Solution Manual for Employee Training and Development, 6th Edition by Raymond a. Noe

Full file at http://testbankonline.eu/Sol http://testbankonline.eu/Solution-manual-for ution-manual-for-Employee-T -Employee-Training-and-Devel raining-and-Development,-th-editi opment,-th-edition-byon-by!aymond-".-#oe

CHAPTER 1 INTRODUCTION TO EMPLOYEE TRAINING AND DEVELOPMENT $hapter %ne, &'ntrodu(tion to Employee Training and Development,) dis(usses *hy training and development are important to help (ompanies su((essfully (ompete in today+s business environment. The (hapter provides an overvie* o f training pra(ti(es, the training profession, and ho* to design effe(tive training. This (hapter is a basi( introdu(tory (hapter eplaining many of the terms used in the area of training and development. The (hapter begins *ith a dis(ussion of ho* (ompanies su(h as iffy ube 'nternational, Seattle $ity ight, lue $ross, lue Shield, S(otiabank 0roup, and 1.S. "ir*ays 0roup used training to improve their (ompetitive advantage in the marketpla(e. The terms training and development are defined, and the various for(es su(h as globali2ation, *orkfor(e demographi( (hanges, ne* te(hnologies, the (hanging roles of leadership, rapid development of kno*ledge, and development of e-(ommer(e are eplained. The importan(e of training and development dev elopment in today+s organi2ations, and today+s global market is dis(ussed, in(luding the immense amount of money invested in training by 1.S. (ompanies. " basi( basi( 'nstru(tional System Design model 3'SD4 or the "DD'E model is introdu(ed, and essential roles and (ompeten(ies of trainer professionals are identified. !elated training and development 5eb sites, internet, and e-(ommer(e eamples are dis(ussed at the end of the (hapter.

Objectives

6. Dis(uss Dis(uss the for(es for(es influen(ing influen(ing the *orkpla(e *orkpla(e and learnin learning, g, and eplain ho* trainin training g (an help (ompanies deal *ith these for(es. 7. Dra* a figure figure or diagram diagram and eplai eplain n ho* training, training, developm development, ent, informal informal learni learning, ng, and kno*ledge management (ontribute to business su((ess. 8. Dis(uss Dis(uss various various aspe(ts aspe(ts of the training training design design pro(ess pro(ess.. 9. Des(ribe Des(ribe the amount amount and types types of traini training ng o((urring o((urring in 1.S. 1.S. (ompanies (ompanies.. . Dis(uss Dis(uss the the key roles for training training profes professional sionals. s. . 'dentify 'dentify appropriate appropriate resour(es resour(es 3e.g., ;ournals, ;ournals, 5eb 5eb sites4 for learning learning about training training resear(h resear(h and pra(ti(e.

'. Introduction ". $ompetitive $ompetitiveness ness is the (ompany+ (ompany+ss ability ability to maintain and gain market market share in an industry. .
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Full file at http://testbankonline.eu/Solution-manual-for-Employee-Training-and-Development,-th-edition-by!aymond-".-#oe

''. Training and Development: Key Components of Learning ". earning refers to employees a(@uiring kno*ledge, skills, (ompeten(ies, attitudes, or behaviors. .
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a. 'n organi2ations, the training design pro(ess rarely follo*s the neat, orderly, step by- step approa(h of a(tivities. b. 'n trying to standardi2e their o*n 'SD method used in the training fun(tion, some organi2ations re@uire trainers to provide detailed do(uments of ea(h a(tivity found in the model. (. The 'SD implies an end point: evaluation. d. ?any (ompanies (laim to use an instru(tional design approa(h but dilute its appli(ation. 7. The training design pro(ess should be systemati(, yet fleible enough to adapt to (hanging business needs. 'B. The Forces Influencing Working and Learning The poor e(onomy means more (ompanies are do*nsi2ing their *ork for(e, delaying plans for ne* operations and gro*th, and revisiting training and development and human resour(e budgets to (ut unne(essary programs and (osts. E(onomi( (risis provide an opportunity for (ompanies to take a (loser look at training and development to identify those a(tivities that are (riti(al for supporting the business strategy as *ell as those mandated by la*. ". 0lobali2ation 6. $ompanies provide (ross-(ultural training to their global employees and their family *hi(h prepares them to understand the (ulture and norms of the (ountry to *hi(h they are being relo(ated and assists in their return to their h ome (ountry after the assignment. 7. Some (ompanies develop a leadership team to learn about the needs and the (ulture of the foreign (ountries *hile at the same time providing valuable (ommunity servi(e. 8. Fe* (ompanies provide etensive (oa(hing and assessment of managerial potential and provide regular feedba(k to keep employees fo(used on the things they need to do to rea(h their (areer goals. 9. 0lobali2ation also means that 1.S. (ompanies may move ;obs overseasC offshoring refers to the pro(ess of moving ;obs from the 1nited S tates to other lo(ations in the *orld. . 'n(reased Balue la(ed on 'ntangible "ssets and
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. Employee engagement refers to the degree to *hi(h employees are fully involved in their *ork and the strength of their (ommitment to their ;ob and the (ompany. . $hange refers to the adoption of a ne* idea or behavior by a (ompany. G. " learning organi2ation embra(es a (ulture of lifelong learning, enabling all employees to (ontinually a(@uire and share kno*ledge. $. Fo(us on inks to usiness Strategy ?anagers are beginning to see a more important role for training and development as a means to support a (ompany+s business strategy. D. $hanging Demographi(s and Diversity of the 5ork For(e 6. 'n(rease in ethni( and ra(ial diversity 7. "ging *ork for(e E. 0enerational Differen(es "((ording to the 1.S. ureau of abor Statisti(s, five generations 3generation H, generation I, generation J, baby boomers, and traditionalists4 *ill parti(ipate in the *orkfor(e in 7>67, ea(h one *ith uni@ue and similar (hara(teristi(s to the others. To su((essfully manage a diverse *ork for(e, managers an d employees must be trained in a ne* set of skills, in(luding: 6. $ommuni(ating effe(tively *ith employees from a *ide variety of ba(kgrounds 7. $oa(hing, training, and developing employees of different ages, edu(ational ba(kgrounds, ethni(ities, physi(al abilities, and ra(es 8. roviding performan(e feedba(k that is free of values and stereotypes based on gender, ethni(ity, or physi(al handi(ap 9. Training managers to re(ogni2e and respond to generational differen(es . $reating a *ork environment that allo*s employees of all ba(kgrounds to be (reative and innovative F. Talent ?anagement Talent management refers to the systemati(, planned, and strategi( effort by a (ompany to use bundles of human resour(e management pra(ti(es, in(luding a(@uiring and assessing employees, learning and development, performan(e management, and (ompensation to attra(t, retain, develop, and motivate highly skilled employees and managers. 't is be(oming in(reasingly important be(ause of: 6. %((upational and ;ob (hanges 7. !etirement of baby boomers 8. Skill re@uirements 9. #eed for developing leadership skills 0. $ustomer Servi(e and Kuality Emphasis 6. Total Kuality ?anagement 3TK?4 is a (ompany*ide effort to (ontinuously improve the *ays people, ma(hines, and systems a((omplish *ork. 7. The ?al(olm aldrige #ational Kuality "*ard and 'S% G>>>:7>>> @uality standards *ere established to emphasi2e and re(ogni2e high @uality and to publi(i2e strategies and epe(tations for @uality. Table 6. lists the (ategories and point values for the ?al(olm aldrige #ational Kuality "*ard eamination. 8. The 'S% G>>>:7>>> Standards *ere developed by the 'nternational %rgani2ation for Standardi2ation. These standards have been adopted as the national @uality standards in nearly 6>> (ountries. These are used in manufa(turing, pro(essing, servi(ing, printing, forestry, ele(troni(s, steel, (omputing, legal servi(es, and finan(ial servi(es. 6-9

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9. ?any (ompanies are also using the Si Sigma pro(ess for monitoring and improving @uality. The Si Sigma pro(ess refers to a pro(ess of measuring, analy2ing, improving, and then (ontrolling pro(esses on(e they have been brought *ithin the narro* Si Sigma @uality toleran(es or standards. Training is an important (omponent of the pro(ess. . ean thinking involves doing more *ith less effort, e@uipment, spa(e, and time, but providing (ustomers *ith *hat they need and *ant. . 'S% 6>>6 is a @uality management tool designed to ensure that training is linked to (ompany needs and performan(e. <. #e* Te(hnology 6. The 'nternet is a global (olle(tion of (omputer net*orks that allo* users to e(hange data and information. 7. The 'nternet has (reated a ne* business modelLe-(ommer(e, in *hi(h business transa(tions and relationships (an be (ondu(ted ele(troni(ally. 8. "dvan(es in sophisti(ated te(hnology along *ith redu(ed (osts for the te(hnology are (hanging the delivery of training, making training more realisti(, and giving employees the opportunity to (hoose *here and *hen they *ill *ork. 9. Te(hnology also allo*s (ompanies greater use of alternative *ork arrangements. " key training issue *ith alternative *ork arrangements is to prepare managers and employees to (oordinate their efforts so su(h *ork arrangements do not interfere *ith (ustomer servi(e or produ(t @uality. '. >6 to 7G per(ent in 7>6>. 9. Self-pa(ed online learning is the most fre@uently used type of te(hnology-based learning. . Te(hnology-based learning has helped improve learning effi(ien(y, as sho*n by in(reases in the reuse ration sin(e 7>>8. 6-

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.

$.

D.

E.

F.

. Te(hnology-based learning has resulted in a larger employeeMlearning staff member ratio. . The per(entage of servi(es distributed by eternal providers 3e.g., (onsultants, *orkshops, training programs4 dropped from 7G per(ent in 7 >>9 to 78 per(ent in 7>6>. Training 'nvestment eaders 6.
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Chapter !""ar#

The (hapter eplains some real (ase s(enarios *here training has (ontributed to (ompanies+ (ompetitiveness. 't eplains *hat training is and ho* an effe(tive training program (an be designed. 't further dis(usses the fa(tors *hi(h has an influen(e on *orking and learning. The (hapter (on(ludes by providing a snapshot of the training pra(ti(es, in *hi(h the (ompeten(y model is dis(ussed. "t the end, a list of key *ords and dis(ussion @uestions are provided along *ith appli(ation assignments and a (ase study.

Disc!ssi$% &!esti$%s

6. Des(ribe the for(es affe(ting the *ork pla(e and learning. 4

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8. 5hat steps are in(luded in the training design modelN 5hat step do you think is the most importantN 5hyN "ns*er: Step 6 is to (ondu(t a needs assessment, *hi(h is ne(essary to identify if training is needed. Step 7 is to ensure that employees have the motivational and basi( skills ne(essary to master the training (ontent. Step 8 is to (reate a learning environment that have features ne(essary for learning to o((ur. Step 9 is to ensure that trainees apply the training (ontent to their ;obs. Step  is to develop an evaluation plan. Developing an evaluation plan in(ludes identifying *hat types of out(omes training is epe(ted to influen(e, (hoosing an evaluation design that allo*s you to determine the influen(e of training on these out(omes, and planning ho* to demonstrate ho* training affe(ts the &bottom line). Step  is to (hoose the training method based on the learning ob;e(tives and learning environment. Step  is to evaluate the program and make (hanges in it or revisit any of the earlier steps in the pro(ess to improve the program so that learning, behavior, (hange and the other learning ob;e(tives are obtained. The training design pro(ess should be systemati(, yet fleible enough to adapt to business needs. Different steps may be (ompleted simultaneously. Aeep in mind that designing training unsystemati(ally *ill redu(e the benefits that (an be reali2ed. For eample, (hoosing a training method before determining training needs or ensuring employees+ readiness for training, in(reases the risk that the method (hosen *ill not be the most effe(tive one for meeting training needs. "lso, training may not even be ne(essary and may result in a *aste of time and money. Employees may have the kno*ledge, skills, or behavior they need but simply not be motivated to use them. 3p. 6>-674 9. 5hat are intangible assetsN -*eek retail management training (ourse. 5hen Starbu(ks enters a ne* international market, partners are brought to Seattle for  to 67 *eeks of training and then sent to other lo(ations to get store eperien(e. 3p. 84

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. Training rofessionals (ontinue to debate *hether the 'SD model is fla*ed. Some argue that 'SD should be treated as a pro;e(t management approa(h rather than a step- by- step re(ipe for building training programs. %thers suggest that 'SD is too linear and rigid a pro(ess, that it is the primary reason that training is epensive, an d that it takes too long to develop. 'SD fo(uses on inputsC management *ants outputs. usinesses *ant results, not the use of a design te(hnology. Do you believe that 'SD is a useful pro(essN 5hy or *hy notN "re there (ertain situations *hen it is a more 3or less4 effe(tive *ay to design trainingN "ns*er: The training design pro(ess is useful be(ause it gives a systemati( approa(h to training. Designing training unsystemati(ally *ill redu(e the benefits that (an b e a(hieved. For eample, (hoosing a training method before determining training needs or ensuring employees+ readiness for training in(reases the risk that the method (ho sen *ill not be the most effe(tive one for meeting training needs. "lso, training may not even be ne(essary an d may result in a *aste of time and money. Employees may have the kno*ledge, skills, and behavior they need but simply not be motivated to use them. !egardless of the spe(ifi( 'SD approa(h used, the follo*ing assumptions should be (onsidered: Training design is effe(tive only if it helps employees rea(h instru(tional or training goals and ob;e(tives. ?easurable learning ob;e(tives should be identified before the training program begins. Evaluation plays an important part in planning and (hoosing a training method, monitoring the training program, and suggesting (hanges to the training design pro(ess. 3p. 66-674 

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. 5hi(h of the training professionals+ roles do you believe is the most diffi(ult to learnN 5hi(h is easiestN "ns*er: Student ans*ers *ould vary. The "STD (ompeten(y model des(ribes *hat it takes for an individual to be su((essful in the training and development field. The top of the model sho*s the roles that training and development professionals (an take. The learning strategist determines ho* *orkpla(e learning (an be best used to help meet the (ompany+s business strategy. The business partner uses business and industry kno*ledge to (reate training that improves performan(e. The pro;e(t manager plans, obtains, and monitors the effe(tive delivery of learning and performan(e solutions to support the business. The professional spe(ialist designs, develops, delivers, and evaluates learning an d solutions. These roles are in(luded in ;obs su(h as organi2ational (hange agent, (areer (ounselor, instru(tional designer, and (lassroom trainer. Training department managers devote (onsiderable time to the roles of business partner and learning strategist. Training department managers may be involved in the pro;e(t manager role but, be(ause of their other responsibilities, they are involved to a lesser etent than are spe(ialists *ho hold other ;obs.
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years or older are (overed by the "ge Dis(rimination in Employment "(t4. #onetheless, members of ea(h generation may have misper(eptions of ea(h other, (ausing tensions and misunderstanding in the *orkpla(e. Training plays a key role in ensuring that employees a ((ept and *ork more effe(tively *ith ea(h other. To su((essfully manage a diverse *orkfor(e, managers and employees must be trained in a ne* set of skills, in(luding: $ommuni(ating effe(tively *ith employees from a *ide variety of ba(kground s $oa(hing, training, and developing employees of different ages, edu(ational ba(kgrounds, ethni(ities, physi(al abilities, and ra(es roviding performan(e feedba(k that is free of values and stereotypes based on gender, ethni(ity, or physi(al handi(ap Training managers to re(ogni2e and respond to generational differen(es $reating a *ork environment that allo*s employees o f all ba(kgrounds to be (reative and innovative 3p. 794  



 

67. They fear, perhaps (orre(tly, that so(ial net*orking *ill result in employees *asting time or offending or harassing their (o*orkers. ut other (ompanies believe that the benefits of using so(ial net*orking for human resour(e pra(ti(es and allo*ing employees to a((ess so(ial net*orks at *ork out*eigh the risks. They trust employees to use so(ial net*orking produ(tively and are proa(tive in developing poli(ies about personal use and training employees about priva(y settings and so(ial net*ork eti@uette. They reali2e that employees *ill likely (he(k their T*itter, Fa(ebook, or inkedln a((ounts, but they ignore it unless produ(tivity is de(reasing. 'n some *ays, so(ial net*orking has be(ome the ele(troni( substitute for daydreaming at one+s desk or *alking to the break room to so(iali2e *ith (o*orkers. 3p. 69C 88-894 68. Eplain ho* training relates to attra(ting ne* employees, employee retention, and motivation. "ns*er: 0iven the tight labor market and numerous ;ob appli(ants+ la(k of basi( skills, many (ompanies are unable to hire @ualified employees. ut they are un*illing or unable to leave 6-66

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;obs open. Therefore, they have to hire employees *ith skill defi(ien(ies and rely on training and involvement in lo(al s(hool distri(ts to (orre(t the defi(ien(ies. !etention is an important part of talent management. Talented employees are looking for gro*th and a (areer path. Training and development is a key to attra(ting and retaining talented employees. Talent retention is still an important (on(ern. Some (ompanies are (reating dis(retionary bonus pools to re*ard employees *ho may be re(ruited by other (ompanies. To keep employees engaged, est uy uses online surveys to get employees+ opinions and suggestions regarding ho* to (ut (osts. 3p. 694 69. 5hat is the relationship bet*een talent management and employee engagementN 5hat role (an training and development pra(ti(es play in keeping employee engagement high during poor e(onomi( timesN Eplain. "ns*er: Employee engagement is the degree to *hi(h employees are fully involved in their *ork and the strength of their (ommitment to their ;ob and the (ompany. Talent management helps to attra(t, retain, develop, and motivate highly skilled employees and managers. Therefore, talent management plays a (ru(ial role in employee engagement. EmployeesO engagement is influen(ed by training and development. Training and development gives employees an opportunity for personal gro*th *ithin the (ompany and helps provide the (ompany *ith the kno*ledge and skills it needs to gain a (ompetitive advantage. 1sing training delivery methods that provide employees *ith the fleibility to manage their personal learning *hile balan(ing other *ork and non*ork responsibilities, su(h as online learning, helps build employee (ommitment to the (ompany. ?anagers (ontribute to employee engagement by performing basi( management fun(tions 3planning, organi2ing, (ontrolling, and leading4 but also through using good (ommuni(ation skills, helping employees develop, and *orking (ollaboratively *ith employees. 3p. 6GC 7G4 6. te(hnologies su(h as so(ial net*orks, mi(roblogs, and *ikis allo* employees easy a((ess to so(ial learning or learning through (ollaboration and sharing *ith one or t*o or more people. 6-67

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$aterpillar+s *eb-based kno*ledge management system, kno*n as Ano*ledge #et*ork, has thousands of (ommunities of pra(ti(e. They range in si2e from small teams to hundreds of employees *orld*ide. The (ommunities of pra(ti(e are useful for employees to gain both epli(it and ta(it kno*ledge. They are used to distribute information, post @uestions, and provide spa(e for referen(e materials. 3p -GC 894

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Solution Manual for Employee Training and Development, 6th Edition by Raymond a. Noe

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