MGTO 630CStaffing and Managing Human ResourcesDr. Christina Sue-ChanTraining: Chapter 6Saturday, March 8, 2003

Please note: This is only a preliminary version of the file that will be shown in class. Depending on the flow of in-class discussion, we may not be able to discuss all the overheads in this file.

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Process of Derailment

Used feedback on their performance reflected on successes and failures

Greater variety in the leadership challenges

Avid learners of new management behavior

Source:Lombardo and Eichinger

Developmental Differences Between Successful and Derailed Executives

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Why Executives Derail: Perspectives Across Cultures

Failure to meet business objectives

Too narrow business experience Problems with interpersonal

relationships Unable to build and lead a team Unable to develop or adapt

Ellen Van Velsor and Jean Brittain Leslie

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Learning and Unlearning: Lessons from Fire Fighters

The failure of 27 wild land fighters to follow orders to drop their heavy tools so they could move faster and outrun an exploding fire led to their death within sight of safe areas… Dropping their tools or packs would have significantly increased the firefighters’ chance of escape… [The U.S. Forest Service analysis] assumed that if they had dropped their packs and tools… they could have moved quicker exerting the same amount of energy… The firefighters would have reached the top of the ridge before the fire if they had perceived the threat from the start.

The failure of 27 wild land fighters to follow orders to drop their heavy tools so they could move faster and outrun an exploding fire led to their death within sight of safe areas… Dropping their tools or packs would have significantly increased the firefighters’ chance of escape… [The U.S. Forest Service analysis] assumed that if they had dropped their packs and tools… they could have moved quicker exerting the same amount of energy… The firefighters would have reached the top of the ridge before the fire if they had perceived the threat from the start.

Source: Drop Your Tools, Karl Weick

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The New Rules Must be able to manage a diverse workforce. Must be able to manage virtual teams. Must be able to decrease product cycle time

without compromising quality or costs. Must be able to accomplish more with fewer

employees. Must understand and leverage new

information technologies. Must be able to establish credibility with

employees. Must be able to motivate and inspire

commitment from employees. Must be able to manage oneself

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Self awareness gives you the tools for running your own life.

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The Brand Called You

Know who you are. Understand your customers. Develop unique and marketable

competencies. Reinvent if necessary. Package and sell yourself.

Tom Peters, Fast Company Article

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What Makes Your Brand Different? What is it that my product or service does that makes it

different? Give yourself the traditional 15-words-or-less contest challenge.

If your answer wouldn’t light up the eyes of a prospective client or command a vote of confidence from a satisfied past client, or -- worst of all -- if it doesn’t grab you, then you’ve got a big problem.

Source: Tom Peters, Fast Company, August:September 1997

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Branding: What Qualities Make Me Distinctive From My Competitors/Colleagues What do I do that adds remarkable,

measurable, distinguished, distinctive value?

What do I do that I’m most proud of ?

What have I done lately -- this week -- to make myself stand out?

What have I accomplished that I can unabashedly brag about?

What do I do that adds remarkable, measurable, distinguished, distinctive value?

What do I do that I’m most proud of ?

What have I done lately -- this week -- to make myself stand out?

What have I accomplished that I can unabashedly brag about?

Source: Tom Peters

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Additional Advice Check regularly to see if your brand

continues to be of value. Think in terms of a marketing

brochure rather than a resume. Develop influence. The key to any personal branding

campaign is “word-of-mouth marketing...So the big trick to building your brand is to find ways to consciously nurture your network of colleagues.”Source: “Start today. Or else.” (Tom Peters)

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Other websites for self-assessment exercises (FYI only, doesn’t necessarily mean I endorse any of these self-assessment tools) Temperments: rationals, idealists, artisans,

guardians http://www.keirsey.com/, click on The Keirsey

Temperment Sorter II Communication Style

http://www.leadingresources.com/straight_talk/, click on Take the Survey.

Note these survey are free but for additional information , you need to pay.

For the full-text of the Tom Peters article, “The Brand Called you”, enter http://www.fastcompany.com/online/10/brandyou.html then enter the search terms “Tom Peters” and “brand”. Click on the 1st hit.

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Job Security

Is “branding” enough to give you job security?

What else can you do to “guarantee” work for as long as you want to work?

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By the end of the training module, you should be able to Develop ways to overcome

barriers at critical steps in training: Needs analysis / objectives Motivation Learning Transfer back to the job Evaluation of effectiveness of

training

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Before looking at a data-driven model of training effectiveness in the West, let’s see how training was done by a Japanese company in Hong Kong Mini-case: Success Group

Training What went wrong? What can Success do now to fix the

problem?

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Training Pressure Points·Performance Problems·Technical Change·Internal Customer Complaints or Request·Work Re-design·New Legislation·Customer or Product Change·Basic Skill Deficiencies

Person Analysis·Is it a training problem?

Organizational Analysis

·How does training fit with the firm's strategicgoals?

·Does the firm have the resources to buy ordevelop training?

·Do manager and employees support training?

Task Analysis·Identify tasks·Identify knowledge and skills

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Promote self-awareness Skill acquisition Behavioural and cognitive

change Employee Motivation Performance Environmental / situational

change

Broad Objectives of Training

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Reaction (utility and satisfaction) Learning

acquisition & retention of knowledge Behaviour

motor skills, competencies Results

Return on investment [direct costs + indirect costs ] / benefits

Specific Objectives / Outcomes of Training

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No motivation Resistance to learning

No learning No change in behaviourNo change in cognitionNo change in affect

The Building Blocks of Training: Motivation and Learning

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Expectancy Theory “Even if I can, do I trust the company to give

me what I want after I do what they want me to”?

Goal Setting Theory SMART goals needed to motivate learning

and transfer back to the job Self-efficacy Theory (expectancy)

“can do” otherwise “won’t do” Reinforcement Theory (instrumentality)

“What’s in it for me?” behaviour controlled by consequences

Some Theories of Motivation

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Social Learning Theory (Bandura, 1977) Lecture (ATTENTION) Behavioural Model (video or live)

(RETENTION) Discuss model (RETENTION) Role play / practice (RETENTION &

MOTOR REPRODUCTION) Feedback (MOTIVATIONAL

PROCESSES)

Some Theories of Learning

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Adult learning (andragogy) theory (Knowles, 1990) Self-Concept (why am I learning this?)

Mutual planning and collaboration in instruction Experience

Use learner experience as basis for example and applications

Readiness Develop instruction based on interest and

competencies of the learner Time perspective

Immediate application of content Orientation to learning

Problem-centred, not subject centred

Some Theories of Learning (Cont’d.)

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Feedback and reinforcement necessary Practice important Meaningful Material Active learning (note cultural differences)

Confucian (knowledge comes from outside the self; competent teacher

needed to guide learning that occurs in 4 stages): memorizing, understanding, applying, questioning / modifying

Socratic (knowledge found within the self; self-direction needed to

facilitate learning): personal hypothesis testing / questioning to seek knowledge (beliefs that can be rationally justified)

Credible trainer Show consequences (rewards and punishment)

of training Set Objectives for training program

What do Learning Theories Tell Us?

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Trainee Characteristics• Motivation• Ability

Training Design• Create learning environment• Apply theories of transfer

Work Environment• Climate for transfer• Management and peer support• Opportunity to perform• Technological support

LearningRetention

GeneralizationGeneralizationandand

MaintenanceMaintenance

Source: Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: Areview and directions for future research. Personnel Psychology, 41, 63-103.

The Transfer Process

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Overlearning provide continued practice far beyond point at

which they have performed task successfully (e.g., flight attendants train for emergency situations constantly; war games by military forces)

Maximize Similarity through identical elements elements in training environment that are

identical to actual work situation (e.g., train to use same equipment as on job; case studies to simulate real organization)

Timing massed versus distributed (e.g., cram vs. 1 hour /

day)

Factors Promoting Transfer of Training: Practice

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Behavioral modelling Show trainee correct way to perform new

skill or behaviour Cognitive modelling

provide self-instruction on performance of new task as it is being performed (e.g., flight attendant in emergency: breath deeply, remain calm, do not scream, instruct travellers to put on life jacket, assume crash position, etc.)

Goal setting set goals for how frequently, when, where

will perform new behaviour Organizational support (supervisors,

peers, climate / culture)

Other Factors Promoting Transfer of Training

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The Evaluation Process

Needs Analysis Develop Measurable Learning

Outcomes Develop Outcomes Measures Choose an Evaluation Strategy Plan and Execute the Evaluation

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Criteria should be based on training objectives

Good criteria are relevant, reliable, uncontaminated, and complete

Evaluation criteria include reaction (affective: “how do you feel:), learning (cognitive: “what do you know now that you didn’t know before”), behavior (skill-based: “what can you do now that you couldn’t do before”), and results (ROI: Costs/Benefits)

Criteria (Outcomes) used in Training Evaluation

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Use of pre and post-tests

Use of comparison groups

Random assignment

Controlling for Threats to Validity (i.e., Can we attribute a change in employee affect (attitude), cognition, behavior, performance to the training?)

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How does this model of training effectiveness compare with training in China?

Video Discussion

What can the West learn from training effectiveness in the Chinese context?