Items Description of Module

Subject Name Human Resource Management

Paper Name Training and Development

Module Title Key Areas of Organizational Training

Module Id Module -18

Pre- Requisites Understanding the key areas of Organisational Training

Objectives To study five key areas of organisational training and their significance;
To understand the usage of the training model to develop each of these key
areas of training
Keywords Orientation training, diversity training, team training, sexual harassment
training and cross-cultural training
 Quadrant-I

1. Module 18: Key Areas of Organizational Training

2. Learning Outcomes

3. Introduction

4. Orientation Training

5. Diversity Training

6. Team Training

7. Sexual Harassment Training

. 8. Cross-Cultural Training

9. Summary

1. Module 18: Key Areas of Organizational Training

2. Learning Outcomes

After completing this module the students will be able to-

• Understand five key areas of training namely-orientation training, diversity training, team
training, sexual harassment training and cross-cultural training.
• Know and appreciate the significance of these five key areas of training.
• Comprehend the usage of training model to develop each of these key areas of training.

3. Introduction

Increasingly, many organizations are not able to align the behavior of its employees with its policies
and objectives. It is in this context, five key areas of organizational training namely- orientation
training, diversity training, sexual harassment training, team training, cross-cultural training are
gaining mounting importance. This makes it imperative for organizations to understand these training
programmes and the issue involved. This module will explore these key areas of organisational
training along with their significance and concerns that organizations need to be aware of. It will also
discuss the initiatives being undertaken by organizations for conducting these training programmes.

4. Orientation Training
An often neglected part of the training enterprise is the orientation of new employees to the
company and is culture. Since most turnover occurs during the first few months on the job,
failure to provide a thorough orientation can be a very expensive mistake. Therefore, most
organizations understand that providing new workforce with the information they need to
understand the organization and its expectations is an excellent investment. Studies indicate
that an employee who attends the orientation program is more willing to adopt the goals and
 values of the organization than those who do not. Also, the effective orientation contributes to
increased job satisfaction,
job involvement, clarity in role understanding, and tenure.

Orientation training is training which has the purpose of familiarizing the trainee to the job,
the workplace environment and his colleagues and co-workers i.e. it is an induction program
for getting adjusted to the work and the firm. Orientation training programs can be short (0.5
day-1 day) or long (a week with follow-up done periodically for months). The long
orientation program is called onboarding.

Source: http://www.fotosearch.com/illustration/new-hire.html

4.1 Using the Training Model to Develop Orientation Training

 Training Need Analysis: This analysis has three inputs i.e. organizational, operational and
personal analysis. The organization analysis will determine any roadblocks in the system that
prevents appropriate behaviors that affect these important outcomes. The operational and
personal analysis will determine any knowledge, skills and attitude deficiencies.
 Design: The training model identifies the design inputs as the training needs from the training
need analysis, the organizational constraints and the training methods based on learning
theory.
-Organizational Constraints: Constraints are placed on training by the organization, the
environment and the trainee population.
-Training Objectives: The process part of the design phase calls for the development of
training objectives with focus primarily on learning objectives.
-Facilitate Learning: From learning theory, one knows that the lecture and
lecture/discussion would be useful for conveying some of the declarative knowledge.
-Ensure Transfer: In the design phase, one also needs to consider transfer of the knowledge
and attitudes into the job.
  Development: At this stage, one needs to produce the instructional material, manuals, and so
forth, and identify the specific equipment and facilities required.
-Ensure Transfer: This involves building in some refresher component. Built-in refreshers
keep the focus and provide structured times when the new employee can ask questions.
 Implementation: This involves having a dry run to test one’s plan. After revisions, on the
basis of the dry run, one can run the first orientation pilot. The pilot actually uses the real new
hires but one gathers data from them to make final refinements to the programme. Once the
modifications are done, the orientation programme is implemented.
 Evaluation: The outputs here are both process and content measures.
-Process Measures: Here one focuses on measures to assess how closely the orientation
training that was actually given matches the training that was developed.
-Content Measures: Content measures deal with the four aspects of evaluation: reaction,
learning, behavior and results.

4.2 Benefits of an Effective Orientation Training

Various benefits of an effective orientation training programme have been discussed below:
• Reduced anxiety-A better understanding of expectations and formalized meetings of co-
workers results in the new employee not feeling high level of anxiety associated with the first
few days on the job.
• Reduced role ambiguity- A structured opportunity to determine what is required on the job
and a comfortable feeling about approaching the supervisor and co-worker to ask questions
about the job provide an opportunity to clear up any misunderstandings about job
requirements.
• Improved job performance- A better understanding of job requirements and the willingness
to ask for assistance results in fewer errors and overall improved performance.
• Reduced turnover- Substantial evidence suggests that effective orientation reduces turnover.
• Higher Commitment- Evidence suggests that those employees who receive effective
orientations are more committed, more involved in their jobs and are more likely to adopt the
values of the organization.
• More effective organization- The organization with more employees achieving optimal
performance quicker, operating at higher level of performance, showing clear understanding
of their responsibilities, staying with the organization for a longer time and being more
committed to the values and objectives of the organization is definitely going to be more
efficient, effective and valuable to its shareholders.

5. Diversity Training

Diversity at workplace refers to the variety of differences between people in an organization. It

encompasses race, gender, ethnic group, age, personality, cognitive style, tenure, organizational
function, education, background and more. Diversity not only involves how people perceive
themselves, but how they perceive others. Those perceptions affect their interactions. For a wide
assortment of employees to function effectively as an organization, human resource professionals
need to deal effectively with issues such as communication, adaptability and change.
Diversity training emphasizes on understanding the dissimilarity that are found amongst people of
different backgrounds (race, age, ethnicity, gender). It helps the employees to understand how
differences can be useful to an organization.

Source: http://streetsmart.diversityjobs.com/diversity-scholarship/

5.1 Challenges of Diversity at Workplace

Some of the challenges of having diversity at workplace are:
i. Communication - Perceptual, cultural and language barriers need to be overcome for
diversity programs to succeed. Ineffective communication of key objectives results in
confusion, lack of teamwork, and low morale.
ii. Resistance to change - There are always employees who will refuse to accept the fact that
the social and cultural makeup of their workplace is changing. The “we’ve always done it this
way” mentality silences new ideas and inhibits progress.
iii. Implementation of diversity in the workplace policies - This can be the overriding
challenge to all diversity advocates. Armed with the results of employee assessments and
research data, they must build and implement a customized strategy to maximize the effects
of diversity in the workplace for their particular organization.
iv. Successful Management of Diversity in the Workplace - Diversity training alone is not
sufficient for your organization’s diversity management plan. A strategy must be created and
implemented to create a culture of diversity that permeates every department and function of
the organization.

5.2 Advantages of an Effective Diverse Workforce:

 There are various advantages of having an effective workforce at workplace. Some of these
advantages are as follows:

i. Better reputation –Organisations with diverse workforce enjoy better reputation in the
market, thus more people applying for jobs, resulting into more qualified employees,
which in turn leads to a more effective workforce.

ii. Lower Costs- More diverse organizations enjoy lower costs primarily because of two
reasons: first, these organizations have lower turnover; second, they have
lower legal costs due to discrimination claims.

iii. Higher Market Share- Organisations having diverse workforce have a better
understanding of diverse markets and therefore enjoy enhanced acceptance by
diverse populations, thus resulting in a higher market share.

iv. Improved problem solving-Diverse employee backgrounds and experiences leads to

more novel and creative solutions, thus ensuring improved problem solving.

5.3 Using the Training Model to Develop Diversity Training

 Training Need Analysis: Some of the key aspects to be considered in the training need
analysis phase are:
-Determine top management’s level of commitment to diversity.
-Identify the organisational goals related to diversity.
-Obtain a good cross-section of attitudes and behaviours that reflect how the
employees respond to diversity at their worksite.
-Determine the forces supporting and resisting diversity.
 Design: In diversity, training, one will likely be training everyone, so the amount of time
taken up by the training will be constraint. If because of the constraints related to cost and
loss of productivity it is decided that large numbers of trainees need to be trained at the
same time, then the focus would likely be limited to knowledge and attitudes. Thus, two
learning objectives might be as follows:
(i) After training, the trainee will be expected to pass a written test covering the benefits
of diversity with a minimum 80 per cent.
(ii) After training, the trainees will demonstrate an improved attitude towards people
from diverse backgrounds by scoring at least 5 points higher on an attitude measure
than they did prior to the training. .
On the basis of these objectives, the method chosen would be the lecture method, perhaps
augmented by video clips.
 Development/Implementation issues: Things to be done are preparation of all the
material required for the training and booking a lecture room large enough for the training.
Development of the material and printing of any handouts will need to be completed. A set
of video clips will need to be developed to augment the lecture. Thereafter, a dry run is
conducted. Once it is successfully done, the diversity training has to be
implemented/conducted i.e. started with an introduction by a high-level company official.
 Evaluation issues: The goal in evaluating diversity training is to provide input into the
training process to create a continuous improvement system.

5.4 Ten Ways to Keep Diversity Important at workplace

 There are various ways by which diversity can be kept important at work place, some of the
ways are given below:
i. Develop and implement diversity refresher training
ii. Create a Diversity Council and publicize its activities
iii. Invite managers to the Diversity Council meetings
iv. Address all diversity related concerns in a timely manner
v. Monitor diversity metrics; praise successes and investigate failures
vi. Ask managers to report diversity activities on a monthly basis.
vii. Periodically remind supervisors of guidelines related to employment decisions.
viii. Publicize diversity holidays
ix. Have diversity articles in company newsletter
x. Set up a diversity booth at company picnics

6. Team Training
Team Training refers to training employees to be comfortable and work better in teams. The
prevalence of teamwork or ‘work teams’ is increasing in firms, as a result of decentralization and
group empowerment (i.e. groups have autonomous responsibility for accomplishing tasks and
achieving objectives). Thus, there is an increasing emphasis on team performance in organisations
these days. For example, cross-functional teams, virtual teams are common features of many
organisations. In such an environment, it is important that employees know how to work in teams.
A team is a group of individuals who are working together towards a common goal. Effective use of
teams can, enable the organization to be more responsive to customer needs, reduce the workforce by
requiring fewer levels of management, reduce waste, improve quality and productivity, and leads to
other positive organizational outcomes such as:
• improved employee satisfaction and commitment,
• reduced absenteeism and turnover, and
• Improved performance.

Source: ccarht.org

6.1 Seven Common Factors of Effective Teams

Some of the common factors of teams which are effective have been listed below:
i. Clear sense of direction
ii. Members with the talents necessary to achieve the team’s purpose
iii. Clear and enticing responsibilities
 iv. Reasonable and efficient operating procedures
v. Constructive interpersonal relationships
vi. Active reinforcement systems
vii. Constructive external relationships

6.2 Importance of Team Training:

Team training is important for several reasons, some of which are:
i. Increased creativity compared to individual thinking
ii. Increased employee satisfaction and commitment resulting in:
– Reduced absenteeism and turnover
– Improved Performance
iii. Working in teams encourages employees to take responsibility for their actions and decisions
iv. More teams mean more decentralization, and therefore, a flatter organizational structure. A
flat organization can respond more quickly to changes in the environment (customer demand,
market conditions etc) So, team training is extremely important for a firm.

6.3 Using the Training Model to Develop Team Training

 Training Need Analysis: The first question to address in the training need analysis phase is
“What organisational outcomes are not being achieved and to what degree are the work unit
structure and job design responsible? A team concept is just one possible approach to
achieving the desired outcomes. Once the cause of the performance gap is understood, the
next question becomes “Will some type of team concept sufficiently improve the outcomes,
and if so, is it the best alternative?’ Once the type of team required is identified, one can then
identify the KSAs needed by team members for the team to be effective. The training need
analysis should describe what each of the components (found in all effective teams) consists
of for the team(s).This description will then determine the KSAs and non-training needs.
 Design/Development/Implementation Issues: Most training for teams require KSAs in
addition to “team-building” modules. Trainees are typically provided with lecturettes to
convey the necessary knowledge and then they participate in exercises that develop the skills.
After the trainer is confident that the team shows sufficient development of KSAs, trainees
are moved into a team-building module. During the team-building module, the trainer will be
assessing the level of KSAs being applied, and at the conclusion, he will work with the team
to assess its performance. If additional work on the KSAs is necessary, the trainer will
provide that training, otherwise the team will move on to the next set of KSAs or the next
team building module. This implies that training must be done in small groups (teams), and
this constraint will increase the cost of training.
 Evaluation: It is important to examine each phase of the training process to identify what
went well and what needs to be improved. Second, most team approaches are associated with
a company's increased emphasis on quality and continuous improvement. Thus, from the
TNA through implementation and evaluation, all phases must be carefully examined to
provide a solid base for understanding why desired outcomes were or were not achieved and
to identify what corrective action is necessary.

-Process and Content Evaluation: The approach to evaluation of team training is to involve the team
in the design of a reaction questionnaire that will be used at the end of each training module. Process
evaluation is not only important for evaluating team training, but it is also a component of effective
teams. Effective teams must periodically assess their process and their outcomes to make the
necessary process improvements that will lead to performance improvement. After the trainees
complete the reaction questionnaire, the trainer plays the role of a team leader and reviews &
discusses the results with the team. The trainer then outlines the training process for the module and
asks the trainees to help identify ways that improve the process. Once this task is completed, the
trainer asks the team to review the evaluation process to identify practices that would be useful on the
job. More formal content evaluation is not necessary if the trainer did a thorough job. However, a
trainer who is less confident in his abilities in this area may use more formal measures.

Other research has revealed two broad principles regarding the composition and management of
teams:
1. First, the overall performance of a team strongly depends on the individual expertise of its
members. Thus, individual training and development are still important. But individual
training is only a partial solution because interactions among team members must also be
addressed. This interaction is what makes team training unique- it always uses some form of
simulation or real-life practice, and it always focuses on the interaction of team members,
equipment and work procedures.
2. Second, managers of effective work groups tend to monitor the performance of their team
members regularly, and they provide frequent feedback to them. In fact, as much as 35 per
cent of the variability in team performance can be explained by the frequency of use of
monitors and consequences. Incorporating these findings into the training of team members
and their managers should lead to better overall team performance.

7. Sexual Harassment Training

Sexual harassment is an unwelcome advance of a sexual nature and can take one of two
forms: quid pro quo and hostile environment. Quid pro quo harassment occurs if an employee
higher in the organization makes an offer to a subordinate of some job perk (raise, promotion,
or easier job) in return for sexual favors. When words, gestures, and or behaviors make
someone feel uncomfortable based on their gender, the result is a hostile work environment.
Sexual harassment training makes it clear what sexual harassment is and what is not at
workplace.

Source: lessonly.com
7.1 Strategies for Dealing with Sexual Harassment
Some of the strategies for dealing with sexual harassment at workplace are:
• Develop a clear policy
• Get top management support
• Provide training to everyone
• Evaluate training: Test for knowledge
• Periodically provide refresher training
• Investigate complaints quickly
• Keep information confidential
• Provide severe punishment to offenders

7.2 Inclusions in Sexual Harassment Policy

Sexual harassment policy must include the following points:
i. Indicate a strong opposition to sexual harassment.
ii. Define sexual harassment using examples that employees will understand.
iii. Provide a procedure for reporting sexual harassment in a way that protects the person
reporting.
iv. Indicate all reported incidents will be investigated quickly and discretely.
v. Provide levels of discipline that could be meted out to violators, up to and including dismissal
for serious offences.
vi. State that no retaliation for reporting sexual harassment incidents will be tolerated.

7.3 Using the Training Model to Develop Sexual Harassment Training

• Training Need Analysis: The training need analysis phase includes the following aspects:
-Examine the sexual harassment policy
-Identify the types of problems that exist
-Meet small, cross-sectional group of employees
• Design: The constraints are much the same as diversity training, primarily because every
employee has to be trained. So the amount of time taken up by the training will be constraint.
An example of an objective that might be developed could be- The trainee will be able to
identify the five violations of the company sexual harassment policy after viewing a video of
employee interactions. The choice for training methods could be a large group for providing
information coupled with smaller groups to discuss issues and examine videos of employee
interactions to learn more about inappropriate behaviors.
• Development/ Implementation: This is very similar to the diversity training except that
there are plans for small group interactions. Getting the top-management executive to show
up for the kickoff of the training is important. Also developing some sexual harassment
videos that demonstrate the various types of harassment will need to be completed. Get
agendas set up for the small-group discussions and obtain enough group facilitators to run
these groups. Also a dry run, but not a pilot will be conducted.
• Evaluation: Evaluations would be similar to the diversity training. However, for learning,
videos similar to those used in the training programme should be developed to test trainees on
their ability to identify sexual harassment.

8. Cross-Cultural Training
Cross-Cultural Training refers to formal programs designed to prepare persons of one culture
to interact effectively in another culture or to interact more effectively with persons from
different cultures. To survive, cope and succeed, managers need training in three areas: the
culture, the language and practical day-to-day matters. Reviews of research on cross-cultural
training found that it has a positive impact on an individual’s development of skills, on his or
her adjustment to the cross-cultural situation and on his or her performance in such situations.
 Source: nariscommunications.com

8.1 Using the Training Model to Develop Cross-Cultural Training

• Training Needs Analysis: The training needs analysis involves: operational analysis
and person analysis. The operational analysis information would come from the host country.
The person analysis is how the expatriate behaves presently. Some of the information in this
analysis could come from experts in the specific culture, former expatriates and the literature.
It is also important to conduct interviews with host country employees. These employees can
help identify problems that have occurred in the past with expatriates as well as identify
methods for optimizing expatriate management performance.
• Design: In determining the type of training to provide and how long it should be, an
important constraint is the cost versus benefit. One of the objectives for the training will be to
identify what behaviors are and are not appropriate in the culture. This can be measured by
having the trainee watch a CD of various interactions between an expatriate and a host
country employee. The trainee will stop the CD at each error committed by the expatriate (be
100% correct), explain the problem, and explain what should have been done. To facilitate
learning, the training will be in two parts: pre-departure training (three days) and on-site
training, which will take place after being on the job for four to six weeks and will be
provided over a five-week period.
• Development/ Implementation: The training will utilize reading material, online discussion
with current expatriates in the region, CD, and role plays. In the pre-departure training, the
focus is on providing:
-Cross-cultural awareness
-Cross-cultural communication skills, and
-Business etiquette and procedures
For the on-site training, there should be a review of the pre-departure training, as often the
hectic time prior to leaving for a foreign assignment causes one to lose her concentration.
Then training will focus on questions that the expatriate and her family have now that they are
living in the foreign country. This will take place a few times per week for a number of
weeks.
• Evaluation: Reaction questionnaires should be designed to rate the relevance and value of the
training and should be completed just before beginning the on-site training. Learning will be
measured by an in-line test of multiple-choice questions completed a week after training.
Behaviour will be assessed from 360-degree performance appraisals completed on the
expatriate after six months in the country. Organisational results will be measured in terms of
a drop in expatriates returning early from their assignments because of a frustration with their
situation in the host country.

9. Summary
The five most prevalent training practices taking place in organisations today are: orientation
training, diversity training, sexual harassment training, team training and cross-cultural
training. Orientation training is training which has the purpose of familiarizing the trainee to
the job, the workplace environment and his colleagues and co-workers. Diversity training
emphasizes on understanding the dissimilarity that are found amongst people of different
backgrounds (race, age, ethnicity, gender). Team Training refers to training employees to be
comfortable and work better in teams. Sexual harassment training makes it clear what sexual
harassment is and what is not at workplace. Cross-Cultural Training refers to formal programs
designed to prepare persons of one culture to interact effectively in another culture or to
interact more effectively with persons from different cultures.

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