential.F >areer
49 / '4

development may also cultivate employee commitment. 2ften, one of the !est
things an employer can do to maintain employee commitment is to emphasie
how the company will partner with the employee in continuous developing his or
her skills and knowledge# FThe most attractive proposition an employer, can
make today is that in five years the employee will have more knowledge and !e
more employa!le than now. That should !e the acid test for any career
development program.F
Employee Aareer De#elopment 0lan (1)
49 / '!

>oles in career de#elopment (1) :
The employee, the manager, and the employer all play roles in planning,
guiding, and developing the employee,s career. /owever, the employee must
always ).ccept full responsi!ility for /is or her own career development and
career success. This is one task that no employee should ever leave to a
manager or employer. "or the individual employee, the career planning process
means matching individual strengths and weaknesses with occupational
opportunities and threats. The person wants to pursue occupations, $o!s, and a
career that capitalie on his or her interests, aptitudes, values, and skills. /e or
she wants to choose occupations, $o!s, and a career that make sense in terms
of pro$ected future demand for various types of occupations.
2f course, career planning only gets one so far. During 7HHH(7HH:, 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. /owever, uncertainties like these only underscore
the need for keeping one,s finger on the pulse of the $o! market, so as to !e
!etter positioned to move when a career change is required.
&any people make the mistake of changing occupations )or of remaining
unhappily in their present $o!s* when they could !e happier without making a
!ig career change. "or some people, a little fine(tuning will often suffice. The
employee, if dissatisfied at work, has to figure out where the pro!lem lies. =ome
people may like their occupatiCns and the employers for whom they work, !ut
not how their specific $o!s are structured. 2thers may find their employers, ways
of doing things are the pro!lem. In any case, it,s not always the occupation
that,s the pro!lem. 4hy decide to switch from !eing a lawyer to a teacher, when
it,s not the profession !ut that law firm,s GH(hour weeks that,s the pro!lem@
>oles in Aareer De#elopment (1)
Indi#idual
.ccept responsi!ility for your own career.
.ssess your interests, skills, and values.
=eek out career information and resources.
Asta!lish goals and career plans.
8tilie development opportunities.
Talk with your manager a!out your career.
"ollow through on realistic career plans.
*anager
%rovide timely performance feed!ack.
%rovide developmental assignments and support.
%articipate in career development discussions.
=upport employee development plans.
Organi-ation
>ommunicate mission, policies, and procedures.
%rovide training and development opportunities.
%rovide career information and career programs.
2ffer a variety of career options.
=ource# "red L 2tte and %eggy 3. /utcheson, /elping Amployees &anage
>areers )8pper =addle Eiver, NB# %rentice /all, 5JJ7*, p. <C.
49 / '5

49 / '9

The Aoncept of career (+) :
The concept of career has many meanings. The popular meaning is
pro!a!ly reflected in the idea of moving upward in one,s chosen line of work(
making more money1 having more responsi!ility1 and acquiring more status,
prestige, and power. .lthough typically restricted to lines of work that involve
gainful employment, the concept of career can apply to other life pursuits. "or
e-ample, we can think of homemakers, parents, and volunteer workers as
having careers1 they too advance in the sense that their talents and a!ilities to
handle larger responsi!ilities grow with time and e-perience. . parent of
teenagers plays a far different role from the one he or she played when the
children were preschoolers.
This definition emphasies that the term career does not imply success
or failure e-cept in the $udgment of the individual, that a career consists of !oth
attitudes and !ehavior, and that it is an ongoing sequence of work(related
activities. ?et, even though the concept of career is clearly work(related, it must
!e understood that a person,s non(work life and roles play a significant part in a
career. "or e-ample, the attitudes of a <H(year(old mid(career manager )mid(
career means at or a!ove the midpoint of a person,s working tenure* a!out a
$o! advancement involving greater responsi!ilities can !e quite different from
those of a manager nearing retirement. . single person,s reaction to a
promotion involving relocation is likely to !e different from that of a father or
mother of school(age children.
Aareer de#elopment for recent hirees (+) :
Aareer De#elopment programs
Aareer Aounseling
>areer counseling during the employment interview
>areer counseling during the performance appraisal session
%sychological assessment and career alternative planning
>areer counseling as part of the day(to(day supervisor0su!ordinate
relationship
=pecial career counseling for high(potential employees
>ounseling for downward transfers
Aareer 0athing
%lanned $o! progression for new employees
>areer pathing to help managers acquire the necessary e-perience
for future $o!s
>ommittee performs an annual review of management personnel,s
strengths and1 weaknesses and then develops a five(year career plan
for each
%lan $o! moves for high(potential employees to place them in a
particular target $o!
Eotate first(level supervisors through various departments to prepare
them for upper(management positions
3uman >esources
49 / '?

>omputeried inventory of !ackgrounds and skills to help identify
replacements
=uccession planning or replacement charts at all levels of
management
Aareer Information 7ystems
Bo! posting for all non(officer positions1 individual can !id to !e
considered
Bo! posting for hourly employees and career counseling for salaried
employees
*anagement or 7uper#isory De#elopment
=pecial program for those moving from hourly employment to
management
Eesponsi!ility of the department head to develop managers
&anagement 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
2utside management seminars
"ormalied $o! rotation programs
Intern programs
Eesponsi!ility of manager for on(the($o! training
Tuition reim!ursement program
7pecial Croups
2utplacement programs
&inority indoctrination training program
>areer management seminars for women
%re(retirement counseling
>areer counseling and $o! rotation for women and minorities
Eefresher courses for mid(career managers
%re(supervisory training program for women and minorities
Aareer planning and pathing (+) :
The practice of organiational career planning involves matching an
individual,s career aspirations with the opportunities availa!le in an
organiation. >areer pathing is the sequencing of the specific $o!s that are
associated with those opportunities. The career planning and career pathing
processes are shown in A-hi!it 5;(D.
If career management is to !e successful, the individual and the
organiation must assume an equal share of the responsi!ility for it. The
individual must identify his or her aspirations and a!ilities and, through
counseling, recognie what training and development are required for a
particular career path. The organiation must identify its needs and
49 / '9

opportunities and, through workforce planning, provide the necessary career
information and training to its employees.
=uch companies as 4eyerhaeuser, Na!isco, 3ulf 2il, A--on, and Aaton
use career development programs to identify a !road pool of talent availa!le for
promotion and transfer opportunities. >ompanies often restrict career
counseling to managerial and professional staff, !ut I+&, 3A, and TE4 provide
career counseling for !oth !lue(collar and managerial personnel.
Aareer 0lanning (+) :
Individual and organiational needs and opportunities can !e matched in
a variety of ways. .ccording to a survey !y the .merican &anagement
.ssociation ).&.*, the most widely used approaches are counseling !y the
personnel staff and career counseling !y supervisors. These approaches are
often quite informal. =omewhat more formal and less widely, although
increasingly, used practices involve workshops, seminars, and self(assessment
centers.
49 / 4B

Impro#ing 0roducti#ity G Huality of @or+ Life
4hat is meant !y productivity, and why should we care a!out it@ 4hat
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 0roducti#ity (<) :
"When 5 use a !ord" "Humpt# Dumpt# said in a rather scornful tone"
"it means =ust !hat 5 choose it to mean $ neither more nor less" >e!is
8arroll
%erhaps the most widely accepted definitions of productivity is the
physical process conceptualiation used !y many economics# productivity is the
relationship !etween physical output and one or more pf the associated
physical inputs used in the production process. +roadly conceived, productivity
is a systems concept1 it can apply to various entities, ranging from an individual
or machine to a company, industry, or national economy. %hysical process
productivity, typically e-pressed as a ratio, reflects how efficiently resources are
used in creating outputs. "requently, partial productivity ratios are computed,
showing the relationship !etween output and a single input, e.g." !ushels of
corn per acre, miles per gallon, units per la!or hour.
0roducti#ity: @hy DotherF
Real income33rowth in real income is dependent upon the production of more
goods and the provision of more services, given availa!le resources. 4e
cannot, after all, consume more than we produce, unless we are willing
to e-haust our savings and deplete capital. Increased productivity,
therefore, means more goods and services availa!le for consumption
)hence a higher standard of living* and0or increased capital formation,
through greater savings.
?ational competitiveness3In competitive markets, where prices reflect costs,
scarcity, and values, productivity translates into $o!s. If the 8nited =tates
fails to increase productivity as rapidly as other countries, domestically
produced goods will !ecome less and less competitive. >onsequently,
efficient foreign produces will win ever(increasing shares of domestic and
foreign markets. 2!viously, if we cannot sell, we cannot employ# the loss
of competitiveness means loss of $o!s.
@ualit# of life3Increased productivity provides the means for an improved
quality of life. 4ithout productivity growth the economic pie is necessarily
of fi-ed sie, and attention naturally turns to divvying up the pie I i.e." the
Fero sum societyF descri!ed !y Lester Thurow. 2ne consequence is
that various social programs )e.g., =ocial =ecurity and &edicaid* must !e
contained or ta-es increased. &ore generally, the result is a host of
!attles# !etween workers and retirees, !etween and the ma$ority,
!etween city dwellers and su!ur!anites, !etween rich and poor, and on
and on. +ut this need not !e the case. %roductivity 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 (<).
49 / 41

The relationship !etween productivity growth and real income, national
competitiveness, and quality of life has !een addressed in !road terms. . more
detailed discussion follows (<).
Huality of Life:
+esides raising the standard of living, productivity growth allows for
alternative uses of all means of production# leisure in place of la!or,
consumption in place of capital formation, and conservation of natural resources
in place of depletion. "urther, productivity growth allows for the transfer of
income to insure that human wants do not go unmet. In this regard the 8nited
=tates has made admira!le strides# e-penditures on social programs increased
from OC7 !illion in 5JDH to almost O:HH !illion in 5JG7, as "eli- Eohatyn put it,
F"airness and wealth have to go hand in hand4ithout the capacity to create
wealth, it is impossi!le to deal with the painful dilemma of program cuts vs. ta-
increases.
?et it should !e recognied that although productivity creates the means
to support social welfare efforts )including environmental, consumer, and
employee protection*, e-penditures on such efforts are necessarily political
decisions (<).
8actors influencing producti#ity:
"our ma$or factors have contri!uted to the declining growth rate in
productivity# )5* declining capital intensity, )7* declining e-penditures on
research and development, ):* changes in the composition of the la!or force
and the economy, and );* changing societal attitudes and values. These factors
are considered in turn (<).
Declining >apital Intensity.
Ta- %olicies.
Inflation.
3rowth in the %u!lic =ector.
Increased Anergy >osts.
49 / 4&

=nited 7tates ne. capital commitments :Economist) &4 Dec, 19?') p, 5!;
6o assignment according to <,7,4 and enough time to do
.or+ (1) :
. $o! description is a written statement of what the worker actually does,
how he or she does it, and what the $o!,s working conditions are. ?ou use this
information to write a $o! specification1 this lists the knowledge, a!ilities, and
skills required to perform the $o! satisfactorily.
There is no standard format for writing a $o! description. /owever, most
descriptions contain sections that cover#
5. Bo! identification.
7. Bo! summary.
:. Eesponsi!ilities and duties.
;. .uthority of incum!ent.
<. =tandards of performance.
C. 4orking conditions.
D. Bo! specification.
Duty: 4ccurately posting accounts payale (1) :
5. %ost all invoices received within the same working day.
7. Eoute all invoices to proper department managers for approval no later
than the day following receipt.
:. .n average of no more than three positing errors per month.
Duty: *eeting daily production schedule (1) :
5. 4ork group produces no less than ;7C units per working day.
7. Ne-t work station re$ects no more than an average of 7K of units.
:. 4eekly overtime does not e-ceed an average of <K.
The $o! description may also list the working conditions involved on the
$o!. These might include things like noise level, haardous conditions, or heat.
&any firms today turn to the Internet to create $o! description, as the
"5mproving &roductivit# Through HR5;" features illustrates.
8air 0ay for 8air @or+:
It means the firm should pay to the employee fair in centimes and
salaries for fair work not more not less the following ta!le will e-plain the way in
which the firm can pay in centimes to its employee.
E1uity and its impact on pay rates (1) :
In studies conducted at Amory 8niversity, researches investigated how
capuchin monkeys reacted to inequita!le pay. They trained monkeys to trade
pe!!les for food. =ome monkeys got grapes in return for pe!!les, others got
cucum!er slices. Those receiving the sweeter grapes willingly traded in their
pe!!les. +ut if a monkey receiving a cucum!er slice saw one of its neigh!ors
get a grape, it slammed down the pe!!le or refused to eat the cucum!er. The
moral, it would seem, is that even lower primates may !e generically
programmed to !e treated fairly when it comes to !eing paid.
/igher up the primate line, the equity theory of motivation postulates that
people have a need for, and therefore value and seek, fairness at work. %eople
49 / 4'

are strongly motivated to maintain a !alance !etween what they perceive as
their inputs or contri!utions, and their rewards. Aquity theory states that if a
person perceives an inequity, a tension or drive will develop in the person,s
mind, and the person will !e motivated to reduce or eliminate the tension and
perceived inequity. Eesearch tends to support equity theory, particularly as it
applies to people who are underpaid.
&anagers use various methods to address each of these equity issues.
"or e-ample, they use salary surveys to monitor and maintain e-ternal equity.
They use $o! analysis and $o! evaluation )discussed !elow* to maintain internal
equity. They use performance appraisal and various types of incentive pay to
maintain individual equity. .nd 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. Luestions typically include, "Ho! satisfied are #ou !ith #our pa#%"
"What criteria !ere used for #our recent pa# increase%" and "What factors
do #ou :elieve are used !hen #our pa# is determined%" (1).
Estalishing pay rates (1) :
The salar# surve#3
It,s difficult to set pay rates if you don,t know what others are paying, to
salary surveys play a !ig role in pricing $o!s. 9irtually every employer conducts
at least an informal telephone, newspaper, or internet salary survey.
Amployers use these surveys in three ways. .irst3they use survey data
to price !enchmark $o!s. They then use these as the anchors around which
they slot their other $o!s, !ased on each $o!,s relative worth to the firm. )Bo!
evaluation, e-plained ne-t, helps determine the relative worth of each $o!*.
;econd3employers typically price 7HK or more of their positions directly in the
marketplace )rather than relative to the firm,s !enchmark $o!s*, !ased on a
formal or informal survey of what compara!le firms are paying for compara!le
$o!s. ). dot(com firm might to do this for $o!s like 4e! programmer, whose
salaries fluctuate widely and often*. Third3surveys also collect data on
!enefits like insurance, sick leave, and vacations to provide a !asis for
decisions regarding employee !enefits.
=alary surveys can !e formal or informal. Informal telephone or internet
surveys are good for checking on a relatively small num!er of easily identified
and quickly recognied $o!s, such as when a !ank,s /E director wants to
confirm the salary at which to advertise a newly open cashier,s $o!. =uch
informal techniques are also good for checking discrepancies, such as when the
/E director wants to find out if some area !anks are really paying tellers on
some sort of incentive plan. %erhaps 7HK of large employers use their own
formal questionnaire surveys to collect compensation information from other
employers. &ost of these ask a!out things like num!er of employees, overtime
policies, starting salaries, and paid vacations.
49 / 44

*ultiplier 4pproach to Determining 4nnual Donus
Aompany performance :ased on sales targets) .eight ,!B;
Excellent Cood 8air 0oor
Individual performance A-cellent 5.HH H.JH H.GH H.DH
)!ased on appraisal. weight .<H 3ood H.GH H.DH H.CH H.<H
"air H.HH H.HH H.HH H.HHH
%oor H.HH H.HH H.HH H.HH
?ote7 to determine the dollar amount of a manager,s award, multiply the ma-imum
possi!le )target* !onus !y the appropriate factor in the matri-.
3ealth) 7afety and security:
/ere, we mean the work environment, the place where the employees
must !e saved and health according to 2=/. standard and also the local low
standard. It makes the employees feel safe.
Top management must !e serious a!out safety. =afety starts with and
depend on top management commitment.
>esponsiilities and >ights of Employers and Employees (1) :
+oth employers and employees have responsi!ilities and rights under
the 2ccupational =afety /ealth .ct. Amployers, for e-ample, are responsi!le for
meeting their duty to provide Fa workplace free from recognied haardsF, for
!eing familiar with mandatory 2=/. standards, and for e-amining workplace
conditions to make sure they conform to applica!le standards. Amployers have
the right to seek advice and off(site consultation from 2=/., request and
receive proper identification of the 2=/. compliance officer !efore inspection,
and to !e advised !y the compliance officer of the reason for an inspection.
Amployees also have rights and responsi!le, !ut 2=/. can,t cite them
for violations of their responsi!ilities. They are responsi!le, for e-ample, for
complying with all applica!le 2=/. standards, for following all employer safety
and health rules and regulations, and for reporting haardous conditions to the
supervisor. Amployees have a right to demand safety and health on the $o!
without fear to punishment.
49 / 4!

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49 / 45

7ummary
Training process consists of five steps# needs analysis, instructional
design, validation, implementation, and evaluation (1).
&anagement development prepares employees for future $o!s !y
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, !ehavior,
and results. In some cases where training seems to have failed, it may !e
!ecause training was not the appropriate solution to the pro!lem.
Training is a form of education to which the following learning principles
can !e applied (+)#
a* Trainee must !e motivated to learn.
!* Trainee must !e a!le to learn.
c* Learning must !e reinforced.
d* Training must provide for practice of the material.
e* &aterial presented must !e meaningful.
f* &aterial taught must transfer to the $o!.
%urposes of training and development include (+)#
a* To improve the quantity of output.
!* To improve the quality of output.
c* To lower the costs of waste and equipment maintenance.
d* To lower the num!er and costs of accidents.
e* To lower turnover and a!senteeism and increase employees, $o!
satisfaction.
f* To prevent employee o!solescence.
&ost companies have some formal or informal means of appraising their
employees, performance. %erformance appraisal means evaluating an
employee,s current and0or past performance relative to his or her performance
standards (1).
4e 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.
%erformance management includes practices through which the
manager defines the employee,s goals and work develops the employee,s
capa!ilities. .nd evaluates and rewards the person,s effort.
. career is an ongoing sequence of work related activities. It is work(
related not something that occurs in isolation (+).
49 / 49

&entoring can !e e-tremely, important to a $unior employee in terms of
career development.
Three points in careers are of particular importance for career
development I when a person is $ust hired, at midcareer and at prepretirement.
%rograms to com!at preretirement pro!lems include counseling
workshops, and seminars on what to e-pect alternative careers, and coping
with change.
>areer pathing can inform people a!out the sequence of $o!
opportunities in the organiation.
>areer planning involves matching a person,s aspirations with
opportunities. =ome common practices involve counseling, seminars and self(
assessment centers.
>areer progress and development can halt !ecause of a temporary
cut!ack or a permanent reduction in the workforce. . layoff or $o! loss can
create psychological and !ehavioral pro!lems for individuals and families that
are affected.
>orporate 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 ena!le the individual to
develop the career plans and skills he or she will need to move on to the ne-t
step in his or her career, quite pro!a!ly with another employer (1).
In making promotion decision, the employer must decide !etween
seniority and competence, a formal or informal system, and ways to measure
competence.
49 / 4?

Aonclusion
In my opinion the training process is to provide the new or current
employee with new knowledge, skills, and attitudes that he may use
appropriately1 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. %roviding opportunities for active practice, and letting the trainee make
errors and e-plore alternate solutions improve motivation and learning.
"eed!ack, providing periodic performance assessments, is also important.
2rienting 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 $o!s. Training and development
opportunities# in a company that fosters growth and invests in people is very
important to avoid stagnation1 therefore, the company can get the employee,s
commitment to e-ert their effort and improve productivity and quality of work(
life.
Last !ut not least, through appropriate training methods or programs,
and !y developing the employee,s a!ilities, skills, knowledge, and attitude, the
company can achieve its goals and ensure the principle of cooperation.
4hat is meant !y productivity@ 4hy should people care a!out it@ 4hat
factors influence productivity at the national level@ This part has addressed and
has attempted to answer these questions. 4hereas the focus in this part has
!een 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 organiation, department, work group, and individual )a micro
perspective*.
49 / 49

>eferences
5. Dessler, 3ary , /uman Eesource &anagement 5H
th
ed, %earson %rentice
/all, 7HH<.
%art : )>hapter G pp 7CG(:H7*
%art : )>hapter J pp :HJ(:;:*
%art : )>hapter 5H pp :;J(:CJ*
7. Bohn &. Ivancevich
/uman resource &anagement 0 Bohn &. Ivancevich J
th
ed, )7HH:*, The
&c3raw I /ill companies, 8=.
%art I9 )>hapter 5: pp :GJ(;HH, ;H7(;7G*
%art I9 )>hapter 5: pp ;7G(;:H*
%art III )>hapter J pp 7<<(7C7*
%art I9 )>hapter 5; pp ;;5, ;;7, ;;C, ;<H, ;<D, ;C;, ;CG*
:. I.N +eardwell, LAN /oldden and TI& >laydon, /uman Eesource
&anagement . >ontemporary .pproach, ;
th
ed. )7HH;* %rentice /all.
;. &anaging productivity in organiations
. practical, people(oriented perspective )N.(ND*
<. %aul &ali, Improving Total %roductivity )New ?ork# 4iley, 5JDG*, p. 7JC.
C. New ?ork Times, 7: Ban. 5JGH, p. D:.
D. National >enter for %roductivity and Luality of 4orking Life, >hanging
4orld, pp. 75(77. D. &. Eoderick, chairman of 8.=. =teel, noted that the
steel industry alone will require nearly OD !illion of additional capital per year
to remain competitive through the 5JGHs )Newsweek, G =ept. 5JGH, pp. C;(
C<*.
G . zdoQ \V z_ a[yVS I bS[eS I zS 7C0:07HHC I 7C .
Ceneral sites:
www.asttd.org
www.trainlink.com
www.traininghouse.com
www.hot$o!s.com
www.performance(appraisal.com0intro.htm
Aompany sites:
www.metilfe.com
www.weyerhaeuser.com
www.pridgestone(firestone.com
49 / !B

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The role of Training, Development & Career Planning In Improving

Productivity & Quality in work life

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