7 Workforce Development

8/7/2019 7 Workforce Development

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Developing theWorkforce


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Tools for Change

Prepare Explain

Have a Plan

Have a Sponsor

Motivate Direct Supervisors

Recruit Unoffical Leaders

Implement

Evaluate


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Organizational Process Interventions

TQM Six Sigma

TRIZ


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Human Process Interventions

Teambuilding Conflict Resolution

MBO

Emotional Intelligence


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Employee Development

Job Design Skills Training

Supervisory Training

High Potential Employees

Mentoring

Coaching

Leadership & ManagementDevelopment


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Employee Training Programs

Organization Task

Individual

ADDIE Model Analyze

Design

Develop

Implement

Evaluate


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ADDIE Model - Analyze

Identify Goals Gather & Analyze Data

Identify Performance Gap

Identify Instructional Goals

Propose Solutions

Evaluate Options

Estimate Impacts


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ADDIE Model - Design

Compile Task Inventory Identify Target Audience

Develop Training Objectives

Develop Course Content

Develop Evaluation Criteria


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ADDIE Model - Develop

Training Material Leaders guide

Handouts

Manuals

Instructional Methods Passive

Lecture

Presentation

Conference


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ADDIE Model Develop (cont)

Active Facilitation Case studies Simulation

Vestibule Socratic seminar

Experiential Demonstration One-on-one Performance


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ADDIE Model Develop (cont)

Program Delivery Classroom

Self-study

Programmed instruction

E-learning

Electronic performance support system

CBT

Distance learning Blended learning

Online bulletin boards


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ADDIE Model - Implement

Facility

Seating Theater Classroom

Banquet

Chevron Conference

U-shaped


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ADDIE Model - Evaluate

Reaction Learning

Behavior

Results


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Performance Appraisals

A Performance Appraisal is... Elements

Supervisor Assessment Employee Self-assessment

Assessment from Others Goal Setting Development Steps

Timing Anniversary Date Organization Focal Review


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Performance Appraisal Methods

Comparison Ranking

Paired Comparison

Forced Ranking

Rating

Rating Scales Checklist


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Performance Appraisal Methods(cont)

Narrative Critical Incident

Essay

Field Review

Behavioral

Behaviorally Anchored Rating Scale(BARS)

Continuous Feedback


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Training Performance Evaluators

Before

During

After


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Unique Employee Needs

Diversity Initiatives

Flexible Work Arrangements

Repatriation


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Measuring Results

Business Impact Measures Production

ROI

Tactical Accountability

Training Cost/Employee Employee Satisfaction Survey


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Developing The Workforce

Training and development Training - teaching lower-level employees how to perform

their present jobs

Developing - teaching managers and professionalemployees broad skills needed for their present and futurejobs

Overview of the training process phase one - needs assessment

identify the jobs, people, and departments which need training

phase two - design the training to meet training goals

phase three - decide what training methods to use phase four- evaluate the trainings effectiveness


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Developing The Workforce (cont)

Types of training Orientation - training designed to introduce new

employees to the company and familiarize themwith policies, procedures, culture, and the like

benefits may include lower turnover, increased morale,

higher productivity, and lower recruiting and trainingcosts

Team training - provides employees with the skillsand perspectives they need to work in collaborationwith others

Diversity training - focuses on identifying andreducing hidden biases against people withdifferences and developing the skills needed toeffectively manage a diversified workforce

l d i l h d d


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100

80

60

40

20

0

Percentageusing

Overall 10,000

or more

2,500-9,9991,000-2,499500-999100-499

Number of employees

Classroom programs -

live

Videotapes

Videoconferencing

(individual desktops)

Outdoor experiential

programs

Satellite/

Broadcast TV

Videoconferencing

(to group)

Games/Simulations

(computer-based)

Internet/WWW

Selected Instructional Methods AndMedia


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Performance Appraisal

Performance appraisal the assessment of an employees job performance

two basic purposes administrative - provides information for making salary,

promotion, and layoff decisions

developmental- diagnoses training needs and enablescareer planning

What do you appraise? Trait appraisals - subjective judgments about employee

performance

often leads to personal bias

may not be suitable for obtaining useful feedback


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Performance Appraisal (cont.)

What do you appraise? (cont.) Behavioral appraisals - focus on more observable

aspects of performance

helps ensure that all parties understand what the ratings arereally measuring

Results appraisals - tend to be more objective focus on production data

Management By Objectives (MBO) - subordinate andsupervisor agree on specific performance goals

develop a plan for attaining the goals

identify criteria for determining whether goals have beenreached

useful when managers want to empower employees

may focus on short-term achievement and ignore long-termgoals

E l Of BARS U d F


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Example Of BARS Used ForEvaluating Quality

Uses measures of quality and well-defined

processes to achieve project goals.

Defines quality from the clients perspective.

Look for/identifies ways to continually improve the process.

Clearly communicates quality management to others.Develops a plan that defines how the team will participate in quality.

Appreciates TQM as an investment.

Has measures of quality that define tolerance levels.

Views quality as costly.

Legislates quality.

Focuses her/his concerns only on outputs and

deliverables, ignoring the underlying process.

Blames others for absence of quality.

Gives lip service only to quality concerns.

7

6

5

4

3

2

1

Outstanding

Average

Poor

G id li F Ch i A


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Guidelines For Choosing AnAppraisal System

Evaluate on

specific

behaviors

Document

the process

carefully

Attend to

legal

considerations

Appraisal

System

Use job analysis

for performance

standards

Develop a formal

appeal process

Use more than

one rater where

possible

Communicate

performance

standards


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Who should do the appraisal? managers and supervisors - traditional source of

appraisal information

peers and team members - best at identifyingleadership potential and interpersonal skills

subordinates - provide feedback to supervisors internal and external customers

internal customers include anyone inside the organizationwho depends upon an employees work output

self-appraisals - increases workers involvement inappraisal

360 degree appraisal- uses multiple sources to gaincomprehensive perspective of ones performance


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How do you give employeesfeedback? performance feedback is a stressful

task for all parties most difficult interviews are withemployees who are performing poorly

no one best way to perform the

appraisal interview follow-up meetings may be necessary


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KOLBS THEORY OF EXPERIENTIALLEARNING

David Kolb, a researcher and teacherin adult education, created a modelfor identifying and describing adult

learning. Kolbs work can be traced back to

the famous Confucius proverb:

Tell me, and I will forget. Show me,and I may remember. Involve me, and Iwill understand.


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EXPERIENTIAL LEARNING CYCLE

CONCRETE

EXPERIENCE(Feeling)

REFLECTIVE

OBSERVATION(Action)

ACTIVE

EXPERIMENTATION(Reflecting)

ABSTRACT

CONCEPTUALIZATION

(Conceptualizing)


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CONCRETE EXPERIENCE

Concrete Experience Learninginitially occurs when a personencounters a new concrete

experience and deals with it interms of observations, feelings,and reactions.


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ACTIVITY

Think about a concrete experiencethat you have had recently at workor at school. Identify and describethe environment where thisexperience occurred, your role andyour actions:

What did you do?

When did you do it?

Who participated?

Why did you do it?


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REFLECTIVE OBSERVATION

Reflective Observation occurs as aperson observes the new situation andadds to or adjusts his/her perceptionsbased on previous learning. Thisprocess compels the student to reflecton past experiences and to think aboutthe current experience as either fitting

into previous patterns or not.


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ACTIVITY

Reflect on this learningexperience:

What worked?

What didnt work?What were the patterns in your

learning?

Do you see similarities and

differences in your learning process?


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ABSTRACT CONCEPTUALIZATION

Concept Formation: If the experience fits a pattern then the studentforms a generalization and a set of concepts todefine the situation.

As he/she develops these concepts andgeneralizations, his/her thinking includesimagining other concrete experiences thatinvariably raise new questions.

The answers to these questions require further

learning experimentation and the accompanyingdevelopment of new concepts.


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ACTIVITY

Identify the knowledge that yougained and its uses:

What generalizations can you makerelated to your learning experiences?

What are the insights, or rules orprinciples you gained from reflectingabout this experience?


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ACTIVE EXPERIMENTATION

When the person realizes that theanswers constructed in the AbstractConceptualization stage are not

necessarily complete, further testingis required.

He/she proposes new concreteexperiments and begins the learningcycle again.


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ACTIVITY

Test your learning:What are the possible applications?

How could you apply your leaning

in another situation or setting?What results could you imply and

why?


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Person carries out a

particular action and

then sees the effect

of the action in this

situation.

Person understands

these effects so that if the

same action was taken in

the same circumstances

it would be possible to

anticipate the outcome.

Person tests theimplications of this

general principle in

new situations

Person understands the

general principle under

which the particular

instance falls.


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Questions?

Comments?

Confessions?


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Documents

7 Workforce Development