BHR3352 Columbia Southern Unit VI Sexual Harassment Training Plan Essay InstructionsThere are several standardized training events in large organizations t

BHR3352 Columbia Southern Unit VI Sexual Harassment Training Plan Essay InstructionsThere are several standardized training events in large organizations that
are required annually or biannually. One of these is often sexual harassment.
For this assignment, write a training plan for all employees in your firm to
educate and develop their awareness of sexual harassment and understanding of
legal and organizational policies. Be sure to include training aspects of
planning, design, implementation, and evaluation. This plan should be in narrative form with a minimum requirement of 500
words. Discuss the following guidelines to complete your plan.Planning: Should all employees be trained at once? If not,
who should be trained first? What are the anticipated outcomes or
terminal learning objectives of the training? Design: In what format should the training be given, and
why? What modalities will be used for employees on multiple
shifts or in multiple locations? What are the core elements of the
training that will align with the learning objectives? Implementation: Who will lead the training, and how will
it be implemented? Will you be training for knowledge or behavior
change? How will you conduct the actual training to account for
knowledge and/or behavioral change? Evaluation: How will you know if the training was
successful? What measures will you use to know if employees 1) learned
from the training, 2) behaved differently after the training, and
3) the training has a bottom line impact to the firm? Any sources used, including the textbook, must be referenced; paraphrased
and quoted material must have accompanying citations in APA format. UNIT VI STUDY GUIDE
Employee Training and Development
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
6. Appraise the importance of project management processes for launching training programs in
organizations, to include planning, design, implementation, and evaluation.
Reading Assignment
Chapter 9: Training for Improved Performance
Chapter 10: Developing Employees and Their Careers
Unit Lesson
In the HR toolbox, training is a critical resource, but it is not the only tool. There is a saying that goes “when
you have a hammer in your hand, everything looks like a nail.” Operations managers may occasionally have
this perspective of corporate trainers:
 “I have a sexual harassment problem in my group.” “Training is what you need,” says the trainer.
 “Turnover is too high.” “Training is what you need,” says the trainer.
 “Managers need to “drive financial results.” “Training is what you need,” says the trainer.
All too often, no matter the work, corporate trainers make their rounds to sell their wares (training programs),
to no avail. Unfortunately, this is the case in many industries, and it has given the training profession an
unwanted and undeserved bad name. The truth is, from an HR perspective, jobs change over time through
tools, technology, and processes, and training is an important investment in the firm’s most valuable resource.
Think for a minute about the most expensive thing you have. For many people, it is a home or a car. If my
mechanic told me my vehicle’s oil needed to be changed and a belt replaced, and I responded by saying, “No
thanks, this oil has worked fine in the past,” you might conclude I was foolish. Investing in human capital
through appropriate and effective training programs is like protecting, maintaining, and often upgrading your
most expensive asset: people.
Rather than rehash the material from the textbook, this lesson will instead cover seven behavioral and
organizational problems with training in organizations as well as a few tactics to deal with them. There are
many positive aspects to training, and often, employees are eager to learn and grow.
1. When is My Promotion?
Often, there is an unintentional psychological contract that is created by sending employees to training. They
often return with a mindset that they are developed and ready for the next challenge. They may conclude that
the company was investing in them for the next job, and expectations are high. Managers and trainers would
do well to avoid promises and implied promises for growth and career progression where they are not
appropriate. The trained employee should feel valued through the training investment but not entitled. These
expectations should be set up front.
2. Why am I Doing This?
Research on training motivation has revealed employees who were motivated to be trained were more
transformed in knowledge, behavior, and results than those employees who were more intelligent but less
motivated. Therefore, in order to harness the benefit of training motivation, it is necessary for managers and
trainers to answer one fundamental question from employees: “Why am I here?” A manager may see his or
BHR 3352, Human Resource Management
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her colleagues try to convince their employees that each training is important to
theirx jobs
andGUIDE
future careers.
Many may not make this attempt. They may inform employees the candid truth,
where appropriate, even if it
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meant “we have to be here; we do not have a choice, so let’s try to have a god attitude about it.” This can be
helpful when leading teams as they know when their manager argues for the value of a training. The
employees are more likely to engage, take it seriously, and grow from the experience. How you deal with this
question will depend on your team, your relationship with each person, and your leadership style. However,
no matter the context, employees must know why they are being trained before the training begins.
3. What is in it for Me?
It may be shocking, but most people do not go to work for fun but rather for a paycheck. When people say “I
love the work I do,” I often ask them, “what if they stopped paying you; would you still go to work?”
In HR, we know that people are motivated both intrinsically and extrinsically, and thus, as managers and
trainers we must answer the what is in it for me question. Typically, we want to explain the purpose of the
training, what the employee will do different and better afterward, the positive performance effects, and the
potential financial and career implications. With the last statement, we must be careful to avoid implied
promises. Overall, however, if managers and trainers can give a reasonable answer for why the training
is necessary and how it will benefit the employee, there is usually little resistance and often higher levels
of engagement.
4. Not Another Dumb Training!
When you hear this as a manager, it is a sure sign you should check the frequency of the training schedule,
and see if you can restructure it to increase efficiency. If employees are fearing and avoiding yet another
training, evidence suggests they will not receive the knowledge effectively and will have minimal transfer of
training to the job. In other words, the firm may be wasting money.
5. Training means I am not Good Enough Now.
This is rarer than other behavioral problems listed here, but it is sometimes said and more often thought. The
cognitive process here is simple. If your manager comes to you and says, “you need training,” what is heard
is, “you are not good enough.” Never mind in that moment that the best athletes in the world have many
coaches to help train and improve their performance; the manager’s words can prey on individual insecurities.
Thus, careful delivery is important. If there is a performance issue, then the training provides a platform for an
honest discussion. If not, the manager should ensure the training proposition has a theme of “we want to
invest in you” rather than “we need to fix you.”
6. I have “Real” Work to do.
This reaction to a training announcement is quite common. It is a sign that the employee feels as though he or
she sat through trainings that have appeared useless. It is also a sign that the manager has been ineffective
at either showing the utility of previous training actions or buffering the employee from training programs with
less utility. With this reaction, the manager must convince the employee that the training has utility (if it does),
is part of his or her job assignment (if it is), and has potentially positive career effects for the employee (if it
does).
7. Is it Really Worth it?
Sometimes, training can be a worthwhile investment for a company. For instance, a training costing a
company a few thousand dollars could prevent said company from becoming wrapped up in a multimillion
dollar lawsuit. If a good training manager can portray how valuable a training can be, and effectively
communicate this to his or her employees, a company will be more productive.
In a large percentage of successful organizations, training is no longer considered a one-time event or even a
simple “sit and get” event. In this highly competitive economy, training is one avenue organizations can use to
maintain their competitive edge. Some trainings may be preventative, while others might be used to stimulate
creativity and innovation.
BHR 3352, Human Resource Management
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Commonly, new employees go through a period of orientation that often focuses
on xintroducing
the
employees to the company culture (but without sacrificing need-to-know administrative
information). It is
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commonly understood that a strong orientation program often significantly reduces employee turnover and in
turn reduces training cost (Kelly & Williams, 2015, p. 249).
Other forms of training include, but are not limited to the following training types:
 On-the-job training: Employees are trained by other employees and learn as they do the job.
 Off-the-job training: Employees attend a structured class during work hours.
 Computer-based training: Employees learn the job from a computer program. Management
development: Employees are selected for training that enhances their management skills in order to
develop leaders within the company. (Kelly & Williams, 2015).
Organizations want employees as productive as possible. To reach that goal, they may institute procedures
and policies focused on building the skill set for those employees. Employees will get involved in the training
process if they perceive it as worthwhile and they can grow from the training. As leaders, we are called upon
to help employees seek more intrinsic motivation and not to always rely on extrinsic motivation and rewards.
Reference
Kelly, M., & Williams, C. (2015). BUSN: Introduction to business (7th ed.). Stamford, CT: Cengage Learning.
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to
submit them. If you have questions, contact your instructor for further guidance and information.
For additional information regarding the topics discussed in this unit, please see the following video. This
video visually demonstrates the concepts discussed in the unit lesson and readings.
Chapter 09: Training For Improved Performance
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