Managing Opposition to Change

March 20, 2015 Diana D Williams Change, Leadership, Meat Eaters

business_boxer_400_clr_9457 We all know what it feels like to have a great idea that we know will absolutely make the organization better; and then comes the opposition. When opposition shows up, we brace ourselves for the battle that we knew would come. There is a different perspective and approach to opposition that can make you a more effective leader, in addition to helping you accomplish your goals. As Daft and Marcic (2011) explain, this approach begins by understanding the four major reasons that people resist change in the first place (Daft, Marcic, 2011):

They believe the change is a threat to their own self-interest;
A lack of understanding and/or trust;
Fear created by uncertainty; and
Different goals.

When we understand why people are resisting, we know how to meet that resistance. If the people believe the change will cause them a loss of power, authority, money, or whatever, they will resist. You must then show them how the change will benefit them. If they must give up something, show them what they will get in exchange.

When there is a lack of understanding or trust, fill in the blanks for them. Understanding their resistance from their perspective, allows you to do that. That means you have to actively listen to them. If it is a lack of genuine trust, you may have to back up, slow down, and build a level of trust before you attempt to successfully change their world.

Uncertainty refers to fear caused by a lack of information. When we don’t know how something will affect us, it causes anxiety, especially when it involves things like income and promotion. When we attempt to initiate change, it is important to thoroughly consider and provide information that will lessen the initial level of anxiety. Plan your change before you try to work your change by anticipating and answering questions first. Lastly, sometimes people simply have different goals.

View this as a great opportunity to build relationship through open dialogue. Negotiate, and make it a win-win for everyone. People are usually willing to give up something if they know they will get something else in return. When we approach opposition as an opportunity for dialogue, it sharpens our skills, which makes us a better leader and allows everyone to win.

Daft, R.L., Marcic, D. (2011). Understanding management 7e. South-Western Cengage Learning. Mason, OH

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Jesus Christ, The Greatest Transformational Leader Of All Times

October 22, 2014 Diana D Williams Leadership, Organization Development (OD)

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Transformational Leadership
Your Key To Success In The 21st Century

Transformational leadership is a leadership perspective that changes organizations and its people for the better. It is based on the premise of higher values, qualities, and core beliefs, and is just the opposite of transactional leadership, which is based on mutual exchange between parties.

Transformational leaders begin with a dream or a grand vision of what can be, which is always better than what is. It is vision-driven leadership that is effectively communicated through sermons, speeches, slogans, and symbols. The effectiveness of the communication is what motivates people because it always envisions elevated standards. The value of these lofty standards provides the incentive for people to endure whatever pain is associated with the grand vision.

The leader not only communicates the vision, but he models it for others. In other words, he walks the talk. The closer he lives to the standards and values of the vision, the greater is his credibility. His credibility then becomes the source of commitment from others. True buy-in is generated as he persistently demonstrates honesty and integrity, and allows others to help shape and participate in the overall vision (McShane, Von Glinow, 2005).

Jesus Christ, was no doubt the Greatest Transformational Leader of all times. He came and announced his vision, which was the arrival and coming of a new kingdom that was unlike the old one. In the new Kingdom values were as different as they were better. Leaders were servants and not lords, the poor were blessed and not cursed, and it operated from a platform of love and obedience to the Father and to your fellow man.

Jesus communicated his Vision through sermons, parables, symbols, and artifacts that were familiar to the people of that day. He taught lofty principles and values of the new kingdom through parables.

He did not just talk the talk, like the Pharisees and the Scribes; he actually walked the talk and modeled his vision. He was so effective that people believed him and bought into his vision. The rest, of course, is history. He demonstrates a perfect example of Transformational Leadership.

McShane, S.L., Von Glinow, M.A. (2005). Organizational behavior 3d ed. McGraw-Hill Companies, Inc. New York, NY.

The Church began over 2,000 years ago, and it’s still growing today! That means that Jesus knew something about building a successful organization.

Discover how Jesus managed information, major change, and conflict. A great read for anyone who desires to lead!

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What is the Learning Organization?

March 3, 2014 Diana D Williams Tidbits

Organization Synergist (OS)

Because of the Internet and advanced technologies, the way we do business — whether profit or nonprofit — has forever changed. Instead of existing in a stable environment and applying standardized solutions to problems and challenges, change itself has now become the norm. It is fast and unique. Solutions must be equally fast and unique. No longer can an organization wait for a memo to go upline to be reviewed by a hierarchical manager to solve most problems. The client will be gone by the time the answer is returned. This means most organizations will have to incur some type of restructuring for a faster response time. Customers and followers expect answers to be efficient, innovative, and swift. Survival and prosperity means staying relevant in a constantly changing environment. To do this, everyone in the organization must become a problem solver. Becoming a problem solver means having the ability to use one’s creativity in problem-solving, while learning in the process. In learning organizations, great emphasis is placed on how you learn and less about data. It’s about being able to use what you’ve learned to assist your organization in accomplishing its mission and goals. And in this new Information Era, “learning” is called the new labor, and it must be organization-wide learning to be effective.

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change, goals, learning, problem-solver

Characteristics of Future Leaders of 21st Century Learning Organizations

March 3, 2014 Diana D Williams Meat Eaters, Organization Development (OD), Uncategorized

Organization Synergist (OS)

Theorists agree that having a strong stable culture is a component to organizational effectiveness and lasting performance. It stabilizes the organization by providing a sense of purpose and predictability for those who participate in the organization. Stabilization can, however, become a liability in a world of constant and rapid change, such as in this 21^st Century information Age. The solution to this contradictory relationship lies in the creation of a stable learning-oriented culture, that is both adaptive and flexible, and where leaders themselves are perpetual learners, who learn themselves and train others to respond to their rapidly changing environments on a situational basis (Schein, 2010).

Characteristics of the learning culture

This learning culture would adopt the assumption of proactive problem solving and learners. Everyone in the organization would be a problem solver and learner that the leader could call upon. And because of the rapidity and complexity of environmental changes needing to be addressed in a face-paced environment, such as new regulations or technologies, the focus of organizational commitment would be on learning and individualized problem solving (Schein, 2010).

The underlying cultural assumption for the learning culture would be that learning, and mastering the learning process are skills worthy of pursuit. Three focal points of learning would be: learning about changes in the external environment, learning about successfully managing internal relationships, and learning how well the organization has adapted to changes in the external environment. The master key to learning, however, would be requested feedback, and seeking and asking for help. Another key to the learning culture is innovation, finding new ways of doing things, with a high value placed on reflection and experimentation. Even failure would be seen as an opportunity to learn (Schein, 2010).

Assumptions about human nature would align with McGregor’s Theory Y, which believes that employees are imaginative, intelligent, willing to exercise self-control, and contributing to organizational goals when the opportunity is given to them (Daft, Marcic, 2011). Theory Y employees embrace the assumption that the environment, although changing, is manageable. They believe that change is manageable, so they do not fear change. This becomes even more acceptable in light of the fact that everyone is a problem solver, and that adaptation is itself seen as a learning process (Schein, 2010).

The learning culture will share the assumption that truth is found as a result of commitment, inquiry, and search, and not to be found in any one source. Truth can be found in science, experience, experimentation, and other cultures. In the learning culture, leaders will no longer be expected to have all the answers. Learning will be a shared responsibility by everyone in the organization (Schein, 2010).

Because of the speed of environmental change, assumptions relating to time orientation in the learning culture will necessitate analyzing the near and farther future. Communication and information sharing must be such that everyone has access to the people and information they need in order to successfully solve their problems. Information flow will be task-relevant, and based upon trust between the parties. There will be a solid commitment to effective diversity throughout all organizational levels, where diversity will be optimized by purposeful coordination mechanisms and mutual cultural understanding (Schein, 2010).

It will be assumed that the world is becoming more complex, requiring a commitment to systemic thinking, forsaking the simple linear causal logic. Cultural analysis will be deemed an important mechanism to understand the nature of various groups and organizations, and how they accomplish what they do (Schein, 2010).

Characteristics of learning leaders

There are five characteristics learning leaders must possess: perception and insight, motivation, emotional strength, cultural innovation, and participatory influence.

Perception and insight

Cultural assumptions are unconscious beliefs and values that are shared by the members of an organization that determine behavior, perception, thought, and feelings of the members of that organization. Because they are unconscious, the learning leader must learn to be perceptive in understanding the concept of cultural issues. This includes how to analyze, impact, and/or change the dysfunctional elements of a culture. Driskill and Brenton (2011) explain that cultural elements are not the culture itself; they only create the culture and reveal it. This means that the leader must possess the skills to observe cultural elements, which could be symbols, stories, values, artifacts, rituals, or rules, and discern insightful meanings as to what those elements say about the underlying assumptions of its members, how those assumptions are manifested in the attitudes of its members, and the impact of those assumptions on the success or failure of the organization. Driskill and Brenton call these elements, “surface manifestations of culture that offer insights into deeper layers of assumptions and values” (Driskill, Brenton, 2011, p.41).

Motivation

Learning leaders must be self-motivated purpose-driven people, motivated by their commitment to the well-being and success of the organization and its members. This commitment to the organization becomes the impetus for initiating the painful process of confronting cultural issues associated with one’s own organization, and beginning the arduous task of cultural and human behavioral changes that are accomplished through unfreezing, intervention, refreezing, and implementation (Daft, Marcic, 2011). Schein states that these leaders must learn to skillfully communicate their dedication and commitment to the organization and to others, above and beyond their own personal success (Schein, 2010).

Emotional strength

People resist change for a variety of reasons. They may believe the change will conflict with their own self-interests in some way. They may lack an understanding about the change and trust. There may be levels of uncertainty regarding the change. Some may worry that the change may differ from their own goals and plans (Daft, Marcic, 2011). Attempts to change organizational culture will produce anxiety as predictability is removed, and subject the leader to be a target of member anger, discontentment, and criticism. The leader must learn to be thick-skinned, capable of bearing the targeted abuse, and always ready to re-communicate the well-being of the organization as the primary reason for the proposed change (Schein, 2010).

Ability to change the cultural assumptions

Any cultural assumption that is being targeted for replacement, must be replaced or redefined by the learning leader, with a new innovative value or concept, which must be skillfully reiterated to its members. The leader must therefore not only possess the ability to know what is culturally inadequate, but he or she must also have the ability of deciding what the proper assumption should be, and successfully ensuring that the new assumption is properly embedded into the organizational culture (Schein, 2010).

Ability to create involvement and participation

The learning leader must be fully engaged in the process with others in the organizational community, by learning to genuinely listen to their concerns and solicit their insights, ensuring them that their concerns are important to him. Schein states that the end result of cultural change is that the assumption is redefined in the minds of its members, which will require full and active participation on their part. This will require skillful relationship management on the part of the learning leader, and humility in recognizing that he or she does not possess all the answers (Schein, 2010).

References

Daft, R.L., Marcic, D. (2011). Understanding management 7^th edition. South-Western Cengage

Learning. Mason, OH 45040.

Driskill, G.W., Brenton, A.L. (2011). Organizational culture in action a cultural analysis

workbook 2^nd edition. Sage Publications, Inc. Thousand Oaks, CA 91320.

Schein, E.H. (2010). Organizational culture and leadership fourth edition. John Wiley & Sons,

Inc. San Francisco, CA 94103-1741.

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Principles of Action Research

February 28, 2014 Diana D Williams Uncategorized

Organization Synergist (OS)

Principles of Action Research

Solving organizational and social problems through action research is a collaborative effort that results in greater clarity of the issue being researched; specifically, what is actually occurring and how the event is affecting stakeholders. Understanding the issue being researched from the perspective of key stakeholders is fundamental to the development and implementation of plans. This collaborative effort to clearly define the issue is a qualitative exercise that relies on effective communication to elicit accurate information which forms the basis for action plans. The quality of the communication is guided by four principles: the quality of stakeholder relationships; four fundamental conditions for effective communication; and a healthy degree of participation and inclusion (Stringer, 2007).

Relationships in Action Research

The quality of relationships is an important factor in successful action research. For stakeholders and researchers to work harmoniously, there must be a climate that recognizes the value in individual diversity, while simultaneously moving away from interactions that emphasize power, status, and manipulation which tend to invoke conflict (Stringer, 2007). Initiatives from two research projects aimed at providing insights into sustaining and maximizing the impact of community-based public health interventions, Haggis, Gould, Winters, Gutteridge, and McKay (2013) speak of mobilizing what they refer to as community partnerships made up of potential users and researchers working to identify issues, and initiating research and action. It is through these partnerships that they were able to avoid what Haggis et al. calls the pitfall of superficial levels of engagement that occur when experts enter a community and make decisions without consulting the citizenry (Haggis et al., 2013).

Communication Principles in Action Research

To produce substantive knowledge that can be used to develop effective action plans, communication must be effective. Stringer (2007) describes four critical elements of effective communication as understandable, truthful, sincere, and presented by the appropriate person. Understandable communication requires participation from both the speaker and listener. The listener must be attentive and engaged, while the speaker refrains from the overuse of jargon and other complex language; the goal being to achieve a clear understanding. Truthful and sincere communication avoids statements that are knowingly false or manipulative, which disrupts harmonious relationships. Communication is appropriate when the right person presents it in the right way. Appropriateness can refer to gender, ethnicity, or even experience.

Participation and Inclusion in Action Research

The objective of participation in action research is to put decisions in the hands of key stakeholders, allowing them to take control and ownership of their own solutions. Effective participation must include meaningful and significant involvement and activities. Inclusion should include all relevant issues and groups. Jones and Gelling (2013) describe two distinct challenges with participation. First, how to engage practitioners. Secondly, how to create a communicative space for participants. In the first instance, ownership was transferred via a carefully-structure agenda. In the latter, they created conceptual space through the effective use of time. Both instances maximized participation (Jones, Gelling, 2013).

Conclusion

Action research is a collaborative effort to solve social concerns, where key stakeholders assume the primary role of decision-makers. Success depends on effective communication, harmonious relationships, and meaningful participation. Effective communication is clear, truthful, and appropriate. Harmonious relationships are created through equality, mutual value, and cooperation. Participation should involve the transfer of ownership and planning that promotes group unity.

References

Haggis, C., Sims-Gould, J., Winters, M., Gutteridge, K., & McKay, H. A. (2013). Sustained

impact of community-based physical activity interventions: key elements for success. BMC

Public Health, 13(1), 1-8. doi:10.1186/1471-2458-13-892

Jones, S., & Gelling, L. (2013). Participation in action research. Nurse Researcher, 21(2), 6-7.

Stringer, E.R. (2007). Action research third edition. Sage Publications. Los Angeles, CA

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Community-Based Action Research

January 21, 2014 Diana D Williams Organization Development (OD), Teams, Training and Development

What is Community-Based Action Research?

Stringer (2007) describes Community-Based Action Research (CBAR) as one model of Action Research (AR) that subscribes to a more democratic, empowering, and humanizing approach to inquiry as compared to its predecessor, AR. CBAR embraces the assumption that the participation of stakeholders – those who are affected by the identified problem under study – should be active participants in the inquiry process. For any solution to be fully successful, it is imperative that stakeholders themselves understand the nature of their problem, and that their understandings become inclusive in the active plans to resolve the problem (Stringer, 2007). Since AR is foundational to CBAR, we begin by defining AR primarily as it differs from the more traditional scientific research. We then follow with an explanation of how CBAR is an extension of AR, followed by a discourse of the advantages and disadvantages of CBAR.

Distinguishing Action Research (AR) from Traditional Research

Traditional scientific research is portrayed by Stringer as an inanimate fact-finding expedition that generates generalized hypotheses that may or may not be a correct basis for taking action. In stark contrast, AR is a focused systematic approach to inquiry that is used as a means to produce localized solutions for specific problems encountered by individuals participating in any type of organized social setting. The popularity of AR has increased today because of the excessive complexities and conflicts that have invaded the lives of employees and other organizational constituents. The reality of modern complexity is its adverse effect upon the functional ability of organizational members, and in this way, impacting the effectiveness of the overall organization in achieving its goals. It is in this vein that AR is used to systematically approach inquiry with the goal of formulating effective and permanent solutions (Stringer, 2007).

Community-Based Action Research (CBAR)

As one model of AR, CBAR contains the basic framework of AR which consists of look, think, and act. Look represents the gathering of information and building a visual from that information. Think represents analyzing and interpreting what the visual implies; e.g., what is occurring and why is it occurring. Act, is the implementation of the action plan and evaluation that results from look and think. The cycle of observation, reflection, and action repeats itself, with each repetitive cycle revealing new revelation upon which the community builds, making changes when and where necessary (Stringer, 2007). Gauld, Smith and Kendall (2010) suggest that adding an element of community participation to action research is more likely to produce what they characterize as an outcome that not only reflects the community involved, but one that the community accepts ownership of, thereby increasing its sustainability and success (Gauld, et al., 2010).

Advantages and disadvantages of CBAR

As community members collaborate with researchers, Gauld et al., (2010) describes a partnership between community and researchers that facilitates a process whereby the community proactively participates in identifying and solving its own problems. Other benefits include the development and utilization of local resources, increased knowledge sharing, and a more empowered community (Gauld et al., 2010). Estacio (2012) describes a self-liberating process that culminates in a new social reality that can be used to mobilize action. Despite numerous advantages, there are also disadvantages that Estacio (2012) describes such as the prevalence for inter-organizational conflict often caused by different goals and objectives, cultural differences and misunderstandings, lack of trust, and conflict of interest that results from the various roles undertaken by the researcher/facilitator (Estacio, 2012).

Conclusion

Community-based action research is a collaborative method for solving specific and targeted organizational problems. Researchers act as facilitators, empowering stakeholders to identify their own problems, generate knowledge through reflection about those problems, and follow through by developing their own action plans based upon the knowledge they have gathered. The community is empowered as it learns to identify and solve its own problems, and the organization as a whole benefits as a result of a more functional community.

References

Estacio, E. (2012). ‘Playing with Fire and Getting Burned’: The Case of the Naïve Action

Researcher. Journal Of Community & Applied Social Psychology, 22(5), 439-451. doi:10.1002/casp.2106

Gauld, S., Smith, S., & Kendall, M. (2011). Using participatory action research in community-

based rehabilitation for people with acquired brain injury: from service provision to

partnership with Aboriginal communities. Disability & Rehabilitation, 33(19/20), 1901-1911.

doi:10.3109/09638288.2010.550382

Stringer, E.T. (2007). Action research third edition. Sage Publications, Inc. Thousand Oaks,

CA.

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Understanding the Relationship Between Human Resource Management (HRM) and Human Resource Development (HRD)

November 12, 2013 Diana D Williams Organization Development (OD), Training and Development

Organization Synergist (OS)

Understanding the Relationship Between

Human Resource Management and Human Resource Development

Human resource management (HRM) is the umbrella under which all other human resource activities are found. Some of the major activities under the umbrella are: benefits and compensation, health safety and security, human resource planning, staffing, equal employment opportunity, and human resource development (HRD) (Werner, DeSimone, 2012). Byars and Rue (2011) define HRM as, “Activities designed to provide for and coordinate the human resources of an organization” (Byars, Rue, 2011, p.3).

The Goals of HRM

The ultimate goal of HRM is to ensure that all human resource elements are being provided and are functioning effectively. Whether the management function is accomplished in a centralized department, or decentralized throughout the organization, it is a responsibility that is shared by human resource specialists and line managers (Werner, DeSimone, 2012). It is strategic in nature in that its policies and practices must be strategically aligned with the strategic goals and objectives of the organization. Inasmuch as the management of human capital impacts employee performance and organizational effectiveness, HRM is directly related to the profitability of the organization. What this means is that human resource managers must be well-rounded business-minded people who understand the complexities of the business world. They must be active participants in the overall strategic planning of their organization, and have the interpersonal skills to develop healthy and cooperative working relationships with line managers (Byars, Rue, 2012).

Similarities Between HRM and HRD

Human resource development (HRD) is similar to HRM in that it too is directly related to employee performance and, therefore, organization profitability. Werner and DeSimone describe the activities of HRD as activities that are intended to ensure that employees have the skills and competencies the organization needs to fulfill its goals and objectives in the present and the future. Like HRM, the HRD function is a strategic function that requires specialists to be knowledgeable of the strategic plans of the organization, having the ability to work in concert with line managers, while functioning throughout an organization in a stand-alone capacity, or as a major function in a human resources department (Werner, DeSimone, 2012).

Differences between HRM and HRD

While the overall roles of the HRD specialist are complex and strategic like that of human resource managers, many of their functions are more specialized and narrow. According to Werner and DeSimone, the HRD professional works with strategic decision-makers to coordinate educational planning and training programs; they work with HR management in the design, development, and implementation of HR programs and intervention strategies. They design and implement change strategies, and advise management on the efficient use of human resources. As a learner program specialist, they identify, design, and develop learning programs, as well as selecting the appropriate learning materials. They also function as learning instructors. They counsel employees regarding competencies and career goals, and coach line managers on interventions to improve individual and group performance. Research is the tool they use to statistically determine the effectiveness of HRD practices and programs (Werner, DeSimone, 2012).

The HRD Four-Step Process

The complexity of the HRD role necessitates a systems approach to training and interventions. Werner and DeSimone describe a four-point process framework they call “A DImE,” that they believe should be followed when planning all HRD interventions. The “A DImE” sequential process is: needs assessment, design, implementation, and evaluation. The framework proposes that all HRD interventions be developed to address a specific need or gap within an organization. The design phase of the intervention involves selecting the specific objective for the program, and developing a lesson plan based upon that specific objective. The implementation phase means executing the intervention using the best and most appropriate method. The final phase in the HRD process is evaluation, where the agent measures the effectiveness of the intervention (Werner, DeSimone, 2012).

Present and future Challenges for the HRD Profession

The expanded role of the HRD professional has developed and expanded as a result of the new competitive landscape created by the global market and economy. Organizational success today requires doing more with less resources, which necessitates maximizing the effectiveness of human capital by developing employee skills, using technology effectively, creating new organizational structures that facilitate decision-making at all levels of the organization, and developing a learning culture that encourages learning and innovative thinking (Werner, DeSimone, 2012).

Harris and Short describe a major challenge they call a “maze of complexity and changing contexts” in organizations today. They state, “The value of workplace education and training has become a mantra for business survival” (Harris, Short, 2010, 358-359). Unfortunately, according to Harris and Short, many HRD programs are considered a lesser important function of HRM, indicating a lack of understanding, most particularly, on the part of upper and middle managers of the importance of true HRD functions. This lack of understanding is portrayed as the greatest challenge to the HRD professional because without commitment from the top, success of HRD programs is unlikely (Short, Harris, 2010) (Rawles, 2013).

Conclusion

HRM and HRD are similar and different. HRD is a major part of the HRM function that focuses on strategic training and development for the purpose of impacting profitability by increasing productivity and performance. Effective HRD interventions can be accomplished using a four-phase framework consisting of a needs assessment, program design, implementation, and evaluation.

References

Byars, L.L., Rue, L.W. (2011). Human resources management tenth edition. McGraw-Hill. New

York, NY.

Rawles, D.H. (2013, September 5). [Telephonic interview]. Job Search expert, Career Solutions;

FOX News Contributor, and HR executive.

Short, T., & Harris, R. (2010). Challenges in Aligning Workplace Learning with Business Goals:

A Perspective from HRD Professionals in New Zealand. Australian Journal Of Adult

Learning, 50(2), 358-386.

Werner, J.M., DeSimone, R.L. (2012). Human resource development 6 edition. South-Western

CENGAGE Learning. United States.

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How to Design a Continuing Education Program

November 5, 2013 Diana D Williams Organization Development (OD), Training and Development

Organization Synergist (OS)

Baukal (2009) defines Continuing Professional Development (CPD) as, “The systematic maintenance and improvement of knowledge, skills and competence, and the enhancement of learning, undertaken by an individual throughout his or her working life (Baukal, 2009, p.225). Unlike university or college credit courses, CPD courses are typically shorter in duration, less theoretical, targeted to more practical competencies and applications, and designed for rapid learning transfer (Baukal, 2009). One method for accomplishing CPD is through the award of Continuing Education Units (CEUs) for the successful completion of Continuing Education (CE). CE is of particular importance to professionals working in the field of engineering for primarily three reasons. First, an engineer’s knowledge can quickly become obsolete because of rapid changes in technology. Second, new technology is now being developed around the world, and engineers must have access to all new developments. Third, engineering technology often requires some degree of hands-on training to understand and use complex technology (Baukal, 2009).

The Role of the Human Resources Department

In many organizations, the human resources department (HRD) is responsible for developing policies and procedures that promote effective CE programs (Werner, Demimonde, 2012). Vorster (2011) identifies two prerequisites for effective CE, specifically for engineers. He believes that designers must be aware of how engineers in particular learn, e.g., learning style, and how to best promote learning that impacts their performance by developing self-motivated learners. By way of example, Vorster suggests that most engineering students are visual, inductive, active, and global learners who learn by applying pictures and graphs, inferring principles from facts, coupled with the ah-ha moment. In contrast, most engineering education is auditory, abstract, deductive, and passive. This mismatch, according to Vorster, creates a less effective learning process (Vorster, 2011).

With regard to the second prerequisite, Vorster recommends a well-managed shift away from the rigidity of the rule-based learning environment to an approach that embraces a balance of power between the teacher and student, using a learner-centered approach which diminishes the role of the teacher in the learning process, while shifting the responsibility for learning to the student. The goals of such changes are to produce independent, self-motivated lifelong learners (Vorster, 2009). By addressing both prerequisites, program designers can link training to job performance.

The Benefits of Distance Continuing Engineering Education (CEE)

Distance Continuance Engineering Education (CEE) as opposed to the traditional classroom is the best method for delivering CE to engineers (Baukal, (2009). The benefits for using distance CEE include the ability to use real-time or asynchronous via teleconferencing, providing greater flexibility for working professionals. Updates, the introduction of new materials, and more focused learning are also easily accommodated with distance CEE. Programming is more cost effective than the traditional classroom setting, and learning can be enhanced by coupling distance CEE with some classroom instruction for technical learning that requires a hands-on instruction. Sources for programming include universities, corporate universities, federal and local governments, and professional trade organizations (Baukal, 2009).

Monitoring Continuing Education Units (CEUs)

The International Association of Continuing Education and Training (IACET) is the premier organization that sets the standards for the continuing education industry. The IACET Council on Standards Development (ICSD), “is responsible for the development, maintenance, and dissemination of evidence-based standards that promote and enhance quality continuing education and training (CE/T)” (IACET, 2011). In 2007, the standards of the IACET were approved as an American National Standard (ANS) by the American National Standards Institute (ANSI). This accreditation signifies that an IACET Authorized Provider (AP) is capable of developing a continuing education and training programs that meets their standards. IACET CEUs are important for both individuals and organizations. They are a tool for professional development, certification, and recertification for individuals. For organizations and industries, they provide credibility for the standards adhered to by the organization. ANSI/IACET standards are also globally recognized (IACET, 2011).

References

Baukal, C. E. (2009, September 23, 2009). Continuing engineering education through distance learning. European Journal of Engineering Education, Vol. 35, No. 2, May 2010, 225-233.

IACET. (2011). Retrieved from the Internet on October 24, 2013 from http://www.iacet.org/about/who-we-are 24, 2013.

Vorster, M. C. (2011). Teaching and learning: the critical balance in effective education. American Society of Civil engineers., 917-922.

Werner, J. M., & DeSimone, R. L. (2012). Human resource development (6th ed.). Mason, OH: South-Western CENGAGE Learning.

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How to Design a New Employee Orientation

November 5, 2013 Diana D Williams Training and Development

Employee orientation is defined by Byars and Rue (2011) as the process of introducing new employees to an organization, a work unit, and a job. They suggest two strategic levels for an effective orientation. The first level is an introduction to the organization that includes information about the organization such as its rules, procedures, policies, and things which would be of interest to all employees. The second orientation level is a departmental and job orientation, which presents topics that are unique to the department the new employee will be assigned to, their specific job, and job unit (Byars & Rue, 2011).

The Organizational Orientation

For a global organization, the first level in the orientation would present a brief historical overview of the organization, introducing its founders and their mission, the vision of the founders; company goals and values that shed light on why the company operates as it does. It would be helpful at this level to also include an overview of the industry within which the company functions, and how the organization is positioned within its industry. Because this is an organization with offices in foreign countries, care must be taken to employ knowledgeable sensitivity when explaining values. The company must develop a proactive approach for managing diversity that includes both a structural and cultural strategies for change. Werner and DeSimone (2012) suggest that elements in such a program include an awareness of cultural differences, attitude changes, increasing the factual knowledge about various cultures, and skill-building in areas of language, cultural stress management, and adaptation (Werner, DeSimone, 2012).

Byars and Rue (2011) recommend an explanation of the safeguards and precautions the company exercises to protect its employees as it conducts business. This would include elements such as OSHA requirements or other government regulations, physical examinations, licenses, and any other health-related requirements (Byars, Rue, 2011). Policies and procedures would include the company’s position regarding issues such as diversity, proprietary information, and harassment. Additional content would be benefits, inclusive but not limited to general compensation issues, insurances, vacation and use of other leave time, personal and family matters, holidays, retirement plans, career development opportunities, and other company perks that may be applicable (Werner, DeSimone, 2012). This session would end with the employees completing paperwork for taxes, insurance, and any other legally-required forms.

Selecting Training Methods and Media for Level 1 Orientation Selecting the appropriate training method and media is determined by assessing the objective of the program. Since the primary objective at this first level of orientation is to acquaint the new employees with company values and continue the socialization process, it would be appropriate to use instructor-led live programs. Werner and DeSimone also suggest relying on some type of hard-copy training manuals coordinated with the live presentation (Werner, DeSimone, 2012). The ideal presenter would be a member of the human resources team, someone who would be able to answer questions that new employees are likely to have at this juncture.

Level 2 – Departmental and Job Orientation

The departmental and job orientation would take place within the department where the new employee is assigned. The content would include information about the goals and functions of the department itself, its relationship with other departments within the organization; a detailed explanation of job duties and responsibilities, which might include work hours, overtime requirements, required records and reports, equipment and supplies needed for the job, breaks; a discussion about common problems that are likely to come up; and performance evaluations. There would also be a departmental tour and introduction to other employees in the unit (Byars, Rue, 2011).

This segment of the orientation would be conducted by the new employee’s supervisor, who has what Werner and DeSimone characterize as a pivotal role in the socialization and training process. The supervisor is responsible for arranging adequate training on job specifics, guarding the new employee from unreasonable demands that are outside the realm of their responsibilities, providing feedback to keep the employee aware of their progress, and carefully observing the employee’s efforts to become an insider by addressing problems and concerns swiftly (Werner, DeSimone, 2011).

Level 2 – Methods and Media Challenges

Level 2 of the orientation would be a combination of on-the-job training (OJT) methods, and blended e-learning strategies to develop job performance and create a learning experience that maximizes the return on learning (ROL) for the organization. There are, however, certain strategies identified by Adams (2010) that supervisors must be aware of to achieve success with e-learning. First, they should be aware that only 10 percent of learners are what would be classified as self-motivated learners. This means that the supervisor must remain actively engaged in the e-learning process in 90 percent of new hires. Second, e-learning should be balanced and reinforced with another mode of instruction such as classroom or one-on-one instruction to motivate learners to accept ownership for the learning process. E-learning must be tightly aligned with specific learning objectives that are strategic with the goals of the department or organization. And four, the new value created through e-learning must be coupled with action projects that demonstrate ROL outcomes (Adams (2010).

Other Problems Regarding Cultural Diversity

An employee orientation program in a multicultural global organization will likely encounter some cultural diversity challenges. Schein (2010) suggests that before diversity can be a resource, there must be good cross-cultural communication and understanding, where leaders develop what Schein (2010) refers to as cultural intelligence, by establishing authoritative coordinated mechanisms. The four capacities identified by Schein are: knowledge of essentials for the cultures one is working with; cultural sensitivity; a sincere motivation to learn about other cultures; and a willingness to learn new ways of doing things (Schein, 2010). These are characteristics leaders will need to acquire in order to prosper in cross-cultural environments.

Although globalization has enhanced the awareness of workforce diversity and the benefits inherent in managed workforce diversity, Shen et al., (2009) echoes Schein’s sentiments by stating that the potential benefits associated with a diverse workforce do not occur simply because diversity exists. It is corporate competence that embraces flexibility, collaborative management, and the value of the individual. More specifically, Shen et al. states, “While diversity management is an approach that revolves around employees, the HRM function is the custodian of the people management processes (Shen et al., 2009, p.236).

Conclusion

The two levels of orienting new employees into an organization are the organizational level and the department or job-unit level. Together they should provide the new employee with adequate information about their new company and new job, to enable socialization into the organization. Trainers can overcome learning deficits associated with technology by using blended e-learning strategies. Organizations can maximize the benefits of a diverse workforce by developing cultural sensitivity through a managed diversity program.

References

Adams, J. (2010). A four-level model for integrating work and e-learning to develop soft skills and improve job performance. IUP Journal of Soft Skills, 4(4), 48-68.

Byars, L. L., & Rue, L. W. (2011). Human resource management (10th ed.). New York, NY: McGraw-Hill Irwin.

Schein, E. H. (2010). Organizational culture and leadership (4th ed.). San Francisco, CA: John Wiley & Sons.

Shen, J., Chanda, A., D’Netto, B., & Monga, M. (, February 2009). Managing diversity through human resource management: an international perspective and conceptual framework. The International Journal of Human Resource Management, Vol. 20, No. 2, 235-251. http://dx.doi.org/10:1080/09585190802670516

Werner, J. M., & DeSimone, R. L. (2012). Human resource development (6th ed.). Mason, OH: South-Western CENGAGE Learning.

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The Four Most Common Forms of On-The-Job Training: Job Instruction Training, Job Rotation, Coaching and Mentoring

October 8, 2013 Diana D Williams Training and Development

On-the-job training (OJT) is the most common form of employee training. It includes any one-on-one training between two employees, especially when that training is conducted at the employee’s workstation, and is often used in conjunction with off-the-job training such as manuals or computer-based learning. OJT can be formal or informal. Formal OJT is structured and planned, and typically conducted by a supervisor or trained trainer, and is considered to be more effective than informal OJT which may be conducted by any coworker. Two major advantages of using OJT are that it enhances the transfer of learning, in that trainees are able to immediately put into practice what they are learning; second, it is cost effective since the training takes place right on the job (Werner, DeSimone, 2012).

Job Instruction Training (JIT)

Job Instruction Training (JIT) is an OJT technique that outlines a five-step process for trainers. It became popular in the mid-forties when it was necessary to quickly retrain employees to produce war weapons. Today, it continues to be one of the most practical methods of attaining highly effective performance and learning, especially when resources and time are limited (ASTD, 2011). The five steps that make up JIT are:

· Preparing the trainee to learn the job;

· Breaking down the work into components and key points;

· Presenting operations and knowledge;

· Practice; and

· Follow-up (Byars, Rue, 2011).

Prior to beginning the five steps, the trainer determines the training objectives and prepares the training area, ensuring that all necessary equipment and supplies are available. The first step, preparing the trainee to learn the job, involves putting the trainee at ease, finding out how much the trainee already knows, and making sure the trainee has an appropriate attitude for learning. In Step 2, the trainer breaks down the work into segments and identifies key points, which are called tricks of the trade. Step 3 is the actual presentation of the work. Here, the trainer slowly and thoroughly demonstrates, explains, and repeats the new tasks step by step, making sure the trainee completely understands. In Step 4 the trainee repeatedly performs the job and asks questions, and lasts until the trainee is competent in his ability to perform. In the final step, the trainee is allowed to work on his own with necessary supervision that tapers off as the trainee becomes more proficient (Byars, Rue, 2011).

Job Rotation

Job rotation, also known as cross training, is another OJT technique that trains employees through the use of observation while working in a variety of departments as opposed to one. During rotation training, trainees are typically expected to learn how departments function, the department’s role in the organization, and various procedures and policies of each department. Job rotation is used primarily for three reasons. The most obvious reason is that it increases flexibility throughout the organization so that employees are able to substitute more easily when another is absent (Byars, Rue, 2011). Job rotation is also used as a tool for managers to ascertain the special abilities an employee may have. Another common use is to rotate new managers who need to gain a greater understanding of the inner-workings of the various departments within an organization (Werner, DeSimone, 2012).

Coaching and Mentoring

In today’s organizational life, it is common for training to occur by way of coaching and/or mentoring. While most people tend to use both terms interchangeably, they are similar in some respects and different in others. Both are art forms as opposed to sciences, as well as teaching tools that inspire others to self-motivate. As teaching tools, their goal is to expand the knowledge base and skills of others. Nigro (2008) refers to both as action-oriented approaches to managing the performance of employees (Nigro, 2008).

Coaching is typically a formal paid position in an organization, whereas mentoring is more likely to be a voluntary relationship. Coaches who work in the managerial realm work with goal-setting and performance plans. They work closely on a one-to-one basis with staff to improve job satisfaction, with the overall goal of impacting the company’s bottom line. A coach can also be a mentor. Mentoring, on the other hand, most often occurs in the informal role of a wise counselor who gives career advice based upon real-life experiences. Mentors desire to broaden the mentee’s job skills, world views, and understanding of human nature. They have impeccable credibility and character, and the ability to boost one up the corporate ladder (Nigro, 2008).

Conclusion

On-the-job training continues to be the most common form of employee training and development today. Whether the technique employed is JIT, cross training through job rotation, formal coaching or informal mentoring, the advantages of OJT enable companies to maximize the effectiveness of training opportunities, despite limited resources and shortened time constraints, challenges facing many organizations today.

References

ASTD. (2013). What is JIT? Retrieved on October 3, 2013 from

http://www.astd.org/Publications/Blogs/ASTD-Blog/2011/11/ASTD-Archive-Image-of-the-

Day-What-Is-JIT.

Byars, L.L., Rue, L.W. (2012). Human resource management tenth edition. McGraw-Hill Irwin.

New York, NY

Nigro, N. (2008). The everything coaching & mentoring book 2^nd edition increase productivity,

foster talent, and encourage success. Adams Media, an F&W Publications Company. Avon,

MA 02322.

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