Solution Manual For Employee Training & Development 9th Edition By Raymond Noe.pdf

Page 1 Copyright © McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw -Hill Education. Solution Manual For Employee Training & Development 9th Edition By Raymond Noe Chapter 1-11 Chapter 1 Introduction to Employee Training & Development This introductory chapter discusses why training is important to help companies successfully compete in today’s business environment. The chapter provides an overview of training practices, the training profession, forces impacting training, and how to design effective training. The chapter begins with a discussion of how a variety of companies use training to improve their competitive advantage. The chapter proceeds to define a number of terms relating to training, followed by an overview of the basic Instructional System Design (ISD) model, the foundation for effective training. Next, forces influencing working and learning are presented , concluding with an overview of current training practices. Objectives 1. Discuss the forces influen cing the workplace and learning and explain how training can help companies deal with these forces. 2. Draw a figure or diagram and explain how training, development, informal learning, and knowledge management contribute to business success. 3. Discuss various aspects of the training d esign process. 4. Describe the amount and types of training occurring in U.S. companies . 5. Discuss the key roles for training professionals. 6. Identify appropriate resources (e.g., journals and websites) for learning about training research and practice. Introduction Companies are experiencing great change due to new technologies , rapid development of new knowledge, globalization, and e -commerce . To help with such change, companies need to devote significant resources to attract, retain, and motivate their workforces. Human resource management (HRM) refers to the policies, practices, and systems that influence employee behavior, attitudes, and performance. Training is one of the key components of the HRM function. The overarching theme of this text is that training, development, and related learning activities are central to organizations being successful in the marketplace. Training and Development: Key Components of Learning Page 2 Copyright © McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw -Hill Education. It is important to understand what trai ning means in the broader business context. The overall goal of training is learning. Learning refers to employees acquiring knowledge, skills, compet encies, attitudes, or behaviors . When employees learn, it leads to the development of human capital. Human capital refers to knowledge, advanced skill s, system understa nding and creativity, and motivation to deliver high -quality products and services. Human capital may be more important than other types of capital in helping a company achieve competitive advan tage. Below are a number of key terms related to training, development, and learning. 1. Training refers to a planned effort by a company to facilitate learning of job -related competencies, knowledge, skills, and behaviors. The goal of training is for employees to master the knowledge, skills, and behaviors and then apply them on the job . 2. Development refers to tr aining, formal education, job experiences, relationship s, and assessments of personality, skills, and abilities that help employees prepare for future jobs or positions. 3. Formal training and development refers to training and development programs, courses, and events that are developed and organized by the company. 4. Informal learning refers to learning that is learner initiated, involves action and doing, is motivated by an intent to develop, and does not occur in a formal learning setting. Informal learnin g may be particularly important because it leads to the development of tacit knowledge. 5. Explicit knowledge refers to knowledge that is well documented, easily articulated, and easily transferred from person -to-person. Examples of explicit knowledge inclu de processes, checklists, flowcharts, formulas, and definitions. 6. Tacit knowledge refers to personal knowledge based on individual experiences that is difficult to codify. 7. Knowledge management refers to the process of enhancing company performance by desi gning and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge. Designing Effective Training Training must be systematically designed to help ensure maximum impact. The training design process should follow the principles of Instructional System Design (ISD) , a step -by-step process for designing and developing training programs. Following a systematic approach helps ensure that training targets the most important learning needs, ado pts the most appropriate methods , and has a meaningful on -the-job impact. The ISD process involves seven interrelated steps: 1. Conduct a needs assessment —determine who and what needs to be trained 2. Ensure employee readiness for training —ensure employees are prepared and motivated to attend training 3. Create a learning environment —create an environment that has the features for learning to occur Page 3 Copyright © McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw -Hill Education. 4. Ensure transfer of training —ensure support is in place to facilitate the transfer of trained skills 5. Develop an evaluat ion plan —determine how the effectiveness of training will be assessed 6. Design and conduct training —select training methods and deliver training 7. Monitor and evaluate —assess the effectiveness of training The training design process sometimes is referred to as the ADDIE model because it includes analysis, design, d evelopment, implementation, and e valuation. Regardless of the specific ISD approach used, all share the following assumptions: o Training design is effective only if it helps employees reach instruct ional goals and objectives. o Measurable learning objectives should be identified before training program begins. o Evaluation plays an important part in planning and choosing a training method, monitoring the training program, and suggesting changes to the training design process. Overcoming Flaws of the ISD Model Some training professionals argue that the ISD model is flawed for several reasons. First, in organizations, the training design process rarely follows the neat, orderly, step -by-step approach o f activities. Second, in trying to standardize their own ISD method used in the training function, some organizations require trainers to provide detailed documents of each activity found in the model. Third, the ISD implies an end point: evaluation. Fourt h, many companies claim to use an instructional design approach but dilute its application. The ISD model certainly has value. Yet, the training design process should flexible enough to adapt to changing business needs. To overcome the limitations of the ISD model, companies are starting to use agile learning design. Agile learning or agile instructional design refers to any approach to training development that focuses on speed, flexibility, collaboration, repeated revie w, and reuse of existing content, if appropriate. Course development occurs in what are known as “short bursts” or “sprints.” There are likely several of these sprints involved for each part of a course. Each “sprint” includes planning, designing, developi ng, testing, deploying, reviewing, and launching. The process starts again for each element of the course and ends when the entire course is complete. The Forces Influencing Working and Learning Economic Cycles Irrespective of the current economic cycl e, training has been shown to positively contribute to an organization’s performance. The global pandemic caused by COVID -19 caused the creation of a “new normal.” The “new normal” meant businesses had to quickly adapt their business models, supply chains, and ways to engage consumers or risk going out of business. Many companies retooled to provide products and services needed during the pandemic. closing daycares and forcing school aged children to attend classes online from home. The U.S. government, wor kers themselves, and companies all took actions to lessen the impact of the pandemic and prepare for post -pandemic employment. The government passed several pieces of legislation designed to aid workers and businesses. Globalization Page 4 Copyright © McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw -Hill Education. Many companies are inv olved in international markets by exporting their products overseas, building manufacturing facilities or service centers in other countries, entering into alliances with foreign companies, and engaging in e -commerce. Global trade and investment have slowed due to the pandemic, an increase in nationalistic policies around the world such as “Buy American” or “Made in India,” concerns about national security threats from purchasing and selling technology, and countries' dependence on others for essentia l products and resources. Globalization is not going to disappear. But the rate of globalization in the future is likely to depend on how soon the world can resolve the pandemic and the types of trade policies and practices enacted by countries around the world. The pandemic, costs, and changes in countries' employment policies have caused companies to reconsider whether sending employees to work in other countries on a long -term basis is worthwhile. Globalization also means that employees working in the United States will come from other countries. There is an ongoing debate in the U.S. government about the role of both legal and illegal immigration in terrorism and the reduction of job opportunities for U.S. citizens. American companies will likely con tinue to struggling to fill jobs despite the recent expiration of restrictions on work visas that occurred due to pandemic and Trump administration policies. Despite the high unemployment rate because of the pandemic, potential workers are not attracted to the low paying and seasonal jobs typically held by immigrants. Globalization also means that U.S. companies have to carefully consider the costs and benefits of moving jobs overseas or using foreign suppliers. Offshoring refers to the exporting of jobs f rom developed countries, such as the United States, to countries where labor and other costs are lower. Increased Value Placed on Intangible Assets and Human Capital Intangible assets such as human capital contribute to a company’s competitive advantage because they are difficult to duplicate and imitate. Intangible assets are equally as valuable as financial and physical assets, but they are not something that can be touched and they are nonmonetary. There are four types of intangible assets: 1. Human capital refers to the sum of the attributes, life experiences, knowledge, inventiveness, energy, and enthusiasm that the company’s employees invest in their work. 2. Intellectual capital refers to the codified knowledge that exists in a company 3. Social capital refers to relationships in the company 4. Customer capital refers to the value of relationships with persons or other organizations outside the company for accomplishing the goals of the company (e.g., relationships with suppliers, customers, vendors, and government agencies) Training and development have a direct influence on human and social capital because they affect education, work -related know -how and competence, and work relationships. Training and development can have an indi rect influence on customer and social capital by helping employees better serve customers and providing them with the knowledge needed to create patents and intellectual property.