SPECIAL ISSUES IN TRAINING

AND EMPLOYEE DEVELOPMENT

PRESENTED BY
GAYATHRI S
12MBA015

ISSUES ARE DUE TO

environment
Internal needs of the company

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External

TRAINING & DEVELOPMENT

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TRAINING ISSUES RESULTING

FROM THE EXTERNAL
ENVIRONMENT

preparation involves educating employees

(expatriates) and their families who
are to be sent to a foreign country.
Expatriates - people who work in
a country other than their country
of origin.

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Cross-cultural

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TRAINING & DEVELOPMENT

Hofstede identified five

dimensions of national culture:
Individualism-collectivism
Uncertainty avoidance
Masculinity-femininity
Power distance
Time orientation

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G.

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 To

be successful in overseas assignments,

expatriates need to be:
in their area of expertise.
Able to communicate verbally and nonverbally in
the host country.
Flexible, tolerant of ambiguity, emotionally stable,
outgoing and agreeable, and sensitive to cultural
differences.
Motivated to succeed, able to enjoy the challenge of
working in other countries, and willing to learn
about the host countrys culture, language, and
customs.
Supported by their families.

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Competent

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TRAINING & DEVELOPMENT

to successful foreign assignment

is a combination of training and
career management for employees
and their families.
Foreign assignments involve three
phases:
Pre-departure phase
On-site phase
Repatriation phase

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Key

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 Pre-departure

phase:

TRAINING & DEVELOPMENT

need to receive language

training and an orientation in the new
countrys culture and customs; the family
should be included in the orientation.
Expatriates and their families need
information about the various facilities in
the area where they will live.
Employees must discuss with their
managers how the foreign assignment fits
into their career plans and what type of
position they can expect upon return.

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Employees

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FIGURE: RELATIONSHIP BETWEEN

TRAINING METHODS AND TRAINING
RIGOR

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On-site phase

Training

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involves continued orientation

to the host country and its customs and
cultures through formal programs or
through a mentoring relationship.
Expatriates and their families may be
paired with a mentor from the host
country who helps them understand
the new, unfamiliar work environment
and community.

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Repatriation phase

TRAINING & DEVELOPMENT

expatriates for return to the

parent company and country from the
foreign assignment.
Expatriates and their families are likely
to experience high levels of stress and
anxiety when they return because of the
changes that have occurred since their
departure.
Expatriates decide to leave the company
because the assignment they are given
upon return has less responsibility,
challenges, and status than the foreign
assignment.

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Prepares

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Virtual expatriates
operation

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TRAINING & DEVELOPMENT

abroad are assigned to manage without being

located permanently in that country.
Allows the employee to manage globally while keeping in
close touch with the home office.
Are less expensive.
Expatriates may take longer to solve problems because of
the lack of a strong personal relationship with local
employees.

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goals of diversity training are:

To eliminate values, stereotypes, and

managerial practices that inhibit employees
personal development.
To allow employees to contribute to
organizational goals regardless of their race,
age, physical condition, sexual orientation,
gender, family status, religious orientation,
or cultural background.

TRAINING & DEVELOPMENT

The

work force diversity

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Managing

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TRAINING & DEVELOPMENT

This includes access to jobs and fair and positive

treatment of all employees.

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Managing diversity - creating an

environment that allows all employees
to contribute to organizational goals
and experience personal growth.

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 Employees

understand how their values and

stereotypes influence their behavior toward
people of different gender, ethnicity, race, or
religion.
Employees gain an appreciation of cultural
differences among themselves.
Behaviors that isolate or intimidate minority
group members improve.

TRAINING & DEVELOPMENT

successfully manage a diverse work

force, companies need to ensure that:

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To

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TRAINING & DEVELOPMENT

School-to-work transition programs combine classroom experiences with work

experiences to prepare high school students for
employment.
School-to-Work Opportunities Act -designed
to assist the states in building school-to-work
systems that prepare students for high-skill,
high-wage jobs or future education.

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 Government

agencies refer welfare recipients to a

company-sponsored training program subsidized with
money and tax credits from the government.
State and local governments provide life and skills
training directly to welfare recipients.

TRAINING & DEVELOPMENT

Trainings role in welfare-to-work and other

public-private sector programs

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TRAINING & DEVELOPMENT

adult education into which both the employee and

the company contribute and the employee keeps,
even if he or she leaves the company.
Breaking the glass ceiling, a barrier to
advancement to the higher levels of the
organization.

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TRAINING ISSUES RELATED TO

INTERNAL NEEDS OF THE
COMPANY
Lifelong Learning Account - an account for

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TRAINING & DEVELOPMENT

Joint union-management programs provide a

wide range of services designed to help employees
learn skills that are directly related to their job
and also develop skills that are portable that is,
valuable to employers in other companies or
industries.

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Succession planning

of identifying and developing the future

leadership of the company.
Helps attract and retain managerial employees by
providing them with development opportunities to
attain upper-level management as a career goal.

TRAINING & DEVELOPMENT

Process

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combination of assessment, training, and

counseling is used to help managers change
dysfunctional behavior.
The Individual Coaching for Effectiveness (ICE)
program is one such program designed specifically to
help managers with dysfunctional behavior.

TRAINING & DEVELOPMENT

Developing managers with dysfunctional

behaviors

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Training and pay systems

In

Often used to facilitate cross-training.

Contributes to better use of employees skills and ideas.
Managers and/or peers usually serve as trainers.
Require periodic evaluation of employees skills and
knowledge using behavior and learning outcomes.

TRAINING & DEVELOPMENT

skill-based pay systems, employees pay is based

primarily on the knowledge and skills they possess
rather than the knowledge or skills necessary to
successfully perform their current job.

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THANK YOU

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