978-0078029165 Appendix B Part 9

Unlock access to all the studying documents.

View Full Document

Appendix B-161

| Appendix B – Chapter Exercises

3. What steps should be taken to better understand the performance problems at Rainyday?

That is, what would you do to conduct a more thorough needs assessment to better

pinpoint the problems?

Step 1. Interview a larger sample of both newer and older employees about the problems and causes

to make sure you have a representative sample of information.

4. Provide several suggestions for addressing the problems in the claims department at

Rainyday.

Short-term (within the next month):

1. Ask all employees what assistance they need so that they are able to use the new computers

(make sure to determine if there are differences in their opinions – for example, newer

employees may need one type of help and more experienced employees may need a different

type of assistance).

Appendix B-162

| Appendix B – Chapter Exercises

Longer-term (within the next six months)

1. Incorporate into the performance appraisal and/or compensation system the mentoring now

provided by older employees. In this way, older employees may see that assisting newer

Appendix B-163

| Appendix B – Chapter Exercises

Chapter Exercise 8.3

Backwoods Mail Order Company

Steve Long

IM Notes prepared by Joyce E. A. Russell

Objective . This case provides students with information about a case, and has them diagnose the

situation to determine whether training is needed, and if so, what type of training. This is important if

students are to understand how to conduct a training needs assessment.

Description . This exercise will require about 1 hour of out-of-class preparation. First, students will

read the background information on the company provided in Exhibit 8.3.1. This will enable them to

complete Form 8.3.1, which requires their ideas for a training program to use, include learning

objectives and the training evaluation system. In class, students should work in small groups (about 4–

6) to review their responses to Form 7.3.1. They should also draft out their ideas for a reaction

measure that can be used to determine trainees’ reactions toward the training program. They should

be encouraged to provide a written draft of their reaction form. The small group discussion should

take 30 – 45 minutes of class time.

The professor can follow up the small group discussion with an in-class discussion. If Exercise 8.1 or

Exercise 8.2 has already been discussed in previous classes, then the professor should focus primarily

on the training program that students have developed for Exercise 7.3 as well as the evaluation plans.

The previous exercises address needs assessment; hence the class would not need to discuss this

topic again for this case.

Appendix B-164

| Appendix B – Chapter Exercises

Exercise 8.3

Answers to Form 8.3.1

1. Write several clear, measurable objectives for the training to be delivered to the employees

in the customer order group.

The general objectives of the training have been articulated by the supervisor, Gerald Banks as the

following:

At the end of training:

1). Trainees should be more effective in filling customers’ orders.

2. Develop a recommendation for the training plan that includes the training techniques that

should be used and the length of training.

Students may choose any number of techniques (see Chapter 8 for the full listing of techniques).

What is most important is that they have selected techniques that they can defend (i.e., they can

provide some rationale for the techniques they have chosen, along with the pros and cons of the

techniques). In general, techniques that require more active learning by trainees are preferable (e.g.,

Appendix B-165

| Appendix B – Chapter Exercises

This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

small group discussion, videos, role plays, simulations). Be sure that students have not relied solely on

the lecture method, yet it can be used for part of the training.

Given that the training focuses on filling customer’s orders, answering questions, and reducing

customer complaints, it seems that some combination of lecture, small group discussion, and role–

plays or behavior modeling should be used. Lecture can be used periodically to describe the products

of the firm so that employees are more knowledgeable about the products. Role-plays or behavior

modeling (using videos of correct performance) can be used to teach trainees how to answer

customers’ questions and respond to complaints (two different modules of training).

With regard to length, this can vary as well. Student plans should be evaluated in terms of realism and

rationale. For example, if students choose to use role-plays, videos, and small group discussions in

their training plan, and yet they state that the training can be conducted in an hour, this is not very

realistic. In general, when the more experiential techniques are chosen, more time may be needed in

order to allow trainees time to engage in the exercise. For this case, if lecture, role-plays, and small

group discussions are used to teach several difference modules (filling orders, handling questions,

handling complaints), then about 1-2 days of training may be appropriate.

3. Offer a plan for evaluating the training program. Describe the criteria that will be used and

the design you will employ.

Students should address the use of criteria such as: reactions, learning, behavior, and results as noted

in the chapter. (See Chapter 8 and Kirkpatrick, 1996 for more details and examples that can be

illustrated to the class on the four types of criteria). Specific criteria that can be used to address the

learning objectives include:

Percentage of cases in which customer orders are filled correctly

Appendix B-166

| Appendix B – Chapter Exercises

This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

or does not have randomization and control groups (e.g., difficulties in internal validity and

determining if training is the reason for any change in behaviors).

Appendix B-167

| Appendix B – Chapter Exercises

NOTES.

Some references that might assist students in designing an evaluation plan include the following.

These are also excellent sources that students might need in industry to determine the bottom-line

financial effectiveness or return-on-investment of various programs.

Kirkpatrick, D. L. (1996). Evaluating training programs: The four levels. San Francisco, CA: Berrett-

Koehler Publishers.

Phillips, J. J. (1996). Accountability in human resource management. Houston, TX: Gulf Publishing.

Phillips, J. J. (1997). Handbook of training evaluation and measurement methods (3rd edition).

Houston, TX: Gulf Publishing.

Phillips, J. J. (1997). Return on investment. Houston, TX: Gulf Publishing.

Appendix B-168

| Appendix B – Chapter Exercises

Chapter Exercise 8.4

Development and Evaluation of a Training Program

for Graduate Student Instructors

Objectives. The purpose of Exercise 8.4 is to have students apply the principles of sound training

development and evaluation to a problem with which they should have both knowledge and

motivation. Students will serve as members of a task force charged with determining whether there

is a need to establish a special training program for graduate students before they begin their

undergraduate teaching and, if so, to outline the steps to be taken in the development of such a

program.

Description . This exercise provides an opportunity for the student to apply the systems model of

training to a problem with which they may be familiar. The Individual Analysis should take no longer

than one hour after the student has read Chapter 8. Steps 1 and 2 of the Group Analysis should take

no longer than 30 minutes of in–class time. Allow 15 to 20 minutes of time in Part C for group

presentations to determine the extent to which the consensus views of the groups agree on the

chronology. Make certain that the group understands that the chronology must consider the special

circumstances of the problem and that a chronology that simply lists headings from Chapter 8 is not

acceptable. For example, the group must go beyond “organizational analysis” as an initial step in the

“needs assessment” to determine whether there is a legitimate need to place an emphasis on training

here. Get them to focus on the options available for “Organizational analysis” and the identification

of what would be most effective in this particular situation.

Table 8.4.1 presents the recommended chronology for events in response to the provost’s memo.

Although this chronology is not the only way in which to proceed, the consensus positions of the

groups should approximate this chronology. Before you begin the Group Analysis, you should repeat

the charge of the task force to provide the context for the chronology. Table 8.4.1 also repeats the

five task requirements of the task force.

Appendix B-169

| Appendix B – Chapter Exercises

Table 8.4.1

Answers to Form 8.4.1

Chronology of Steps for Training Program Development and Evaluation

Task Force Responsibilities

1. Determine whether there is a need for training.

Chronology

1. Conduct needs assessment:

Organizational analysis : if available, review student evaluation and course data (student dropouts,

test scores) to determine if there is a problem (i.e., test the theory whether graduate students or

particular graduate students are ineffective instructors) and whether the problem(s) should be

Appendix B-170

| Appendix B – Chapter Exercises

This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Person analysis should be used to assess who in particular needs training. Since this is probably a

skill problem, performance tests (e.g., one or more prepared lectures, test development) are the best

approach to determining the particular individuals who should be trained. The alternative is to have a

mandatory training program, but even so the person analysis can be used to focus in on particular

training needs. Another less favorable option is to identify the instructors in need of training based

on student evaluations, but this approach assumes that the “damage” has already been done or we

should allow it to happen before we take action. Some form of person analysis usually results in more

efficient training since such an analysis should enable people to “test” out of the training if they pass

some form of valid test that determines their readiness.

2. Derive instructional objectives: Identify observable action, measurable criteria, and

conditions of performance .

3. Identify specific techniques to be used.

Experiential training techniques are recommended such as an apprenticeship program where

graduate students (or those identified as in need of training) are assigned to assist an accomplished

professor in the class to which the graduate students will be assigned in the next semester. The

4. Evaluate trainee readiness from training.

In addition to reactive measures, student-learning measures should be developed which correspond

closely (or match) the pretest measure used to identify those in need of training. If student

evaluation data are available on graduate students who have not been trained, we have a “posttest”

Appendix B-171

| Appendix B – Chapter Exercises

This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

assignment in order to control one major confounding variable. Why would you not use a more

sophisticated evaluation design? If you determined that you indeed had a problem in terms of

graduate student preparedness, it would be unethical to establish a pretest-posttest control group

design in which some of the graduate students who had been identified as unprepared to teach were

then allowed to teach in order to empirically illustrate the effects of the training. Such a design could

be employed if it was impossible to train all graduate students and some of untrained were required

to teach. In the absence of pretest data or an organizational analysis clearly indicating a problem, a

random assignment to control or trained groups would be ethical and acceptable; however,

justification for the training would then be questionable.

Critical Questions Related to the Assignment

1. What data should we study (or collect) to determine whether this training is needed?

See the discussion on Organizational Needs assessment (page 252). While Provost Richter indicated “a

number of concerns were raised about the quality of teaching,” you either need to collect new data or

2. If we do training, what specific experimental design do you recommend and what evaluative

criteria should we use?

Since we are now assuming the organizational analysis has validated the theory, there are data (e.g.,

3. A colleague has recommended the Self-Directed Learning Readiness Scale (SDLRS). Why

would we do this? What does this scale predict?

Appendix B-172

| Appendix B – Chapter Exercises

This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

See the discussion on the SDLRS on page 264– “employees with higher SDLRS scores were successful

in relatively unstructured learning situations in which more responsibility rests on the learners.”

A short version of the SDLRS (the Self-directed learning assessment) can also be completed (See

Exercise 8.5)

4. What specific types of training should be done? Be specific.

While several approaches could be pursued, behavioral modeling using “Master” teachers is an

excellent approach. See the discussion on page 271- “Behavioral modeling is an excellent approach

Appendix B-173

| Appendix B – Chapter Exercises

Chapter Exercise 8.5

Self– Directed Learning Assessment

The concern with developing self-direction in learning is ubiquitous throughout higher education and

workplace human resource development efforts. The increasing understanding that the

unprecedented growth in information and technology, accompanied by rapid social, political and

economic change, demands continuous learning and problem-solving by each individual in order to

maintain individual and organizational competency. In response to this whitewater of change, it

seems logical that our educational institutions and our workplace human resource development

efforts must transition from deliverers of content to developers of self-directed lifelong learners who

have a strong information base from which to grow.

Objectives: The purpose of this questionnaire is to have students complete a short version of the Self

Directed Learning Readiness Scale (SDLRS), also called the Learning Preference Assessment

(LPA).Upon completion, students will be given a score interpretation based on the research related to

the SDLRS.

Instructions: The following items are sample items taken from the SDLRS. The measure is designed to

assess your learning preferences and your attitudes toward learning.

On-line Feedback for students

Score = 20-60 – Low SDLRS

Score = 61-69 – Below average SDLRS

Score= 70-78 – Average SDLRS

Score = 79-87 – Above average SDLRS

Score = 88 (or higher) – High SDLRS

Questions for Further Discussion:

1. What does the SDLRS predict?

Page 264- Respondents with High SDLRS scores are more likely to be higher-level managers, to be

Appendix B-174

| Appendix B – Chapter Exercises

This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

unstructured learning environments where the learner has more responsibility for meeting objectives

and learning.

2. Could a company use scores on this instrument to make staffing decisions or to select

particular people for training?

Very little validity data for these purposes; response faking is probable. Other methods have stronger

validity for selection (e.g., Five Factor model). It is also important to note that the items in Ex 8.5

Appendix B-175

| Appendix B – Chapter Exercises

CHAPTER 9 – CHAPTER EXERCISES

Chapter Exercise 9.1

Attitudes About Older People

Barbara Hassell

Objective. The purpose of Exercise 9.1 is to develop an awareness of stereotypes, both positive and

negative, about older people. Through discussion, misperceptions may be clarified and individuals

provided with accurate information about older people.

Description. This exercise may be used in conjunction with several different topic areas in Human

Resource Management. In addition to Chapter 9, the exercise may be used with (Chapter 3) material

related to Equal Employment Opportunity laws (specifically the Age Discrimination in Employment

Act), and in the chapters related to human resource planning, recruitment, selection, interviews and

performance appraisal (Chapters 5, 6, or 7). For example, negative stereotypes regarding older

people’s physical abilities may affect the types of jobs or the training programs for which they are

considered.

Because the Individual Analysis (Part A) only requires about 10 minutes to complete, it may be done

either outside of class or in class, prior to discussion. Answers to the questionnaire should then be

provided in class. Scoring is simple and straightforward: odd-numbered questions are true;

even-numbered questions are false. Table 9.1.1 provides documentation for the quiz.

About 30 minutes should be set-aside for Group Analysis (Part B). One method of promoting

discussion is to have the students form small groups to discuss their answers with each other, arriving

at consensus within their own group. Individual groups would then compare answers and discuss

their opinions with the instructor. After the groups discuss each statement, the instructor would then

provide the correct answer with appropriate documentation.

Appendix B-176

| Appendix B – Chapter Exercises

After quiz answers have been provided, students should then proceed to Step 2 in Part B.

One use for the “Facts on Aging” Quiz is to identify stereotypes that are the most widely held. Early

studies using the quiz found that items 7, 11, 16, 19, 21, and 24 are the most commonly held

misperceptions. All but number 19 are negative stereotypes. It may be interesting to see how many

individuals answered these items incorrectly to see if students today have changed their perceptions

since the quiz was developed 15 years ago. Students could be encouraged to look at how those

stereotypes were developed and maintained. What kind of contact, both personal and professional,

have students had with older people? The greater the frequency and variety of interactions with

older people, the more accurate the perceptions. How have older people been portrayed in the

media? How does the level of education of their parents or grandparents affect their beliefs? How

does the age of the individual taking the quiz affect their responses? Past research indicates that, in

general, age has a positive relationship to positive stereotypes about older people.

The consequences of stereotypes about older workers frequently have a negative impact in the

workplace. Older employees may be bypassed for certain types of jobs or training opportunities in

the mistaken belief that they are not interested in or capable of learning new skills. Lapses in

performance may be attributed to age problems rather than to lack of resources or other factors such

as inadequate training, loss of motivation, poor supervision. Some supervisors may give older

workers higher performance evaluations than their performance warrants because the supervisor

feels sorry for the older worker or believes the older worker cannot take negative feedback. This

develops into a “vicious” circle because the older worker does not receive the proper feedback to

improve performance, thereby helping to “validate” the negative stereotype of the performance of

older workers.

Appendix B-177

| Appendix B – Chapter Exercises

Table 9.1.1

Documentation for “Facts on Aging” Quiz*

1. False. Less than 10% of older people are disoriented, senile, or demented.

4. True. On average, lung capacity tends to begins decline at age 30.

5. False. Research indicates little difference, by age group, on tests measuring

“happiness” or life satisfaction.

8. True. Drivers aged 65 and older have fewer accidents per driver than those under 65.

For older drivers, the accident rate per 100 drivers is about the same as for

middle-aged drivers, but much lower than the rate for drivers under 30.

Appendix B-178

| Appendix B – Chapter Exercises

This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

workers have less turnover and absenteeism, and fewer accidents than

younger workers.

10. True. (If we define “aged” as age 75 or older).

11. False. Older people adapt to changes in physical ability, retirement, widowhood, etc.

Politically and socially, their attitudes tend to change with society’s attitudes.

12. True. Compared to when they themselves were younger or to younger people, older

people usually take longer to learn. The increase in learning time, however,

more readily may be explained by lack of motivation, illness, learning style, or

lack of practice rather than chronological age. It is also true that older workers

have more difficulty adjusting to changes in technology.

16. True. Only 21% say their routine is boring or monotonous. One study found that 87%

of older people stated they had not been bored in the past week.

Appendix B-179

| Appendix B – Chapter Exercises

20. True. Studies of attitudes toward the aged among heath and human service

professionals indicate that they tend to believe the negative stereotypes and

prefer to work with children or younger adults.

are not as religious as their parents were.

24. True. In one study, about 75% of those 65 and older said they were never or rarely

angry. Another study showed 90% of older people said they hadn’t been angry

the past week.

28. True. Health care costs for an employer are based on a per person basis.

Appendix B-180

| Appendix B – Chapter Exercises

Chapter Exercise 9.2

Career Development Self-Assessment Exercise

Objectives. The purpose of Exercise 9.2 is to give students an opportunity to look inward and ask

themselves the general question, “Who Am I?” Increasing one’s self-knowledge is a critical first step

in career planning.

Description. After completing this exercise, students should be able to describe their work interests,

preferences, values, strengths, skills, and goals in an effort to better understand themselves. Often,

individuals do not take the time to explore these issues, which makes them less prepared for

managing their own careers. Also, when they become managers, if they encourage their subordinates

About 30 minutes should be set-aside for Group Analysis (Part B). Possible responses to the two

issues to be addressed during the class discussion are presented below.

Issue 1 . Self-assessments enable individuals to understand their own career and work goals, values,

preferences, and experiences. It also gives them an opportunity to outline their short– and long-term

career goals and action plans, and to identify obstacles they may encounter. For organizations, self–

development systems for firms. They can be initially used to get employees to begin thinking about

their own career goals and preferences so that they are more effective at planning their own career

progress. It should be pointed out to students that an effective career development system utilizes