Training and Development 1st Edition by Ian Anderson TEST BANK & INSTRUCTOR’S RESOURCE MANUAL by ACADEMIAMILL

TEST BANK & INSTRUCTOR’S RESOURCE MANUAL

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Training and Development First Edition Ian Anderson Algonquin College

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Anderson: Training and Development, First Edition Chapter 1: Strategic Considerations

True/False 1. Employers who provide employees with new ideas, skills, and better practices will increase the confidence of their workers. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 1.1 2. Research has demonstrated that companies that invest more in training have more impact, accountable employees, and employees with better positive intrinsic motivation. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 1.1 3. Training and development helps build competitive advantage for a company by ensuring its workers are on the leading edge of industry advantage and building a brand for its products. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 1.2 4. Training initiatives help organizations with the development of performance programs that are a part of the overall organizational strategy including goals and objectives. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 1.2

5. When an organization goes through a downsizing initiative, training is not necessary as there are fewer employees left to train. a. True b. False Answer: False Difficulty: 2 Skill: Applied Learning Objective: 1.3 6. Top management’s dedication to organizational learning is important to help build a learning culture that will flourish and be maintained over time. a. True b. False Answer: True Difficulty: 1 Skill: Applied Learning Objective: 1.3 7. Training organizational team members to appreciate differences and to be open-minded is an essential skill in the twenty-first century given the diversity of global workforces. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 1.4 8. Older workers have a major impact on organizations, however, given that the number of workers over the age of 55 is expected to decline, employers should focus on training younger workers and those who are new to the workforce. a. True b. False Answer: False Difficulty: 3 Skill: Applied Learning Objective: 1.4

9. A restaurant manager who receives repeated complaints from customers that a particular server has made mistakes on their orders may be dealing with a performance gap that needs to be addressed through a possible training intervention. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 1.5 10. The ADDIE model of instructional designs is criticized because it does not provide a linear approach to identifying performance gaps and solutions. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 1.5

Multiple Choice 11. There are many benefits to making training and development a priority. Which of the following is considered a benefit related to increased retention? a. Employees who make better decisions will lead to increased productivity. b. The company can expect higher revenues and profits. c. There will be increased productivity and growth within the company. d. Employees experience higher levels of satisfaction. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 1.1 12. Training and development is closely tied to performance management. What are the three main steps of the performance management process? a. Planning, review progress and provide feedback, evaluation b. Planning, implementation, review c. Gather feedback, meet with the employee, discuss next promotional opportunities d. Evaluate performance, provide feedback, plan for changes Answer: a Difficulty: 1 Skill: Recall Learning Objective: 1.1

13. Which of the following statements best describes the difference between organizational development and training? a. Training is about developing employees for future job success whereas organizational development relates to ensuring employees are well-prepared to do their jobs. b. Training prepares an employee to master their current role and responsibilities through learning and organizational development focuses on organization-wide initiatives to improve an organization’s overall effectiveness. c. Training occurs first within the organization and, only after all employees are trained, should a company focus on organizational development initiatives. d. Organizational development is a different way of referring to training and development. Answer: b Difficulty: 3 Skill: Recall Learning Objective: 1.1 14. Which of the following statements best characterizes the state of learning and development in Canadian workforces? a. Low unemployment rates mean that individuals are not looking for work and will therefore not require learning and development. b. Organizations are looking to recruit talent instead of investing in learning and development. c. Employees are interested in opportunities to learn which puts pressure on organizations to provide ongoing learning and development to their team members. d. Technology will make learning and development redundant. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 1.1 15. Agile learning is being integrated more into learning processes so that individuals can combine learning and work in a more seamless manner. Which of the following is an example of agile learning? a. Providing mobile phones that provide real-time learning in small doses. b. Giving individuals online learning workshops daily at the beginning of each shift. c. Ensuring that individuals are cross-trained, so they are more adaptable and agile. d. Encouraging informal learning whereby individuals self-direct their learnings experiences. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 1.1

16. There are several training initiatives that may be viewed as strategic within an organization. If a company were to use training as a mechanism to reduce sexual harassment, what must the organization do that is related to training and development? a. Ensure that employees have the skills necessary to interact effectively with customers. b. Facilitate opportunities for informal learning. c. Reduce the time to develop training programs. d. Be certain that the work environment supports learning and transfer training. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 1.2 17. Training and development helps create competitive advantage for firms through human capital resources that include: a. the work-related competencies that employees possess. b. skills, intelligence, and judgment of the employees. c. the combination of external and internal talent that the company seeks. d. the education and work experiences of employees. Answer: B Difficulty: 2 Skill: Recall Learning Objective: 1.2 18. The importance of a firm’s human resources includes the element of imitability which refers to the valuable and rare characteristics of a firm’s human resources. What should a firm do to ensure that this strategy is sustainable over time? a. Provide technical excellence in jobs. b. Provide ongoing manager training in feedback and communication. c. Ensure that other firms are not able to replicate these unique characteristics over time. d. Integrate training systems across the organization. Answer: c Difficulty: 3 Skill: Applied Learning Objective: 1.2

19. Kirkpatrick’s model of training evaluation includes four levels of evaluation. Identify the four levels of evaluation. a. Responsiveness, learning, transfer, and return on investment b. Reaction, responsiveness, transfer, and results c. Reaction, learning, behaviour, and results d. Reaction, growth, results, and return on investment Answer: c Difficulty: 1 Skill: Recall Learning Objective: 1.2 20. As an HR professional, you have been asked to propose a metric to demonstrate the effectiveness of your equity, diversity, and inclusion training program. Which of the following metrics will you recommend as being most effective? a. Instructor performance focusing on instructor’s presentation skills. b. Financial return on the investment you have made in the training program. c. Improved customers service measured by a reduction in customer service complaints. d. Decreased turnover with individuals who are members of designated employment equity groups. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 1.2 21. What are the most common obstacles faced by human resources professionals for training and development? a. No time for training and development, unmotivated employees, and poor trainers b. Lack of support from management, difficulty measuring return on investment, and a lack of training resources c. Too many training delivery choices, poor orientation, and an overly rigid organizational structure d. Poor learning space, outdated technologies, and poor supervisory training Answer: b Difficulty: 2 Skill: Recall Learning Objective: 1.3

22. How does training and development effectively link to corporate strategy in a service organization? a. It builds the competencies and confidence of employees who are able to create unique and favourable experiences for customers? b. It provides structure that alters the tasks and responsibilities of employees and are aligned with the business. c. It ensures managers are focused on the bottom line. d. It focuses on long term growth strategies such as international human resources management. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 1.3 23. Supremo International is a large, multi-national organization with manufacturing facilities around the world. It recently purchased a small factory with less than 50 employees. How is training and development different at Supremo as compared to the newest small site it has acquired? a. Supremo’s training programs are more formalized and highly structured. b. Supremo’s training programs uses more on-the-job training because they have more employees. c. Supremo has less money to invest in training because of the acquisition. d. Supremo focuses less on future development because there is a steady supply of employees in a large organization. Answer: a Difficulty: 3 Skill: Applied Learning Objective: 1.3 24. Which sentence most accurately describes the relationship between training and culture? a. A strong training program always results in a positive organizational culture. b. Culture and training have a circular relationship—culture influences training and training impacts culture. c. Training programs, like onboarding, typically weaken culture because supervisors do not live up to the expectations that have been established during the onboarding process. d. Values, beliefs, and assumptions of an organization are created by the training programs that are implemented. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 1.3

25. The following factors are considered significant macro trends influencing training and development. a. Economic and legal impact, employee engagement, and labour market factors b. Technology, organizational change, and labour market factors c. Globalization, demographics, and labour market factors d. Globalization, economic and legal, and a focus on knowledge workers Answer: c Difficulty: 1 Skill: Recall Learning Objective: 1.4 26. Gamification is a recent technology trend in training and development. This trend may be found to be a very positive training approach because a. employees are now able to work and learn remotely. b. digital and mobile content is more critical when employees have time to attend training. c. learners can assimilate larger chunks of information while they are at work. d. learners report being more engaged which may increase their motivation for learning. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 1.4 27. Social media is increasingly being used for training and development purposes. Which of the following applications would provide employees with an opportunity to get to know one another prior to the actual learning experience? a. Mentoring and coaching b. Virtual onboarding c. Employee engagement d. Virtual icebreakers Answer: d Difficulty: 1 Skill: Recall Learning Objective: 1.4

28. Finley’s Brewery has recently been dealing with a number of employee issues and low morale. What recommendation related to training and development should the HR team follow to improve overall employee engagement? a. Conduct a thorough evaluation of all training programs to diagnose the problems faced with Finley’s training and development programs. b. Be certain that all employees are thoroughly trained on company brands. c. Avoid all changes within the organization until the problem has been identified. d. Invest in an onboarding program which emphasizes the company’s vision, mission, and values. Answer: d Difficulty: 3 Skill: Applied Learning Objective: 1.4 29. What process helps to identify whether an organization is facing a gap in performance? a. Formative evaluation b. Needs analysis c. Training design d. Needs review Answer: b Difficulty: 1 Skill: Recall Learning Objective: 1.5 30. Needs analysis helps to provide information about problems with organizations that may require training solutions. If training is not the solution, what could the challenge be? a. Poor mechanisms for feedback within the organization b. Lack of resources invested in training c. Too much time spent on training and development d. Highly motivated employees Answer: a Difficulty: 2 Skill: Recall Learning Objective: 1.5

Essay Questions 31. How would you go about making certain that training and development (T&D) within your company is aligned with the strategic direction of your organization? Answer: Align training goals with the big picture  Training goals aligned with company strategy makes it easier to gain buy-in throughout the organization.

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Training goals should follow the SMART framework (specific, measurable, achievable, relevant, and time-bound) to have connections between goals and business strategy. Business strategy impacts T&D given that resource allocation and program development decisions are based on company strategy impacting the amount of training devoted toward current or future job skills. Strategic T&D helps organizations access the abilities of their employees to adapt to a changing work environment promoting innovation and stimulating greater productivity. Analysis of business strategies will help capabilities required to be more apparent and will be critical to develop and maintain through T&D. Training initiatives also support the development of performance programs and achievement of quality or continuous improvement.

Use training and development to gain competitive advantage  Utilize the VRIO (value, rareness, imitability, and organization) framework; use training to support development of competitive advantage. o Value: Provide cross training, integration of training systems, increase retention, and increase productivity. o Rareness: Leverage training to develop technical excellence in job and to develop a culture that values creative thinking and analysis. o Imitability: Through training, develop a shared culture, engage in team building, celebrate a diverse workforce, and focus on motivation and goal setting. o Organization: Provide specialized programs, implement manager training in feedback and communication, and develop methods and procedures Use metrics to evaluate organizational success  By using metrics to demonstrate organizational success, it is possible to demonstrate the valueadd of T&D for organizational outcomes.  Use of the Kirkpatrick model where four levels of learning will detail the reaction of employees to the training, whether learning took place, whether participants applied the new knowledge, skills, and abilities (KSAs) to their job, and the overall impact of the training by assessing whether outcomes were met (results can be best connected with organizational strategy).  Use of a balanced scorecard approach will help organizations focus on the vision and strategy of the organizations and evaluate how training has helped to yield results that focus on the customer (attracting new clients, increasing customer service, improve brand and culture); learning and growth (look at how training of employees and growth structures are supported by T&D); internal processes (optimization of training, design, and delivery, improving trainee performance); and financial indicators (profitability and financial goals).  Additional metrics to demonstrate training effectiveness may include: decreased turnover, increased sales, increased operational efficiency, improved customer service, internal scorecards, training costs, return on investment, revenue generation, instructor performance, and user satisfaction. Difficulty: 3 Skill: Recall Learning Objective: 1.2

32. Describe how organizational characteristics influence training and development within an organization. Answer: Strategy:  The goals and objectives of the company need to directly link with HR’s goals and objectives to ensure training and development (T&D) activities deliver results.  T&D can improve employees’ skillsets and training programs will relate to specific employee needs and overall company goals.  Training objectives specify behaviours or skills to be enhanced and how they relate to the company’s mission and vision.  A service organization needs T&D to build the KSAs and confidence of sales and service staff to help create unique and positive customer experiences. Company size and structure:  When structural changes occur within a company, this will alter the tasks and responsibilities of employees, creating a training need.  With new structures and increasing numbers of employees working from home, this has created new training needs which organizations must respond to in order to remain competitive.  Training differs between small and large organizations: smaller businesses use informal and onthe-job training, training is conducted by company owners or subject matter experts, and training focuses on KSAs required in current job and less on development, less money for training may be available; whereas larger companies have more formalized training, training is conducted by HR with support from managers and supervisors, and training is more structured with larger groups of employees. Organizational culture:  Training programs need to be consistent with an organization’s culture.  Culture helps to define how employees learn, how trainers do their job, what expectations are, and how communication happens during T&D.  The relationship between culture and training is viewed as circular; culture shapes and defines training activities and training activities, in turn, influence and redefine culture.  Onboarding can build the required social networks to help reinforce culture. HR practices and systems:  T&D is related to all other HR systems and functions including: recruitment, selection, performance management, compensation, employee relations, labour relations, HR planning, and technology. Role of management and employees:  Top management’s commitment and support is essential for organizational learning.  Leaders define values and set practices and policies that help build competencies.  Creating a learning culture starts at the top where KSAs acquired and applied are shared broadly throughout the organization that builds a sustainable and flexible organization.  Employees must be equipped with soft skills, such as resolving conflict and providing feedback, which leads to higher employee retention, improved leadership, and a positive cultural impact.

Difficulty: 2 Skill: Recall Learning Objective: 1.3 33. As an HR professional, you have been asked to prepare a document for the senior leadership team describing how factors in the external environment are influencing training and development. Discuss the factors that you will include in this report. Answer: Macro Trends: Globalization  Access to cheap labour has magnified the war for talent and brings access to knowledge workers all around the world; this requires companies to increase their diversity and cross-cultural training.  Workers from different backgrounds may have trouble connecting and collaborating with one another; therefore, training employees to be open-minded and welcoming of diversity and diverse views fosters an organizational culture that celebrates cross-cultural diversity and inclusion. Technology  Technology impacts organizations at all levels and can lead to productivity gains when employees are trained to exploit technology.  Technology plays a big role in harnessing new digital trends; digital and mobile content is more critical when employees lack time to attend training on multiple platforms, such as mobile and on-demand, which can help deal with time pressures.  Social media applications, such as virtual onboarding and real-time feedback, offer creative ways to use technology to support learning and development. Demographics  The aging workforce with increased retirements means that employers will have to work harder on retaining employees and may rely partly on training and development to do so.  There will be a higher proportion of new Canadians and training will be important to ensure that diverse populations are welcomed, and stereotypes are broken down.  Employees need training in communication skills to work effectively with individuals of different ages and cultural backgrounds. Labour market  The existing skills shortage will require organizations to hire individuals without necessary skills required for the job—requiring training.  There is an increasing trend towards use of “non-standard work” including self-employment, temporary employment, short-term, or “gig” work. Economic and Legal Impact  Employees who are not trained in recruitment and selection may cause harm to a company because they are in violation of various Acts and codes.  Training helps to prevent the breach of proprietary information and violation of corporate policies and procedures.  Training can help companies avoid punitive damages and criminal charges for violation of health and safety laws. Micro Trends: Organizational change Copyright © 2022 Pearson Canada Inc. 12

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Organizational change is constant; training helps organizations deal with organizational change successfully.  Managers benefit from training on the change process itself; employees can benefit from training about change-ready behaviours. Employee engagement  Employee engagement contributes to organizational effectiveness; Onboarding welcomes new team members to the organization. Training as part of brand  T&D can strengthen a company’s brand as it is a part of each company’s value proposition and shows employees that the company cares about investing in their skills. Difficulty: 2 Skill: Applied Learning Objective: 1.4

Anderson: Training and Development, First Edition Chapter 2: Organizational Learning

True/False 1. Research demonstrates that knowledge loss begins immediately after training and that more than 50% is forgotten in less than a month. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 2.1 2. Chunking information into small, useful groups during training is helpful to employees as it helps them to take in and remember greater quantities of information. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 2.1 3. Learning outcomes are most useful at the beginning of a unit; however, they are not related to the assessment process. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 2.1 4. Intellectual or procedural skills can be best described as muscle memory as they are complex performances of movements. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 2.1

5. A learning disability is a gap between a person’s capacity to learn and their actual learning achievement. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 2.2 6. A soccer coach praises the goalie when the goalie is able to stop a penalty shot in the first quarter of the game. Throughout the game, the goalie continues to stop all the subsequent shots. Cognitivist theory would suggest that the goalie’s behaviour is a result of the reaction to the praise. a. True b. False Answer: False Difficulty: 3 Skill: Applied Learning Objective: 2.2 7. Adult learning theory is best associated with the term pedagogy. a. True b. False Answer: False Difficulty: 1 Skill: Recall Learning Objective: 2.2 8. Sergio’s company has a management team that encourages employees to participate in learning and development events and has aligned learning goals with business goals. They are therefore viewed to be committed to creating a learning culture. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 2.3

9. Explicit knowledge is knowledge that is gained by employees’ individual experiences and is difficult to formalize, whereas tacit knowledge is highly formalized and can be easily recorded in documentation or procedures. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 2.4 10. The terms learning and training are often used synonymously in workplaces because they are easily interchangeable and have the same relative meaning. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 2.5

Multiple Choice 11. Learning outcomes can be categorized into five areas including: a. verbal information, intellectual skills, motor skills, thinking skills, and attitude. b. verbal information, intellectual skills, cognitive strategies, motor skills, and attitude. c. verbal information, intellectual skills, motor skills, social skills, and attitude. d. intellectual skills, thinking skills, motor skills, social skills, and attitude. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 2.1 12. Which of the following sentences best describes the concept of “conscious competence”? a. The learner does not know that a skill gap exists. b. The learner is aware that they don’t know how to perform a skill and they put a plan in place to acquire that skill. c. The learner begins to acquire a skill but still requires effort and practice. d. The learner is at a level of expertise and can perform the skill without thinking about it. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 2. 1

13. Harneet prefers to learn by getting hands-on experience. Harneet’s preferred learning style may be best described by Kolb’s model as a. converging. b. assimilating. c. diverging. d. accommodating. Answer: d Difficulty: 3 Skill: Recall Learning Objective: 2.1 14. There are several learning theories that help us to understand how individuals learn in various settings. The learning theory that recognizes that all individuals are unique and suggests that people create their own knowledge based on their needs, goals, and contexts is known as: a. constructivism. b. andragogy. c. cognitivism. d. behaviourism. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 2.2 15. Which of the following learning processes can be most helpful in impacting employee attitudes? a. Mentorship and role models b. Face-to-face workshops and seminars c. On-the-job training d. Online webinars Answer: a Difficulty: 1 Skill: Recall Learning Objective: 2.1 16. Motivation is very important in the process of instructional design as it has been found that a. motivated learners are more likely to be goal-oriented and focused on achievement. b. adult learners are just as curious as children. c. learners are usually equally motivated in training sessions; therefore, motivational theories can be equally applied. d. unmotivated learners should not be invited to participate in training. Answer: a Difficulty: 3 Skill: Recall Learning Objective: 2.2

17. Pengfei was struggling to find his “flow” which has been linked to increasing the retention, comprehension, recall, and transfer of learning. Pengfei’ s trainer recommended which strategy to allow Pengfei to achieve “flow”? a. Ensure that the tasks being attempted are beyond Pengfei’s skills in order to provide stretch learning. b. Provide feedback long after the training to build Pengfei’s confidence. c. Be certain that Pengfei has had a good sleep before the training session. d. Provide an environment that is free from distractions and clutter. Answer: d Difficulty: 3 Skill: Applied Learning Objective: 2.2 18. An employee who prefers to read documents is likely to have the following learning style: a. aural. b. read/write. c. kinesthetic. d. visual. Answer: b Difficulty: 1 Skill: Recall Learning Objective: 2.1 19. If employees increase their effort, it will lead to improved performance and a desirable outcome. What is this theory of motivation known as? a. Goal-setting theory b. Flow theory c. Expectancy theory d. Effort theory Answer: c Difficulty: 2 Skill: Recall Learning Objective: 2.2 20. What are essential components of an effective learning culture? a. Communication, feedback, and a large budget to spend on training b. Feedback and a focus on labour relations to ensure the workplace doesn’t become unionized. c. Exceptional educational technologies and a strong training and development coordinator d. Communication, feedback, and an effective selection process to identify employees with a high willingness to learn Answer: d Difficulty: 3 Skill: Recall Learning Objective: 2.3 Copyright © 2022 Pearson Canada Inc. 5

21. Which of the following statements best describes a laissez-faire learning culture? a. It is management driven and learning happens through lectures and job shadowing. b. It is employee driven and learning is on the fly using a variety of tools. c. It is employee driven and technology-enabled learning allows users to share. d. It is management driven and employees are given a complete immersion on more than job skills. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 2.3 22. What advice would you provide to a leader who is trying to establish a positive learning culture within their workplace? a. Stay focused on performance at all times and hold managers accountable for the actions of all their direct reports. b. Provide opportunities for team members to experiment and allow for failure as a learning opportunity. c. Allow employees to drop everything to learn whenever they feel inspired. d. Save feedback for formal performance management conversations so employees will be focused during the discussion. Answer: b Difficulty: 3 Skill: Applied Learning Objective: 2.3 23. Which of the following statements best describes an experiential learning culture? a. It is driven by employees and learning is an ongoing expectation. b. There is a lack of formality and employee drive. c. Learning happens through lectures and job shadowing. d. Employees are given a complete immersion on more than job skills and it is management driven. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 2.3 24. When employees have knowledge that is gained by experience and is difficult to formalize, what is this known as? a. Tacit knowledge b. Explicit knowledge c. Informal knowledge d. Undocumented knowledge Answer: a Difficulty: 1 Skill: Recall Learning Objective: 2.4 Copyright © 2022 Pearson Canada Inc. 6

25. Which of the following is a benefit of effective knowledge management processes? a. Knowledge management provides easy access to information for external stakeholders. b. Knowledge management processes enhance organizational learning through employee development and engagement. c. Knowledge management allows companies to beat competitors to market with new products. d. Knowledge management keeps trainers accountable by ensuring all training programs are evaluated. Answer: b Difficulty: 3 Skill: Recall Learning Objective: 2.4 26. Why is knowledge management, and retaining knowledge, of particular concern to Canadian employers in contemporary society? a. Workers are working from home more which makes it more difficult for companies to retain knowledge. b. Companies are doing an excellent job in harvesting knowledge through sophisticated databases. c. Many Canadian employees are close to retiring and organizations are not sufficiently prepared for the loss of critical knowledge. d. There are too few employees available to deal with the significant amount of paperwork that knowledge management systems require. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 2.4 27. What does the 70:20:10 model suggest in terms of workplace learning? a. 70% of learning takes place through formal and structured learning; 20% takes place through social connections; and 10% takes place on the job. b. 70% of learning is informal and takes place at work; 20% is social learning that occurs with others; and 10% is formal and planned. c. 70% is social learning that occurs with social interactions with others; 20% takes place on the job; and 10% is formal and structured. d. 70% of learning is informal and takes place on the job; 20% is formal and planned; and 10% is social and takes place through interactions with others. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 2.5

28. How can employers harness the benefits of informal learning? a. Encourage employees to share knowledge and experiences with coworkers. b. Encourage employees to sign up for workshops facilitated by the best trainers. c. Plan formal opportunities for employees to debrief training programs and evaluate their effectiveness. d. Informal learning is not helpful, therefore, employers should not encourage it. Answer: a Difficulty: 1 Skill: Applied Learning Objective: 2.5 29. How would you best describe formal learning to a newly hired training and development coordinator in your organization? a. It consists of going to an educational institution, like a college or university, where a degree or diploma is provided upon successful completion of a program. b. It is learning through social networks that is established through a workplace. c. It has structured learning activities targeting the development of specific knowledge, skills, and abilities. d. It must have a test or an assessment to measure success. Answer: c Difficulty: 3 Skill: Recall Learning Objective: 2.5 30. How would you best overcome some of the challenges experienced in workplaces related to sharing knowledge? a. Make certain that technology does not dominate learning processes as it tends to be a distraction to learning. b. Ensure that knowledge is maintained by a select few “knowledge leaders.” c. Minimize face-to-face events which are disruptive to organizational operations. d. Formalize “informal learning” through organizational sponsorship. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 2.5

Essay 31. Discuss Kolb’s learning style theory and comment on the significance of learning style theory for learning and development professionals? Answer:  People differ in how they think and feel about learning; these preferences are known as learning styles and they are directly linked to key areas of their brain. Copyright © 2022 Pearson Canada Inc. 8

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One of the most famous theories is Kolb’s theory that describes perception as either feeling (concrete experience) or thinking (abstract conceptualization) and processing which happens as watching (reflective observation) or doing (active experimentation). Kolb suggests that this happens in a sequence and although people may have a preference, they can learn best by using all four styles. Kolb also combines all four components: o Thinking + Doing; Converging; Problem solving o Thinking + Feeling; Assimilating; Process information o Feeling + Watching; Diverging; Generating alternatives o Feeling + Doing; Accommodating; Hands-on experience There is some debate as to whether learning styles lead to greater learning, or that we actually learn more when taught by a method compatible with a learning style. Advocates believe that if you align your training with learning styles, instructors may achieve better results, learning will be easier, and you will be supporting diverse learning populations. Those against learning styles would argue that timely feedback would have more impact, learners are unlikely to have only one style, and that learning styles theory lacks scientific evidence.

Difficulty: 2 Skill: Recall Learning Objective: 2.2 32. You have been promoted to Training and Development Manager at a large manufacturing facility that has not invested in learning and development over the years. What steps would you take to ensure that you build a positive learning culture? Answer:  A learning culture is a culture that supports an open mindset, an independent quest for knowledge, and shared learning directed toward the mission and goals of the organization.  Organizations have different attitudes and polices towards learning that shapes their learning culture. Therefore, there is more than one “correct” learning culture.  Building the right learning culture requires finding a fit with the organization’s overall culture.  Organizations should determine the strengths and weaknesses of their own learning culture to make better training decisions and to find the appropriate fit.  If there is a strong fit, employees know what is expected of them and are open to using the learning tools available to them.  If there is a poor fit, they may feel lost or unprepared for their roles.  Oftentimes, training and development takes a back seat to other business priorities; however, continuous upskilling is needed to ensure ongoing workplace transformation. Companies need to nurture a learning culture that recognizes learning as a strategic asset, driving business success and providing competitive advantage. The following recommendations can help in the creation of a positive learning culture: 

Gain senior executive buy-in on learning and development and devote time and energy to promote it. Leaders serve as visible champions explaining why investment in learning pays off. Ensure learning goals are aligned with business goals. Encourage workers to experiment and foster a culture where it is acceptable to fail and learn from one’s mistakes.

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Encourage strong communication and feedback mechanisms as they are essential to a highperformance, high impact learning culture. Workers need to understand the value learning offers to them as an individual and the organization. HR needs to market offerings in a clear way. Feedback must be meaningful, constructive, and frequent. Learning must be viewed as a part of ongoing growth and a part of the daily routine. Select employees with a willingness to learn as well as those with traits such as openness to experience, critical thinking, and a high tolerance for ambiguity as these traits unlock creativity in employees leading to higher motivation for learning. Focus on behaviours by teaching employees which behaviours are desirable and which are not. The culture promotes improving knowledge, skills, and abilities, and it communicates that skills are to be continuously updated.

Difficulty: 2 Skill: Applied Learning Objective: 2.3 33. Describe how you would go about incorporating the 70:20:10 model in your workplace. Answer:  The 70:20:10 model is a common model for workplace learning that suggests that 70% of learning is informal learning that occurs on the job; 20% is social learning that occurs through interactions with our social connections; and 10% is the formal learning which is structured and planned.  Formal learning can be implemented in the workplace by: structuring learning activities targeting specific competencies through organized curriculum; ensuring that there are measurable outcomes, such as tests and certification; and implementing the design and delivery of content by instructional designers and training.  Formal learning can be implemented in the classroom at workplaces and it can also include reading books and using online sources such as self-paced online learning, MOOCs, podcasts, video clips, or live online webinars, and virtual training.  Informal learning can be implemented in the workplace by: using hands-on informal training to develop employee skills; using social networks to learn through observation, feedback, and sharing insights; plan informal opportunities for employees to share knowledge and learning experiences with co-workers; using subject matter experts from across the organization; providing flexibility in content development and consumption; using technology to create convenience for learners who can select content they care about and access when they need it; encouraging informal learning in all areas at work, even when employees aren’t necessarily “on the job”.  Informal learning should also be measured (similar to formal learning). Difficulty: 2 Skill: Applied Learning Objective: 2.5

Anderson: Training and Development, First Edition Chapter 3: Needs Analysis

True/False 1. The purpose of a training needs analysis is to determine whether performance-related issues are related to a training gap or some other organizational problem. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 3.1 2. A learning needs analysis is a term that can be used interchangeably with a training needs analysis because they will both lead to training when there is a performance gap. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 3.1 3. If a manager in an organization wants training programs to be offered very quickly and you don’t have time or resources to complete a full needs analysis, you may consider using a just-in-time needs analysis. a. True b. False Answer: False Difficulty: 2 Skill: Applied Learning Objective: 3.1 4. The OTP needs analysis model investigates training though three levels including organization, time, and performance. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 3.2

5. As the training coordinator, you begin your needs analysis by examining performance within the organization. You will include analysis of the strategic direction, mission, goals and objectives of the organization. a. True b. False Answer: True Difficulty: 1 Skill: Applied Learning Objective: 3.3 6. A task analysis requires looking at the nature of the tasks to be performed on the job which helps to determine what employees must learn. This leads to a determination of what types of training is required at a high level. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 3.3 7. A person analysis looks at the tasks a person is doing to perform their job and whether these tasks are based on knowledge, skills, or abilities. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 3.3 8. There are many ways to conduct a needs analysis. Questionnaires are a popular method because they are easily administered, and they don’t require time consuming team meetings. a. True b. False Answer: Ture Difficulty: 2 Skill: Recall Learning Objective: 3.4

9. Your manager has asked you to conduct a needs analysis related to the current knowledge of equity and inclusivity in the workplace. They want to gain a deep understanding of individuals’ views and do it in the most sensitive way possible. You determine that a focus group is the best approach. a. True b. False Answer: False Difficulty: 3 Skill: Applied Learning Objective: 3.4 10. Because workplaces are becoming increasingly reliant on higher-level skills, such as innovation and strategic thinking, a competency-based approach allows us to distinguish between average performers from high performers. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 3.5

Multiple Choice 11. Your company has received an increased trend in customer complaints. As a training manager, your immediate response will be to a. provide customer service training to all front-line employees. b. conduct a needs analysis to determine the source of the problem. c. discipline all employees who have received a complaint. d. consider a new supplier because the problem is related to faulty goods. Answer: b Difficulty: 2 Skill: Applied Learning Objective: 3.1 12. Training needs that stem from the organizational level arise from many sources including a. specific rules and requirements at the departmental level with standards and objectives for employees to meet. b. tasks that employees are required to perform. c. the specific performance of individuals within an identified department. d. comparing what other companies are doing in the same business or field. Answer: a Difficulty: 3 Skill: Recall Learning Objective: 3.1 Copyright © 2022 Pearson Canada Inc. 3

13. Which of the following questions will help you best develop learning outcomes for a training program? a. How much money is available within the budget to spend on training? b. What technique will we use to evaluate the outcome of the training? c. How can we tie job performance to the organization’s vision, mission, and strategy? d. Are we able to invest in new equipment instead of offering training? Answer: c Difficulty: 2 Skill: Recall Learning Objective: 3.1 14. A PESTLE analysis can be a very useful tool to help understand external pressures faced by a company. A PESTLE analysis will examine a. political, economic, social, trade, engineering, and legal forces. b. predictable, emerging, secured, trends, economizing, and legislative factors. c. political, economic, security, taxation, environmental, and legislative factors. d. political, economic, social, technological, environmental, and legal forces. Answer: d Difficulty: 1 Skill: Recall Learning Objective: 3.1 15. The first step in a needs analysis process is to identify organizational objectives and drivers. The purpose of this step is to a. restrict your scope to one or two areas in order to manage your resources effectively. b. identify the immediate gaps to gain a quick win. c. gain management support and clarify their expectations in terms of timing, costs, and results. d. bring potential trainees on board early in the process. Answer: c Difficulty: 3 Skill: Recall Learning Objective: 3.2

16. Which are the sources of data that can be most helpful to you in the needs analysis process within the shipping department of your unionized organization? a. The opinions of supervisors is generally viewed to be the most reliable data, especially when you have little time to do a comprehensive analysis. b. Multiple sources of data that includes grievances and exit interviews. c. A high-level employee opinion survey that summarizes the feedback from the entire organization. d. Go directly to the trucking company that deals with the shippers on a daily basis because they will have a clear idea of the problems. Answer: b Difficulty: 2 Skill: Applied Learning Objective: 3.2 17. During the needs analysis process, performance problems are often found to be coming from which three main areas? a. A lack of motivation on the part of team members, a work impediment or barrier, and a lack of knowledge, skills, and abilities. b. A lack of competency in a specific area, a supervisor who is causing disruption in the workplace, and a lack in time to get jobs completed properly. c. A lack of motivation on the part of team members, poor compensation packages, and incomplete job instructions. d. Poor judgment on the part of the trainees, a lack of understanding of the task at hand, and a lack of motivation to get the job done. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 3.2 18. When developing action plans for training, as a part of the needs analysis process, a trainer needs to first address which of the following? a. Determine the training benefits versus the costs and the return on investment. b. Examine what kind of training is appropriate. c. Break down competencies to knowledge, skills, and abilities. d. Answer the question, who needs the training? Answer: d Difficulty: 1 Skill: Recall Learning Objective: 3.2

19. Which of the following statements best describes the external environment which impacts the operations of many organizations in Canada? a. Hiring standards may need to be lowered by some companies due to the shortage of individuals with specific skills. b. Training existing employees to take over skilled positions is too costly and time consuming— international recruitment is a better strategy. c. Customer preferences are stable which has led organizations to training fewer individuals because there are fewer new products being introduced into the marketplace. d. There are many highly skilled individuals in the Canadian labour market; therefore, little training is necessary when companies hire new staff. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 3.3 20. Which of the following statements best describes the benefit of assessing cognitive ability? a. Proficiency in cognitive abilities can make individuals unsuitable for training programs. b. Reading and writing skills are not overly important for jobs that require strong motor skills (e.g., a fork truck driver). c. Employees who lack skills in verbal comprehension, math ability, and reasoning, may not be successful in their training program. d. Employees who are very confident may not be successful in training because they don’t take the time to listen to the instructor. Answer: c Difficulty: 3 Skill: Recall Learning Objective: 3.3 21. The Government of Canada identified which skill as the ability to find and evaluate information in order to make rational decisions or in order to organize work? a. Reading b. Computer use c. Thinking d. Document use Answer: c Difficulty: 2 Skill: Recall Learning Objective: 3.3

22. Which of the following is the essential skill that the Government of Canada identified as the ability to participate in the ongoing process of improving skills and knowledge? a. Reading b. Working with others c. Thinking d. Continuous learning Answer: d Difficulty: 2 Skill: Recall Learning Objective: 3.3 23. Current knowledge suggests that when conducting a needs analysis, using more than one method will be more time-consuming but it will also provide a broader picture of training needs. Triangulation is said to occur when a. a needs assessor gets three different answers from multiple sources. b. different methods yield similar responses. c. three different sources are used to collect data. d. questionnaires, focus groups, and interviews are used. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 3.4 24. What is one of the challenges of using documentation as a needs analysis method? a. It is not disruptive to employees. b. It is sometimes difficult to interpret technical language. c. It provides objective evidence. d. It is costly to maintain and update. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 3.4 25. What is one of the benefits of using interviews as a needs analysis method? a. Interviews take a lot of time to be done correctly. b. Some interviewees may provide answers that they think the interviewer wants to hear. c. Interviews provide the opportunity for spontaneous feedback. d. It can be difficult to quantify results. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 3.4

26. There are many different sources of needs analysis data. As a training coordinator, which source is best able to provide you with data regarding the strategic direction of the company? a. Departmental managers b. Front-line employees c. Subject-matter experts d. Executive team members. Answer: d Difficulty: 1 Skill: Recall Learning Objective: 3.4 27. Which sentence best describes competency modelling as an approach to needs analysis? a. It provides a method of identifying the skills and behaviours needed for successful job performance. b. It provides a method to identify the knowledge, skills, and abilities needed by employers. c. It focuses on current job needs and does not consider future needs as a more comprehensive process that should be considered. d. It provides the basis for determining poor performance on the job by focusing on the skill-gaps of individual employees. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 3.5 28. The critical success factors concerning competency models include which of the following? a. The model should only look at competencies critical for success now. b. Proficiency levels must be subjective and objective. c. Examples must be sufficiently complex to adequately describe successful performance. d. The model must look at proficiency levels and provide examples of behaviours that correspond with each competency. Answer: d Difficulty: 3 Skill: Recall Learning Objective: 3.5

29. How does training and development best align with performance management? a. Performance management systems are generally poorly implemented; therefore, training provides a useful safety net for supervisors. b. Performance appraisals are a tool used most frequently to identify training needs. c. Training helps to determine performance bonuses that take place after a performance appraisal. d. Job design has been determined to be ineffective; therefore, employees need training to determine the best possible way to figure out their jobs. Answer: b Difficulty: 1 Skill: Recall Learning Objective: 3.5 30. As a training manager, you have been asked to conduct a needs analysis using the interview technique to determine the learning needs of the Joint Health and Safety Committee members who will be conducting workplace inspections. Which of the following questions would you consider asking? a. How often have you been involved in a workplace accident? b. Why do you think management is reluctant to deal with health and safety in our workplace? c. What are the most important things you need to know to conduct workplace inspections well? d. What can we do to make the training program entertaining? Answer: c Difficulty: 1 Skill: Applied Learning Objective: 3.2

Essay Questions 31. Describe the six steps in the needs analysis process. Answer: A needs analysis is a process for determining performance gaps that can be resolved with training. The six steps in the needs analysis process include: 1. Identify organizational objectives and drivers  Clarify expectations.  Gain management support and determine management expectations in terms of timing, cost, and results.  Identify the drivers that are specific to your organization.  The business plan and strategy will identify the KSAs and behaviours required to achieve competitive advantage and what new capabilities may be required due to industry changes to technology, markets, customers, globalization, compliance requirements from new regulations or legislation. 2. Identify the scope, time frame, and information sources  Determine if the needs analysis needs to dive into all three areas (job, person, organization) or if you need to restrict the scope to one or two of the three areas. Copyright © 2022 Pearson Canada Inc. 9

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What is your time frame: current, future, and historic? You may need to frame your analysis against only one or two of them. Immediate gaps often get more attention as they are needed to ensure your company is competitive. To move into new areas or adapt to trends and changes, the focus may be more into the future. Historic needs are rooted in areas that the employees or companies have always been poor performers. Gathering informational sources, sampling the population, and gathering data is a part of this stage.

3. Consult stakeholders and create partnerships  Seek and gain more specific cooperation with different organizational levels; consider setting up a committee with potential trainees—with support from their managers.  With stakeholders, develop precise objectives for the needs analysis. 4. Collect and analyze the data  Collect data to identify performance, training, and trainee needs.  Examine desired and current performance with job descriptions and performance appraisal documentation; be willing to challenge assumptions, bias, and validity.  Analyze all the collected information against the objectives set earlier to identify any performance or skill gaps.  First, look at themes by job, person, or at the organizational level; then, find themes by current, future, or historical scales; and finally, look specifically at competencies to ascertain current vs. desired levels.  Patterns, relationships, trends, and themes will emerge from the interview notes, questionnaires, and secondary reports. 5. Decide if a training solution in warranted  The analysis identified symptoms, which you must distinguish from causes; deciding between training and non-training responses for any gaps.  For a training response, identify a potential training solution (if cost is greater than the risk, the performance problem may not be significant); look at training methods, training delivery, transfer of training, and training evaluation.  Non-training solutions may include removing obstacles, redesigning the job, or re-engineering the work environment; motivational issues may involve feedback and the use of rewards and/or punishments. If a non-training solution is warranted, provide your recommendations of how to fix that and possibly incorporate a training solution as a part of the plan, if appropriate. 6. Recommend an action plan and training strategies  Determine who needs the training: the number of trainees; their education level; learning-style preferences; and any previous training they have taken.  Determine what kind of training is appropriate—breakdown the competencies to be learned according to KSAs.  Determine how the training will help by looking at the benefits versus the costs and the return on investment (ROI).  Decide where and when training will take place.

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As learning objectives are developed, consider how the training will be designed and delivered, training prerequisites, course materials, estimated costs, and any pretraining or competencies required of participants.

Difficulty: 1 Skill: Recall Learning Objective: 3.2 32. You have decided it is necessary to examine the training needs of individual employees within your customer service department. Which type of analysis would be best suited for this and what factors need to be considered? Answer:  The best analysis to examine the training needs of individual employees within the customer service department would be a person analysis because it allows for an examination of KSA changes that would be required to improve performance or prepare an individual for future roles within the company.  A person analysis will determine how well employees are doing their jobs through output measures or self-assessment.  Output measures include performance data, such as productivity, customer complaints, performance appraisal results, work sampling, role play case studies, and job knowledge tests. These measures can provide data related to performance deficiencies.  Self-assessment is also helpful because employees are aware of their weaknesses and performance deficiencies which puts them in the position to identify their own training needs.  When performance is below standard, the analysis will determine if there is a training solution required. Factors for Consideration  Readiness for training is a factor that can be looked at through individual characteristics and elements of the work environment and can include: cognitive ability, reading and writing, selfefficacy, and self-awareness. Also, to be considered is motivation, as well as values and goals, and the work environment which includes situational constraints, social support, consequences and feedback. o Cognitive ability considers an individual’s verbal comprehensive, math ability, and reasoning. Deficiencies in these areas can make individuals unsuited for training programs. o Reading and writing skills are important for trainee success. o Employees who lack confidence will not be successful in training (employers need to clarify the purpose of training as beneficial and non-threatening, provide detailed information about the training, and show trainees that they will be supported during and after the training). o Self-awareness is important so trainees can recognize their weaknesses and understand the link between improving those weaknesses and the training itself. o Trainees must also have the motivation to learn training content and apply it on the job (companies must be clear about the benefits of training in order to increase motivation). o The unique values and goals of individuals must be considered within the constraints of their organizations; people activity seek to satisfy their own personal needs which Copyright © 2022 Pearson Canada Inc. 11

differs from person-to-person; these differences may affect how an individual perceives a training program’s potential to help them attain their goals. If employees don’t see the potential, money spent on training may be wasted. Other non-training interventions may be more effective in enhancing their value perceptions. The work environment must provide adequate tools and equipment, resources, financial support, and time for employees to successfully apply training content to their job. Social support from managers and peers can help trainees be successful in applying new KSAs. Norms and culture must be examined to determine if it supports training and development. Benefits, rewards, and negative consequences must be in place to ensure motivation is high.

Difficulty: 2 Skill: Applied Learning Objective: 3.3 33. You are going to conduct a needs analysis for your new management development program, and you are considering three methods: questionnaires/surveys, interviews, and focus groups. Assess each of these techniques by considering the advantages and disadvantages of each. Answer: Questionnaires/Surveys  Questionnaires/surveys are excellent for collecting numerical data and can be done easily on sites like Fluid Survey or Survey Monkey. Respondents select numbers on a scale to answer questions but can also answer open questions.  The advantages of questionnaires/surveys are: they are inexpensive; can draw from a large source; the data is easily summarized and reported; and they can also be completed anonymously.  The disadvantages of questionnaires/surveys are: they require significant development time; there is a risk of low return or being ignored if overused; may lack detail; and may include employee information that is inaccurately recorded (elevated ratings, misunderstood questions). Interviews  Interviews are very time intensive but yield excellent data by allowing the interviewer to explore ideas, opinions, values, or other points of views. In an interview, it is possible to develop a strong rapport, which can be helpful when it comes to implementing training solutions and also when exploring sensitive topics. They allow for flexible, open-ended questions. Interviews can be done well with subject matter experts who possess knowledge that is crucial for the interviewer who may not have the same breadth and depth of organizational or industry knowledge.  The advantages of interviews are: they are good at uncovering the details of the training needs, causes, and solutions of problems; they allow for exploration and clarification; they look at behaviours and attitudes as well as KSAs; they allow for spontaneous feedback and encourage participants.  The disadvantages of interviews are: they are time consuming; it may be difficult to analyze and quantify results; an experienced interviewer is needed; people may provide the answers they think you want to hear; and the interview may be derailed by other agendas.

Focus Groups  Focus groups are essentially group interviews and yield similar data, even though they are structured and led differently than interviews; beyond reaching more participants, focus groups are useful for generating discussions, and refining ideas; exploring topics more deeply; and creating buyin for problems and solutions. You need an experienced leader to manage group dynamics and potential conflict that may arise.  The advantages of focus groups are: they can help with complex or controversial issues; they allow interaction between differing viewpoints; and they help to build consensus and enhance buy-in.  The disadvantages of focus groups are: they are time consuming to plan; group members may be reluctant to participate; they can produce highly qualitative data; and they can create conflict. Difficulty: 2 Skill: Applied Learning Objective: 3.4

Anderson: Training and Development, First Edition Chapter 4: Training Design

True/False 1. Designing a training objective is the first stage of the needs analysis process. a. True b. False Answer: False Difficulty: 1 Skill: Recall Learning Objective: 4.1 2. Industry professionals generally prefer to use the term “learning objectives” when referring to the content of a training program. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 4.1 3. Learning objectives serve the same purpose for all stakeholders, including managers, trainees, and the trainees’ managers. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 4.1 4. Trainee characteristics can impact the trainee’s ability to learn and also should impact training design. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 4.3

5. Meta-cognitive strategies help trainees understand the particular ways that they can learn which is an important intervention during training. a. True b. False Answer: False Difficulty: 2 Skill: Applied Learning Objective: 4.3 6. A “training type inventory” will help a trainer understand best how to structure their content to match the organizational goals. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 4.2 7. When designing training programs, it is important to provide feedback during and after the training program. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 4.3 8. Limited access to those with subject matter expertise who may serve as a constraint during the design process. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 4.3

9. When determining whether to purchase or design your training program, you must consider factors such as budget, protection of privacy, and the available subject matter expertise in-house. a. True b. False Answer: True Difficulty: 3 Skill: Applied Learning Objective: 4.3 10. Curriculum mapping outlines the details of what will be taught during a training program, how it will be taught, and what resources will be used. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 4.4

Multiple Choice 11. As a trainer, you have been asked to develop learning outcomes for your training program on customer service. Which of the following statements describes why you think this is a good idea? a. Writing learning objectives is hard work; however, you have free time on your hands, so you are willing to do so. b. Good learning objectives help you as the trainer by minimizing time spent on developing training material. c. The objectives help the supervisors argue that the trainees deserve a reward after the training. d. It saves time in the long run because you will no longer have to measure the effectiveness of the training experience. Answer: b Difficulty: 3 Skill: Applied Learning Objective: 4.1 12. How can training objectives help trainees during the training process? a. Clarify a clear goal for the trainee that they will be able to achieve. b. If there are objectives established, the accountability rests with the trainer and not the trainee. c. Objectives create anxiety for the trainee which creates more pressure to succeed. d. When objectives are challenging, it leads to lower task performance. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 4.1 Copyright © 2022 Pearson Canada Inc. 3

13. What are the three components of an effective learning objective? a. Performance, clarity, and conditions b. Pre-training, during training, and post-training criteria c. Performance, conditions, and criteria d. Prediction, performance, and evaluation Answer: c Difficulty: 1 Skill: Recall Learning Objective: 4.1 14. The “performance” component of a learning objective describes what the employee will be able to do after training. It needs to be specific with respect to a. when and where the behaviour is going to occur. b. how well the trainee is going to perform, and how it describes performance standards. c. the specific performance standards such as quality, quantity, accuracy, and time. d. who is going to perform the desired behaviour and what behaviour needs to be demonstrated. Answer: d Difficulty: 3 Skill: Recall Learning Objective: 4.1 15. What do the conditions of performance in a learning objective describe? a. When and where the behaviour is going to occur. b. How well the trainee is going to perform and how it describes the performance standards to be met. c. How well the specific performance standards such as quality, quantity, and accuracy are met. d. Who is going to perform the desired behaviour and what behaviour needs to be demonstrated. Answer: a Difficulty: 3 Skill: Recall Learning Objective: 4.1 16. You have been asked to coordinate an emergency spill response training for the chemical factory that you work for. Who do you think will be the best possible trainer for this training? a. The plant manager so that they may demonstrate their commitment to the training. b. An external vendor with specialized expertise and equipment. c. Members of the joint health and safety committee who are passionate about safety. d. Members of your training department as they have excellent presentation skills. Answer: b Difficulty: 1 Skill: Applied Learning Objective: 4.2

17. Which of the following is a primary consideration of whether to send team members to external training or whether to develop the training in-house for delivery on site? a. The cost of sending team members to external training b. How your team members will behave when they don’t have supervisors to watch them c. Whether your in-house experts will feel disgruntled that they were not selected to design the training d. Whether your management team is supportive of training Answer: a Difficulty: 2 Skill: Recall Learning Objective: 4.2 18. What is the best description for training type inventories? a. Assessment techniques to understand which training methods are being used by all those conducting training within your organization b. Evaluation tools to determine how team members learn best so that they may select the training programs that best reflect how they learn c. Assessment techniques to determine how to calculate the return on investment for each training type d. Evaluation tools that assist trainers to understand their own learning styles so that they are able to evaluate how they influence others in a learning setting Answer: d Difficulty: 2 Skill: Recall Learning Objective: 4.2 19. Which of the following training will best support a trainee before their learning journey begins? a. Provide activities to the trainee to help build their confidence. b. Incorporate adult learning principles into the training programs. c. Formulate training strategies with the trainees’ managers. d. Provide post-training homework, assignments, and job aids. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 4.2

20. Which of the following will best support a trainee during their training? a. Explain the purpose of the training to the trainee. b. Prepare trainees for methods of delivery. c. Provide quality content. d. Formulate transfer strategies with their managers. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 4.2 21. Which of the following will best support a trainee after their training? a. Deliver content to facilitate training. b. Provide quality learning interventions. c. Providing trainees with the ability to form learning groups and share knowledge. d. Meet with managers to prepare content design. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 4.2 22. You are preparing a new training program for your company focusing on equity, diversity, and inclusiveness. As a seasoned training professional, you are prepared to anticipate a number of possible challenges including which of the following? a. An abundance of time to plan and prepare the training program b. Too many subject matter experts on staff c. A sufficient training budget and the ability to spend it all before year-end d. A lack of clear communication of training goals throughout the organization Answer: d Difficulty: 2 Skill: Applied Learning Objective: 4.3

23. Which of the following statements best describes the status of the outsourcing of training in Canada? a. The majority of training and development activities are outsourced in Canada. b. Many companies partner with postsecondary institutions, like colleges, to provide skills training because it is more challenging to design. c. It is always more cost effective to purchase training which is why most companies outsource a large proportion of their training. d. External vendors have experts on staff that are always more knowledgeable than in-house experts. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 4.3 24. Which of the following factors about trainees impact training design? a. Motivation, expectations, and readiness to learn b. Manager feedback, promotion opportunities, and time on the job c. Trainer competency, location of training, and manager follow-up d. Length or probationary period, wage rates, and expectation of promotion Answer: a Difficulty: 1 Skill: Recall Learning Objective: 4.3 25. You have been asked to incorporate Gagne’s Nine Events of Instruction into the design of your next customer service training program for new associates. Which technique will you use to elicit the best possible performance? a. Clarify learning objectives so trainees understand why customer service is so important to the company. b. Develop icebreakers to gain the attention of the trainees. c. Design role plays to allow trainees to practice their customer service skills. d. Ask trainees to complete a survey to evaluate the training after it has concluded. Answer: c Difficulty: 3 Skill: Applied Learning Objective: 4.3

26. When applying conditions of practice as a way of helping trainees convert knowledge into skill, which intervention would be most effective prior to the training? a. Creating the condition of overlearning which leads to automatic behaviour when the practice continues beyond initial mastery. b. Sequencing tasks by finding logical sub-tasks. c. Providing specific feedback about training performance. d. Providing trainees with information about what will occur in the practice sessions. Answer: d Difficulty: 3 Skill: Applied Learning Objective: 4.3 27. When applying conditions of practice as a way of helping trainees convert knowledge into skill, which intervention would be most effective during training? a. Breaking the training down into parts that can be learned in any order and practiced separately and combined later. b. Helping trainees understand the way that they learn. c. Setting learning goals based on previous performance. d. Establishing roles and responsibilities of a team prior to the training session. Answer: a Difficulty: 3 Skill: Applied Learning Objective: 4.3 28. You have been asked to design an asynchronous training program for new employees on the topic of occupational health and safety. What will you include in your design of this program? a. Real-time instructor led sessions with questions and answers b. Narrated PowerPoint slides and case study assignments to be submitted online c. Video chat with a subject matter expert examining safety risks at your facility d. YouTube videos with assigned questions and an online discussion with the instructor after the videos have been viewed Answer: b Difficulty: 3 Skill: Applied Learning Objective: 4.4

29. Why is using a lesson plan helpful for trainers and trainees? a. A lesson plan provides the company with the assurance that the trainers will stay “on-script” during a training experience. b. A lesson plan provides the company with an overview of the costs of training. c. A lesson plan is a detailed overview of the learning experience and provides learning outcomes, activities, and evaluation. d. A lesson plan guarantees that learning objectives will be achieved. Answer: c Difficulty: 1 Skill: Recall Learning Objective: 4.4 30. As a trainer, you are trying to plan the most effective way to end your training session and to support application of learning in the workplace. Which technique will be most effective? a. Tell a funny story related to the training; something that they will remember. b. Provide a multiple-choice examination which tests trainee recall. c. Be certain that there is a lot of material in the session so that the trainees get the most out of the session. d. Provide a link to future training objectives so they can make larger contextual connections with the learning. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 4.4

Essay Questions 31. As an HR professional, you have been asked to develop a training program for your workplace and your manager has directed you to “get it done, and get it done quickly.” But, you want to take the time to develop strong learning outcomes. Prepare your arguments for taking the time to integrate the use of learning outcomes in the development of your training program by demonstrating how it will benefit all stakeholders. Answer:  

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Learning outcomes are defined as the content or material that will be covered during an assignment, activity, class or course. They differ from learning objectives (although the term is often used interchangeably) because learning outcomes focus on what the learner should know and be able to do by the end of an assignment, activity, class or course; whereas, learning objectives focus on the content of the material that will be covered during an assignment, activity, class, or course. Objectives organize the topics or activities that will ACHIEVE the outcomes.

Benefits to Stakeholders  The use of learning outcomes will benefit all stakeholders including trainers, trainees, and the managers of the trainees.  Benefits to trainers: Reduces time spent on developing training content; ensures the trainers stay focused on the gaps discovered in the needs analysis; helps the trainer make adjustments during the actual training based on how well the trainees are meeting the objectives; serves as the basis for evaluating the training program, the learning that occurred, and the benefits to be expected by the organization; and, helps the trainer to clarify the choice of training content and methods with clear and specific training objectives.  Benefits to trainees: Clear objectives ensures the employees develop skills that can be used in the workplace; provides clear goals to achieve; helps trainees to know the importance of the training and how they will be held accountable for the learning that should occur due to the training when there is a performance gap; reduces anxiety on the part of the trainee and helps prevent a waste of time and energy; helps the trainee focus attention on relevant topics and to use strategies to organize and retain information; and, helps lead to higher task performance.  Benefits to trainees’ managers: Objectives provide managers with behaviours expected at the end of the training; managers will know what the trainee has learned and what new knowledge, skills, and abilities (KSAs) they possess, which they can then support and reinforce; managers can encourage trainees and provide them with the time they need to apply their new KSAs on the job; mangers can tie training objectives to the broader performance management framework so trainees know their performance expectations and accountabilities. Difficulty: 2 Skill: Applied Learning Objective: 4.1 32. The characteristics possessed by trainees can influence the design of training programs. How will you incorporate your knowledge of trainee characteristics into the design of effective training programs? Answer:  

Trainees possess various characteristics that influence the design of training programs. These characteristics include motivation, expectations, and readiness to learn and can be assessed by conducting a pre-evaluation, quiz, or questionnaire prior to learning.

Motivation  Determine what motivates trainees as it is critical for trainee engagement.  It is important for learners to be motivated about taking the program, maintain motivation throughout the course, and keep it up when applying concepts on the job.  Use motivation theories to design inspiring and persuasive training (e.g., intrinsic motivation theories, flow theory to get trainees in the “zone”).  Promote and sustain motivation by using strategies to gain attention, provide relevance, inspire confidence, and deliver trainee satisfaction. Expectations  Positive expectations are linked with motivation.

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If you discover negative expectations during needs analysis, take steps to reverse those expectations. If negativity is due to low self-efficacy, show the trainee that they have the ability to successfully complete the training. Emphasize the learning outcomes and how the training will help them in their jobs. Point out that the positive outcomes they seek are more likely to happen after training is complete. Have pre-training meetings or workshops to show the many advantages they will gain through the training. Using the expectancy theory practice, determine the attractiveness (valence) of the outcome, the likelihood (expectancy) of that occurring; this will show the trainee the positive outcome of the training for them.

Readiness to Learn  Trainees need to also have the KSAs to take place in a training program.  Training will be ineffective without the necessary background and experiences and, in some cases, remedial training may be required as a first step.  Competency is related to competence; training relies on learners being confident in solving their real-life problems.  Self-motivated trainees absorb and internalize more efficiently than those who approach a problem with negativity.  Trainees need autonomy which empowers them to take responsibility and participate throughout training. Difficulty: 3 Skill: Applied Learning Objective: 4.3 33. Describe the interventions, known as conditions of practice, that should be used prior to and during a training program to maximize learning and retention for your trainees. Answer: 

Conditions of practice are implemented before and during training.

Before training  Pre-training interventions are helpful for gaining attention, setting expectations, informing trainees of the objectives, recalling prior knowledge, and activating memory.  Practices include: o Providing information to trainees about the process or strategy they could use to optimize learning during practice (attentional advice). o Helping trainees to understand the particular ways they learn (meta-cognitive strategies). o Providing a framework to help trainees build on what they have learned and how to integrate that with learning still to happen (advance organizers). o Setting learning goals based on previous performance (goal orientation). o Providing trainees with information that will occur in the practice sessions (preparatory information).

Establishing roles and expectations as a team prior to team practice sessions (pre-practice briefs).

During training  During training, practices include: o Deciding if the content is conducted in a single session or in short sessions over a longer period of time (massed or distributed practice). o Deciding if the material is presented all at one time or if the training can be broken into parts that can be learned in any order and practiced separately and later combined (whole or part learning). o Continuing practice beyond initial mastery leading to automatic behaviour (overlearning). o Finding logical sub-tasks and timing for content (task sequencing). o Providing specific feedback about training performance (providing feedback and knowledge of results). o o

Practice before and during training can improve accuracy and speed of performance for cognitive, perceptual, and motor tasks. It must be targeted at improving skills and performance with planned repetition and immediate feedback.

Difficulty: 1 Skill: Recall Learning Objective: 4.3

Anderson: Training and Development, First Edition Chapter 5: Traditional Training Methods True/False

1. Lectures are a type of on-the-job training that allow trainers to convey large amounts of information in a short time to large groups of people. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 5.1 2. Demonstrations can improve learning because there is often increased attention and retention from rehearsal and replication. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 5.1 3. The highest level or top tier of Bloom’s Taxonomy is when trainees are able to create. This means that they are able to implement, solve, or demonstrate a skill. a. True b. False Answer: False Difficulty: 3 Skill: Applied Learning Objective: 5.1 4. The discussion method of training works best when trainees feel comfortable and they are in a safe environment. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 5.1

5. The case study and case incident training methods are virtually the same, it is just another way of describing the same approach to training. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 5.1 6. You are developing a training program for fork-lift truck drivers and you will be relying heavily on teaching manual skills. You decide the best training method will be mentoring. a. True b. False Answer: False Difficulty: 2 Skill: Applied Learning Objective: 5.2 7. You are returning workers to the workplace after the business has been closed due to an extended period of time. You need to train workers on proper sanitation procedures, including handwashing. It is for this reason; you decide to introduce a performance aid. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 5.2 8. Apprenticeship programs are very valuable for workers, companies, and the Canadian economy. This is the main reason there has been an increase in apprenticeships since the early 2010s. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 5.2

9. Action learning is a form of training that requires individuals to reflect individually on their own strengths and weaknesses and identify actions to overcome them. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 5.3 10. One of the advantages of video learning is related to the fact that average business loses 12% of its workforce annually and video training is an efficient way to provide training. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 5.4

Multiple Choice 11. Which of the following is on off-the-job training method used by many organizations? a. Mentoring b. Coaching c. Discussions d. Performance aids Answer: c Difficulty: 1 Skill: Recall Learning Objective: 5.1 12. Which of the following is an advantage of the lecture technique of training? a. Lectures convey a large amount of information over long periods. b. Lectures provide consistency when they are repeated to different trainees. c. Lectures provide trainees with the opportunity to practice skills. d. Lectures are effective at changing attitudes. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 5.1

13. Which acronym of FLIP helps illustrate the key components of flipped learning by the Flipped Learning Network? a. Flexible environment; learning culture; intentional content; and professional educator b. Fluid instruction; learning success; interesting delivery; and professional experience c. Foresee learners; learn to learn; instill values; and process improvement d. Flexible learning; learning to learn; interesting delivery; and predictive success Answer: a Difficulty: 2 Skill: Recall Learning Objective: 5.1 14. As a trainer, you have decided to use the discussion method of training to develop critical thinking skills for your trainees. In order for your discussion to be successful, you need to a. be spontaneous so that creativity can flow during the experience. b. have firm control over the discussion and allow people to speak only once with your permission. c. frequently use a lot of humour to lighten the mood. d. be certain to provide a clear objective and process throughout the activity. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 5.1 15. Illustrative case studies have which of the following characteristics? a. They are useful for pilot projects where readers analyze what to expect in larger investigations. b. They bring together past studies in a general sense to avoid new, expensive research. c. They are very descriptive and try to simplify complex concepts. d. They introduce familiar concepts to enable readers to develop a common language about a topic. Answer: c Difficulty: 3 Skill: Recall Learning Objective: 5.1 16. Behavioural modelling incorporates which of the following four concepts into principles of learning? a. Modelling, rehearsal, reward, and training b. Modelling, rehearsal, reinforcement, and transfer c. Modification of behaviour, reminders, rewards, and transfer d. Modification of behaviour, rehearsal, review, and training Answer: b Difficulty: 2 Skill: Recall Learning Objective: 5.1

17. You are planning a training program for HR professionals on interview techniques during the talent acquisition process. You decide to use which of the following techniques as the best method of skill application? a. Roleplay b. Lecture c. Case incident d. Job instruction training Answer: a Difficulty: 2 Skill: Applied Learning Objective: 5.1 18. You work in border protection services as a training officer. You propose to your superior that investing in a simulation would be a valuable training technique for your new recruits. Which argument will you use to convince the organization to provide you with the financial resources for this investment? a. Trainees lose confidence and can learn from the mistakes that their peers make. b. Simulations guarantee that a trainee will pass their certification exams. c. Simulations always replicate people’s reactions in actual environments. d. Because the job has dangerous elements, this technique can prepare a trainee in a safe environment and then transfer those skills on the job. Answer: d Difficulty: 3 Skill: Applied Learning Objective: 5.1 19. Which of the following is a challenge associated with game-based learning? a. The emphasis on competition can create unfocused behaviour during training. b. Off-the-shelf games are usually of very poor quality. c. Games ensure learners stay engaged; however, most people don’t like games. d. Games are not really a safe environment to learn new material. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 5.1

20. Which of the following is considered an on-the-job training method? a. Simulations b. Demonstrations c. Coaching d. Games Answer: c Difficulty: 1 Skill: Recall Learning Objective: 5.2 21. Which of the following statements best describes job instruction training? a. It provides professional instructors a method to train on job sites. b. It is very useful for teaching trainees manual skills or procedures at work. c. It is helpful in professional jobs where tasks are non-routinized. d. It is an unstructured method of encouraging workers to perform tasks well. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 5.2 22. There are many different types of performance aids in workplaces. Which of the following is one of the most common? a. A training guide b. An instruction manual c. A production report d. A checklist Answer: d Difficulty: 1 Skill: Recall Learning Objective: 5.2 23. You manage training in a manufacturing facility and, historically, you have had great difficulty in recruiting and keeping skilled tradespersons, such as electricians. You propose which of the following training approaches as a way of dealing with this challenge? a. Increasing the use of performance aids at your plant. b. Combining behavioural modelling and on-the-job training. c. Identifying coaches in the workplace to support new recruits. d. Implementing an apprenticeship program. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 5.2

24. Which of the following is true of the mentoring-coaching relationship? a. Mentoring is a form of coaching and can help to change an employee’s attitudes. b. You must first be coached in a workplace before you can be mentored. c. Mentoring helps to improve performance; coaching provides advice to a junior employee. d. The terms mentoring and coaching are actually interchangeable. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 5.2 25. Many progressive companies are using a training technique known as reverse mentoring. What do they hope to accomplish by using this approach to employee development? a. They are hoping to use reverse mentoring to ensure that younger employees benefit from the ideas and perspectives of experienced workers. b. They are using reverse mentoring to overcome generational barriers. c. They hope to overcome technology gaps because older workers struggle with technology. d. They know that reverse mentoring is an exceptional public relations tool that helps companies to recruit the best and the brightest. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 5.2 26. Many organizations are recognizing the clear benefits of self-directed learning. Which of the following is a clear benefit of self-directed learning for the organization? a. It overcomes resistance when employees do not have the willingness or ability to learn on their own. b. It is better for those employees who can’t get along with their peers. c. It saves the organization time and money. d. Self-directed learning provides external reinforcement and accountability. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 5.2

27. As a training manager, you have become very excited about a new training technique—action learning—that you have recently experienced while you were away on a leadership training program. You have decided to implement this technique in your “New Managers Training Program” at your company. How will you go about integrating action learning into your program? a. You will have trainees develop teamwork skills by participating in mentally and physically challenging tasks. b. You plan to provide real-word organizational challenges for learning groups to solve. c. You will ask trainees to develop stretch goals for them to achieve in the next 3–6 months. d. You will immerse them in team trust-building experiences such as trust falls. Answer: b Difficulty: 3 Skill: Applied Learning Objective: 5.3 28. It is difficult to achieve meaningful results from team training activities. Why does this seem to be the case? a. There is too much emphasis on having fun and getting to know one another. b. Team training focuses on tasks that mirror everyday work and trainees need time outside work to develop their skills. c. Individuals are generally not able to select their teams; therefore, no amount of training will help overcome team resistance. d. Team training doesn’t allow for sharing feedback and leads to an absence of trust. Answer: a Difficulty: 3 Skill: Recall Learning Objective: 5.3 29. Why would your organization benefit from integrating videos in your learning programs? a. Videos are cheap to produce and easy to update. b. Videos can be easily made by subject matter experts within your organization. c. It is quick and easy to find content on the internet; therefore, you can save money on trainers. d. Videos can be very helpful for refresh learning and review content covered in training at a later date. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 5.4

30. What is the best recommendation for making video content engaging during a training session? a. Use video segments that showcase celebrities to catch the attention of learners. b. Wherever possible, add animation as it is usually entertaining. c. Use exercises such as pausing to answer questions to keep the trainee involved. d. Don’t create your own videos; they will look unprofessional and unpolished. Answer: c Difficulty: 1 Skill: Applied Learning Objective: 5.4

Essay Questions 31. You have been asked to develop a training program and you will be using off-the-job training techniques because your program will be taking place off-site. What training techniques will you consider and describe the advantages of these techniques? Answer: Lectures  Lectures occur when trainers present content to trainees.  Advantages of lectures: Large amounts of information can be conveyed in a short period of time to a large group; all trainees hear the same material, and the key points can be repeated and emphasized; lectures are most effective when the instructor is a subject matter expert who controls the timing and the delivery; useful for recall and declarative knowledge; optimizes explanations for what will happen in other training methods, such as videos or demonstrations. Demonstrations  Demonstrations are a visual display that illustrates how something works or how to do something.  Advantages of demonstrations: Once the demonstration is given, the trainees are given an opportunity to complete the task and describe what they are doing which provides an opportunity for learners to practice and for instructors to clarify and give feedback; demonstrations can improve learning due to increased attention and retention from rehearsal and replication. Flipped Classrooms  Direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the instructor guides students as they apply concepts and engage creativity in the subject matter.  Advantages of flipped classrooms: By sharing information in advance, face-to-face time focuses on interaction; can be cost effective and time efficient for instructors and learners. Discussion Method  The use of forums for open-ended, collaborative exchange of ideas between individuals  Advantages of discussion method: Trainees develop critical thinking skills and enhance social and interpersonal skills.

Case Study  A method of simulating decision making that may happen in a workplace by analyzing a real-life situation or event that contains a problem. Case studies document how situations are addressed, but the real learning occurs in applying concepts and methodologies to understand the pros and cons of various alternatives.  Advantages of case studies: Builds critical thinking skills when learners apply concepts and practices from cases to new situations in workplaces; by synthesizing experiences firsthand, the learner gains an understanding of complexities faced in management situations and empathizes with the dilemmas faced by the organization; allows trainees to assimilate concepts and ideologies applied; builds teams among trainees; and enhanced communication and interpersonal skills may result. Case Incident  A shorter version of a case study to examine a specific problem, issue or concept often presented in a few pages or less. Case incidents look at unique situations.  Advantages of case incidents: Trainees can participate without a lot of advance preparation and they may encourage the use of current knowledge as opposed to research and analysis; may lead to livelier discussions as trainees may be more confident; useful for answering cause and effect questions; they can be used anywhere in a training session and can be adapted to smaller and larger groups and individuals. Behavioural Modelling  A training method that focuses on changing behaviour on the job by incorporating modeling into four principles of learning (attention), rehearsal (retention and reproduction), and reinforcement and transfer.  Advantages of behavioural modelling: can be an effective training method for skills and behaviours in a variety of contexts including technical training, motor skills training, and skills including supervision, negotiation, and communication; trainees are able to first understand desired behaviours and then obtain the chance to participate actively and obtain the practice needed to develop skills—leads to higher retention; training is well organized in a step-by-step process from simple behaviours to more complex; flexibility is encouraged and it can work for almost any kind of interpersonal situation. Role Play  A training method that allows learners to act out various roles in realistic situations by interacting with other participants acting in similar or different roles or as observers; it can be used as a part of behavioural modelling technique or on its own; it may include how to act or what to say and can be based on or related to their current and future roles; they are able to develop expertise and can try different strategies in a supportive climate by acting out the scenario or switching roles to learn about the opposite perspective; learning occurs through the scenario itself, but, especially after reflection and discussion about the interactions.  Advantages of role play: Can be used for skill development for stressful and dangerous scenarios for the first time in a safe environment; builds skills and confidence that can help trainees in their dayto-day roles; can be used to enhance skills such as decision making, leadership, conflict management, and team building; helps to develop listening skills as participants are required to pay attention to body language and nonverbal clues; builds creative problem solving skills and allow learners to integrate both theory and practice.

Simulations  Simulations can be instructor-guided but are often self-paced, recreated situations in virtual or manageable physical environments; users practise solving authentic issues that are relevant to their work environment but without costly mistakes.  Advantages of simulation: Provides hands-on knowledge and use of equipment and tools which leads to increased confidence and faster mastery of needed job skills which may also result in lower overall training costs; allows employees to test out and experiment, understand how systems work, and encourages creative problem solving.  Lower risk of mistakes as employees gain confidence and learn from previous mistakes; where jobs have dangerous elements, simulations can help train for life-threatening situations and then transfer their skills on the job.  Simulations provide rich training data that builds credibility for the training department and shared throughout the organization and as a part of employee assessment.  Increases the likelihood of learners passing certifications or practical exams because of the multiple practice opportunities.  Provides a “learning by doing” kinesthetic approach which allows employees to emulate processes or procedures they will perform on the job. Games  Game-based learning is the application of gaming principles to real-life settings to engage learners; games feature a set of rules, principles, and relationships, as well as scoring, uncertainty, competition, active involvement, and a simulated environment; learning games allow learners to “construct” their knowledge base through the decisions they make and the interactions they have while in the group; learning occurs by interacting with others and taps into both the cognitive and affective domains.  Advantages of games: Employees who play games retain more knowledge, show greater understanding of the KSAs for success at work and have higher self-efficacy; games ensure learners stay engaged while meeting learning objectives; games create an emotional connection based on competition, rewards, surprises, pleasure, and even disappointment; as difficulty increases, the learner’s interest stays captured; they provide a safe environment for employees to learn from their mistakes and reinforce the content. Difficulty: 2 Skill: Applied Learning Objective: 5.1 32. You are in charge of training at a company that manufactures car parts. They have never had a training manager before. You have decided to introduce job instruction training for new front-line employees. Outline the steps that you will use for job instruction training at your facility. Answer: 

Job instruction training is a technique to provide nonprofessional instructors with a method to train others on job sites. It is especially useful for teaching manual skills or procedures but can also be used for specific job tasks at any level of the organization. It is a structured method that has four steps: preparation, instruction, performance, and followup.

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Preparation: Break down the job into component tasks and steps for completing the tasks—think about the factors leading to success or failure, safety issues, common areas for mistakes, and tips or techniques to make a task easier. Prepare an instruction plan along with a communication strategy to ensure that the learner understands each step of the task and can work towards mastering it. Put the learner at ease to build interest and confidence. Instruction: Similar to behaviour modelling (modelling, rehearsal, reinforcement, and transfer), tells the learner why, shows how, demonstrates through repetition, and explains the key points in more detail. During demonstration and explanation, provide the learner the opportunity to practise and ask questions and see how the tasks fit as a part of the whole job. Performance: Have the learner complete the parts of the job tasks and then slowly to all job tasks. The trainer is not demonstrating but is observing and providing feedback and reinforcement. Followup: It is necessary to follow up to ensure that the proper transfer of skills and to provide help or support if necessary.

Difficulty: 1 Skill: Applied Learning Objective: 5.2 33. What are the goals and benefits of team training and what are the steps that should be followed in developing a high performing team? Answer: Goals and benefits:  Team training builds bonds inside the workplace to increase productivity and improve behaviour, knowledge, and attitudes.  Team building is helpful for employees to get to know each other; however, it is important to use activities and tasks that reflect everyday work situations to be effective.  By developing a better sense of themselves, team members are more likely to build a cohesive team.  Team training needs to identify employee strengths, limitations, communication styles, motivators, and stressors; by sharing feedback, teams will avoid causes of dysfunction like an absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results.  There is a need for top management commitment and the right approach to support teams to proactively solve problems and seize opportunities. Steps to develop a high-performing team: 1. Put trip wires in place. Use business indicators to alert when something isn’t working. Train your team to monitor indicators and develop solutions to get back on track. 2. Recognize your teams. Employees will go above and beyond when they feel recognized and appreciated and when they feel their work makes a difference. This will help them to grow personally and professionally and serve customers and the business more effectively. 3. Create a team mentality. Teams need a common purpose and goals/objectives. Focus training on building the confidence that they can do better and grow more by working together than on their own.

4. Trust is currency. During training, build trust within the team, and between the team and the leader. Cohesion builds quicker through trust and people will be more forgiving with one another and supportive of one another. 5. Take your time to build your teams to ramp up performance quicker. Remember that team training takes time and rushing it will lead to poor performance. Communicate clearly. Clarify role perceptions. 6. Practise delayed gratification. Do not pursue quick wins. Teams and leaders should learn to work together for the long term. Planning and coaching to be high-performance team players will result in success in the long run. Difficulty: 2 Skill: Applied Learning Objective: 5.2

Anderson: Training and Development, First Edition Chapter 6: Technology-Based Training Methods

True/False 1. One disadvantage of eLearning is that it provides access to a wide audience of employees despite the fact that it is relatively easy to use. a. True b. False Answer: False Difficulty: 1 Skill: Recall Learning Objective: 6.1 2. Microlearning has become common in modern businesses due to the fact that workers are pressed for time and need quick and efficient learning “bites.” a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 6.1 3. Blended learning has grown in popularity despite its reliance on devices, infrastructure, and maintenance leading to lower costs in the short-term. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 6.2 4. As a trainer, you have planned a blended learning experience for your trainees. In order to make your session successful, you considered the technological literacy of the participants. a. True b. False Answer: True Difficulty: 1 Skill: Applied Learning Objective: 6.2

5. Computer-based training has been found to save costs when compared to traditional training methods, despite the fact that productivity is reduced when trainees are off-the-job. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 6.3 6. Virtual reality is a computer-based experience that superimposes digital information over what we see which leads to better understanding. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 6.3 7. As a trainer, you have decided to implement learning programs that use blogs, wikis, and social networking sites. You indicate to your manager that you have just implemented the first use of social learning within your organization. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 6.4 8. Gamification has become a huge industry across the world and benefits learners by adding a higher risk environment where there is high risk and high-reward for all stakeholders. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 6.4

9. Mobile learning detracts from social interaction as individuals become focused on their mobile devices and pay little attention to their peers. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 6.5 10. Learning management systems can be personalized to meet the needs of many different individuals across the organization. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 6.6

Multiple Choice 11. eLearning has become increasingly popular in workplaces and includes all of which of the following? a. Social media, job shadowing, and asynchronous training b. Conference calls, computer-based training, and social media c. Computer-based training, mobile learning, and gamification d. Synchronous learning, mobile learning, and job instruction training Answer: c Difficulty: 1 Skill: Recall Learning Objective: 6.1 12. Which of the following is a disadvantage of eLearning? a. Tech savvy employees find the concepts too boring and they lose interest. b. It is sometimes difficult for some employees to stay on top of eLearning and they fall behind. c. eLearning can be customized to meet the distinct needs of the learners. d. Younger generations learn so quickly on technology, they leave more mature learners behind. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 6.1

13. As a trainer, you have decided to switch your training program to an eLearning format. What must you be sure to do to maximize the learning experience for your trainees? a. Organize the material into smaller chunks, using topics and subtopics. b. Be certain to include several question-and-answer periods. c. Do not include too many assessments as trainees get easily frustrated. d. Find an engaging trainer who likes to entertain the learners. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 6.1 14. Which of the following is a benefit of blended learning? a. It increases technological dependence and cultivates a learning community reliant on technology. b. It completely eliminates wasted resources. c. All users will have the same technology, so it is easy to implement. d. Over time, blended learning can reduce your costs for trainers. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 6.2 15. Which of the following is a drawback of blended learning? a. Learners are no longer able to bond and benefit from peer interaction. b. Learners move at their own pace, which makes it hard to schedule instruction periods. c. Some instructors are not tech-savvy and may resist moving to a blended approach. d. Blended learning makes it impossible to train people in different time zones. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 6.2 16. You are considering moving your training program to a blended format. What must you take into consideration before you begin with the implementation? a. The age of your trainees and their willingness to learn. b. The mode of delivery that will captivate the trainees the most. c. Whether the learning can occur while people are exercising at the same time. d. The learning objectives of the next program you are going to deliver. Answer: b Difficulty: 2 Skill: Applied Learning Objective: 6.2

17. Computer-based training involves the instruction and delivery of training by computer through an intranet or internet; however, it does have some challenges including what? a. It can require expertise to develop which may or may not be available in-house. b. Employees complete at their own pace; therefore, it is difficult to monitor their progress. c. There is often a lack of productivity associated with computer-based training. d. The per-cost unit is usually lower for online learning than classroom training. Answer: a Difficulty: 3 Skill: Recall Learning Objective: 6.3 18. When learners are immersed in virtual environments that mimic the real world to allow them to put their knowledge into practice, which is considered the following type of computer-based training? a. Virtual reality b. Augmented reality c. eLearning d. Simulations Answer: d Difficulty: 2 Skill: Recall Learning Objective: 6.3 19. You are planning a computer-based training experience for the employees at your restaurant. You want the servers to experience the feeling of a customer experiencing a problem. You decide to use technology to provide trainees with a high-quality visual of the situation through the eyes of the guest, and watch the server try to solve the problem in different ways. This is known as: a. virtual reality. b. augmented reality. c. eLearning. d. simulation. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 6.3

20. Sometimes training includes an audio and video story by a presenter that is typically a broadcast of a live or pre-recorded event. This is known as a(n): a. seminar. b. distance learning session. c. webcast. d. webinar. Answer: c Difficulty: 1 Skill: Recall Learning Objective: 6.3 21. Social learning is built on a longstanding adult learning theory that suggests that: a. socializing with peers outside the workplace is just as important as what happens at work. b. learning from others is a very important part of the learning process. c. social sciences is the foundation of all training and development. d. socializing gets in the way of individuals focusing on important learning goals. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 6.4 22. There are several challenges associated with social learning including which of the following? a. There is an increasing demand for greater control over learning experiences. b. Top management is supportive of social learning, so workers are suspicious. c. Social learning is tangible as compared to formal learning which is intangible. d. Employees need to be motivated to expend effort to exchange ideas and collaborate with team members. Answer: d Difficulty: 3 Skill: Recall Learning Objective: 6.4 23. As a new Training and Development professional, you are convinced of the value of social learning and you want to prove to management that you can make it very effective at your workplace. What must you remember to do as you implement social learning? a. The content on the social learning platform must be interesting and provide business value. b. It should only appeal to Millennials and Generation Y. c. Is should rely on external experts who have credibility in their area. d. It should be based on content available from Netflix as it is the most popular entertainment platform. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 6.4 Copyright © 2022 Pearson Canada Inc. 6

24. Which of the following is true of gamification? a. Gamification is new to workplaces. b. Employees are divided on whether they believe that adding learning games into their educational routines would improve their productivity. c. Adult learners reportedly perform better in skill-based assessments after experiencing gamebased training. d. Gamification encourages learners to take their time when making decisions. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 6.4 25. Which of the following is a potential drawback related to gamification in e-learning? a. It does not fit most learning needs within the organization. b. Without adequate planning, it can be pieced together with random game elements. c. It has been found that older generations don’t like gamification. d. It takes place in a high-stakes, high-reward environment. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 6.4 26. Mobile learning is a growing trend that has caught the attention of many modern workplaces. Which of the following statements best describes mobile learning? a. It allows learners to pull information down to a device and push it out to others. b. It allows learners to use any laptop or computer, whether at home or at the office. c. It allows learners to push information down to a device and pull it out to others. d. It allows learners to pull information down to a device and pull it out to others. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 6.5 27. When designing a mobile learning experience, you must take many factors into consideration including: a. determining which device is the main access point. b. having a limited amount of material available. c. tailoring the experience to group preferences. d. ensuring that there is limited access to web browsers. Answer: a Difficulty: 3 Skill: Applied Learning Objective: 6.5

28. Which of the following factors should be considered when making the “make-or-buy” decision related to a learning management system (LMS)? a. Confidentiality, employee morale, security, and team decision-making b. Cost, complexity, creativity, and employee morale c. Cost, capabilities, security, and compatibility d. Capabilities, security, supervisory buy-in, and competitor influence Answer: c Difficulty: 3 Skill: Recall Learning Objective: 6.6 29. A learning management system allows for different roles to be filled. Which of the following is the role of a facilitator? a. To ask questions that may become the central aspect of the learning session. b. to assist in solving questions that may arise during the session. c. to share experiences with others. d. To raise important points that should be discussed. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 6.6 30. Which of the following is a benefit of using a learning management system (LMS) to deliver compliance training? a. An LMS offers one type of multimedia that appeals to all learners. b. An LMS is only available in the office where supervisors can monitor employee participation. c. An LMS can only use proprietary software owned by the company. d. An LMS has software that tracks and reports employee progress. Answer: d Difficulty: 1 Skill: Recall Learning Objective: 6.6

Essay Questions 31. Your company has resisted moving away from traditional, classroom-based learning and towards implementing eLearning in a more proactive way. As the Training Coordinator, what arguments would you use to convince the management team that eLearning has many benefits and advantages, while considering its disadvantages or limitations. Answer:  

eLearning is the use of technologies and the Internet to deliver training and development experiences to learners and it includes different methods including computer- and web-based training, social media, gamification, and mobile learning. It is offered in synchronous (real-time) and asynchronous (online without real-time interactions) and can also be a combination of the two modes.

Benefits/advantages of eLearning  Allows learners to proceed at their own pace and schedules to fit their jobs; content is easily distributed and accessible (this makes it popular for compliance-based training); immediate feedback; shorter training modules; and the provision of real-time data to learners and trainers; it is very scalable and can grow with the company at a much lower cost per employee; it provides access to a wide audience of employees (working at the office/location or global; high ease of use provided; the platform is user friendly and mobile accessible; learners have choice and flexibility; it lowers the costs associated with training (such as catering, travel, facility rentals, cost of trainers etc.); collaborative activities featured keep the learners engaged which leads to greater learning and retention; it permits customization and personalization of the training material to meet the unique needs of the learners; allows employees to focus on topics they really need to work on; employees are able to learn at their own pace; younger generations are often adept at learning on the go (training needs to be available when and how they want it). Disadvantages/limitations  Because employees control the pace, some may fall behind, and others may just skim through the material without paying full attention to complete it; less tech-savvy employees may find the concept and/or delivery of eLearning difficult to grasp; tech challenges include the lack of storage capacity, bandwidth, internet speeds, browser requirements, and poor device compatibility; some learners may find it isolating and demotivating especially if feedback is delayed or support is not provided in real-time; some learning styles may not fit as well with eLearning, especially learners who like a hands-on approach which is more difficult to provide online; some training software or learning programs become less effective or obsolete very quickly. Difficulty: 3 Skill: Applied Learning Objective: 6.1

32. Describe the advantages and disadvantages of blended learning as a technology-based training method. What recommendations would you provide for a successful implementation? Answer:  

Blended learning is a mix of eLearning and face-to-face, instructor-led sessions. Different platforms and modes of delivery are used, staring with introductory materials that could be traditional (video, case studies, articles) or eLearning (streaming video, audio, and text) to gain the attention of learners.  It is often followed by a face-to-face session to incorporate experiential learning including interactive techniques such as role-playing, simulations, and problem-based learning.  It may also include web-based technology such as live virtual classrooms, self-paced instruction, collaborative learning and other techniques. Advantages  Learners benefit from live, participatory elements of face-to-face sessions with the flexibility, scalability, and cost-effectiveness of eLearning; eLearning can be used to support the new skills and behaviour changes taught during experiential learning as a part of a retention program; online lectures can recap material, use quizzes to test understanding, and virtual exercises to measure retention rates which helps learners maximize the experiential component and gives managers a sense of how impactful training was and what changes are required.  Blended learning also saves time—by having learners complete some of the basic content during their free time, learners can all be at the same spot during the classroom session which makes classroom time more efficient, learners can clarify what they don’t understand, and collaborate with their peers; you can reduce logistical demands and scheduling challenges by reducing classroom time.  Reduces costs over time (lower costs for venue, trainers, logistics, equipment and documentation); may reduce carbon footprint.  Learners are able to interact with one another leading to high engagement so learners may still benefit from an experiential component.  Learners have more control over when they learn, keeping them more invested in the training; they may learn at their own pace; not slowed down by peers; online component is anytime, and anywhere as online modules provide access to knowledge at all times.  Hones virtual communication and online collaboration skills.  Feedback is easier to gather through tests, quizzes, survey forms—data is more accurate and quicker which allows fine-tuning of training strategies.  Extends training to every person in the organization and modules may be assigned to individuals based on their learning needs; it allows learning to be more of a continuous process vs. an isolated event. Disadvantages  High technology and maintenance costs in the short-term, especially for larger organizations with more departments and infrastructure.  If facilitators and learners are unaware of how to use the learning technology, or don’t have access to the all the features, you may end up wasting resources.  Blended learning depends on technological accessibility; if there are technical issues or inadequate technical accessibility, eLearning is less effective.



Trainees and trainers who are not tech-savvy may face a great barrier in terms of smooth interaction and access to the course material.

Difficulty: 2 Skill: Recall Learning Objective: 6.2 33. Describe how social learning is being used to support learning and development in organizations, giving specific attention to social learning communities. Answer:       

  

Social learning is a very quickly growing segment of training; however, it has been around for a long time—it is about learning from others. Social learning includes, among other techniques, learning informally through blogs, wikis, and social networking (online interactive tools). It is growing in popularity due to the growth of popular technologies and applications, increasing demand for greater control over learning experiences and the search for the opportunities to lower cost while increasing retention. Organizations are finding ways to make social learning work by making certain that they are easily accessible with regularly updated content that is relevant for learners. The content should be interesting but also provide business value which makes it easier for learners to share and collaborate. This creates a vibrant community for social learning. Social learning communities highlight the most relevant content which reduces time used in searching for useful resources; communities that like and share key information can drive productivity for all employees. Social learning can help identify internal experts as it allows team members to gather and exchange information requiring learning platforms to: have a way for experts to self-identify; a way for community members to recognize others for their expertise; and a search function to connect with the expert. Social learning tools need to appeal to all generations. Social learning platforms needs to capture and retain the knowledge of your employees including processes, people, and systems that are unique to the organization. Individuals will become more engaged in social learning communities more quickly if the user profiles are simple and secure and mimic the Web 2.0 tools they are already using.

Difficulty: 2 Skill: Recall Learning Objective: 6.4

Anderson: Training and Development, First Edition Chapter 7: Transfer of Training

True/False 1. Identical elements theory argues that transfer takes place from one situation to another to the extent that there are similarities in the two situations; soft skills training such as communication is a good example where identical elements theory would be illustrated. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 7.1 2. Far transfer is when training and content are different enough that near transfer doesn’t work. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 7.1 3. Researchers have identified three broad categories that are the most significant factors that support learning transfer: motivation, supervisory skills, and workplace culture. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 7.1 4. Cognitive ability has been found to be a very strong factor related to transfer of training and companies are able to influence cognitive ability through training interventions. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 7.2

5. As an instructional designer responsible for training design, you try very hard to create physical fidelity—the level to which the training environment looks like the work environment. a. True b. False Answer: True Difficulty: 1 Skill: Applied Learning Objective: 7.2 6. To improve the transfer of training during the training, it is important for management to monitor both progress and attendance of the trainee. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 7.3 7. As a trainer, you know how important it is to implement strategies before training to maximize the training, including getting employees’ input in the training process. a. True b. False Answer: False Difficulty: 3 Skill: Applied Learning Objective: 7.3 8. As the trainee, after the training, you should try to find the opportunity to talk to other trainees about how they are applying the training at work. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 7.3

9. If you believe, as a trainee, that you have a supportive workplace climate, you are more likely to use your new skills from your training program on the job which leads to lower transfer. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 7.4 10. A community of practice is one technique that can be used to foster peer support which is an essential ingredient for transfer of training on the job. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 7.4

Multiple Choice 11. When trainees are able to maintain their skills in their workplaces over time, this is known as a. generalization. b. maintenance. c. motivation to transfer. d. on-the-job training. Answer: b Difficulty: 1 Skill: Recall Learning Objective: 7.1 12. The ability to apply skills from the learning environment to the job is known as a. generalization. b. maintenance. c. motivation to transfer. d. on-the-job training. Answer: a Difficulty: 1 Skill: Recall Learning Objective: 7.1

13. Cognitive theory of training transfer emphasizes which of the following? a. The training and work environment are very different. b. General principles are applicable to many different work situations. c. General principles are applicable to only similar work situations. d. Trainees internal processes enhance storage and recall of training. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 7.1 14. There are many different types of training transfer. When previous learning interferes with learning, this is known as a. positive transfer. b. near transfer. c. negative transfer. d. low road transfer. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 6.2 15. As a trainer, you try to ensure that the training context and behaviour are almost identical between your trainees’ last training session and the new training session. You are trying to a. make certain that previous learning has no influence on new learning. b. provide training content and behaviour that are different enough that near transfer doesn’t occur. c. ensure that near transfer occurs. d. promote low road training transfer. Answer: c Difficulty: 2 Skill: Applied Learning Objective: 7.1 16. As a trainer, you know how important it is that trainees are motivated to transfer their learning back to the workplace. You know that you need to do which of the following in order to tap into the trainees sense of self-efficacy? a. Be certain that the training instructions match the job requirements. b. Promote the trainee’s belief that they can change their performance if they want to. c. Provide clear expectations that changes in job performance will lead to rewards that are valued. d. Provide the trainee with the resources and tasks that are used on the job. Answer: b Difficulty: 3 Skill: Applied Learning Objective: 7.1 Copyright © 2022 Pearson Canada Inc. 4

17. Transfer of training is best associated with which level of the Kirkpatrick/Phillips Model of Training Evaluation? a. Level Three b. Level Two c. Level Five d. Level Four Answer: a Difficulty: 1 Skill: Recall Learning Objective: 7.1 18. Which of the following is a barrier that prevents training from transferring to a job? a. Provision of adequate equipment and facilities. b. Positive workplace culture that supports training. c. The existence of clear performance criteria. d. A perception that the training was irrelevant to the organization or learner. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 7.1 19. Baldwin & Ford’s model of the transfer of training process includes the following training inputs that are known to influence training transfer: a. training characteristics, learning transfer, and conditions of transfer. b. training design, learning design, and individual performance. c. trainee characteristics, training design, and work environment. d. learning and transfer, generalization, and maintenance. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 7.2 20. Marty’s Medical Testing has built a lab in the training facility that looks exactly like the lab environment used on a daily basis for the lab technicians. The trainer is trying to create a. a sense of physical fidelity for the trainees. b. a sense of psychological fidelity for the trainees. c. both physical fidelity and psychological fidelity for the trainees. d. a problem-centred learning approach. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 7.2

21. Max, a manager at Community First Credit Union, is determined to provide strong support to his trainees prior to their training sessions. Max decides to a. discuss his concerns about the training program with his fellow managers. b. take the time to gain trainee input and involve them in the training process. c. avoid getting in the way of the trainer; therefore, he doesn’t attend the training. d. evaluate the effectiveness of the training program. Answer: b Difficulty: 3 Skill: Applied Learning Objective: 7.3 22. Which of the following techniques has been found to be an effective transfer strategy for trainers PRIOR to the training? a. Meet with the trainer’s manager to discuss the training program and develop an action plan. b. Select trainees carefully and appropriately. c. Provide coaching to trainees during the session to build their confidence. d. Conduct a needs analysis. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 7.3 23. Organizations sometimes struggle to decide whether certain training should be mandatory or voluntary. What has the research in this area has demonstrated? a. Mandatory training leads to higher training transfer. b. Voluntary training leads to higher transfer. c. There is no difference in the success of transfer between voluntary and mandatory training. d. Mandatory training leads to lower training transfer. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 7.3 24. As a trainee, you have decided that you want to maximize your ability to apply all the knowledge that you gain in your next training session back on the job. You decide to do which of the following? a. Reassign your manager’s work to avoid distractions. b. Go in with a positive attitude and a motivation to learn. c. Include content in the training that is relevant and meaningful. d. Incorporate conditions of practice in the training program. Answer: b Difficulty: 2 Skill: Applied Learning Objective: 7.3

25. Trainers and managers generally seek to help prepare trainees by clarifying the “WIIFM” for the trainee. When they are doing so, they are establishing the a. “With information includes focus and maintenance” approach to training. b. “What’s in it for my organization” approach to training transfer. c. “Who is included for more” training. d. “What’s in it for me” value proposition. Answer: b Difficulty: 1 Skill: Recall Learning Objective: 7.3 26. What is the purpose of a mnemonic device? a. It is a condition of practice that includes task sequencing and feedback. b. It is a training tool used in the training session to practice training drills. c. It is a memory aid that helps trainees remember content and overcome challenges transferring their training. d. It is similar to a checklist and it includes training and workload expectations. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 7.3 27. As a manager, you want to ensure that your employees have had the opportunity to transfer their learning back into the workplace when they have attended a training session. You know that one of the most important things that you can do is a. avoid setting goals for your employee; training should be organic, and the employee can set their own goals. b. meet with the trainer after the training to make sure your employee did not act out during the training session. c. provide trainees with immediate and frequent opportunities to apply their new skills on the job. d. avoid micro-managing your employees so they don’t feel pressure. Answer: c Difficulty: 2 Skill: Applied Learning Objective: 7.3

28. What are the benefits of setting up networks for social learning after the training program? a. It provides trainees a safe place to discuss challenges that they are facing. b. It reduces the overall cost of the training. c. It saves the organization time. d. It frees the managers up to focus on more important organizational initiatives. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 7.3 29. What should be included in a positive workplace climate that will support training transfer? a. When mistakes are made by the trainee, they are dealt with swiftly with discipline. b. There are positive rewards when the trainee demonstrates mastery of skills. c. Goal setting is discouraged. d. Training buddies are not used as this informal training style is ineffective. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 7.4 30. How do mentors enhance the transfer of training on learning? a. Mentors report back to supervisors when mistakes are made. b. Mentors have little influence in the transfer of training. c. Mentors and coaches provide the same function of making trainees accountable for their own success. d. Mentors may connect mentees to other professionals to expand their networks. Answer: d Difficulty: 1 Skill: Recall Learning Objective: 7.4

Essay Questions 31. Describe the different types of training transfer and provide an example of each. Answer: 



Transfer of training refers to changes in on-the-job behaviour when a trainee applies what was learned in training to the actual work setting; maintenance occurs when trainees maintain these skills in the workplace over time; generalization occurs when the trainees demonstrate the ability to apply skills from the learning environment to the job There are several types of transfer, including the following:

o o

Positive transfer occurs when previous learning assists new learning. An example of positive training is musicians’ understanding of sounds which makes it easier for them to learn other instruments. Negative transfer occurs when previous learning interferes with new learning. For example, knowing how to drive a standard transmission on the right side of the road may interfere with learning how to drive a standard transmission on the left side of the road. Neutral transfer occurs when previous learning has no influence on new learning. For example, knowing math has no effect on learning to ride a bike. Near transfer occurs when the training context and behaviour are almost identical between the previous learning and the new learning. For example, tying shoelaces on your running shoes and tying shoelaces on a pair of dress shoes. Far transfer occurs when the training content and behaviour are different enough that near transfer does not work. For example, completing house repairs on shower fixtures that are completely different. Low road transfer relates to well-established skills that automatically transfer (spontaneously). For example, driving a pick-up truck versus driving a car. High road transfer occurs when learners deliberately (mindfully) apply previous learning to a new situation. For example, using metaphors and analogies to connect unrelated content.

Difficulty: 1 Skill: Recall Learning Objective: 7.1 32. Discuss the factors that may prevent trainees from transferring training back on the job in their workplaces. Answer:  

Less than 50% of organizations indicated that employees apply learning immediately after a training program according to the Conference Board of Canada; after one year, that number reportedly drops to less than 20%. There are several barriers that prevent transfer of training to the job including personal factors, work environment factors, and support of peers and managers.

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Personal factors: o Fear of failure on the part of the trainee o No perception of a need to apply what was learned back on the job o Trainee resists change o Trainee is afraid of the unknown o Trainee has the perception that the training was irrelevant or ineffective o There has been a long passage of time since the training o There is a failure to reinforce skills on the job o The skills are not readily applicable to the job

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Work environment factors: o The work environment is fraught with organizational politics o There are few opportunities to use the newly acquired skills o There is inadequate equipment or facilities to apply the newly acquired skills on the job Copyright © 2022 Pearson Canada Inc. 9

o o o o 

Time pressures prevent application of new skills There is a lack of support from trainers There are competing organizational factors, such as reorganization The existing systems and processes do not support the skills

Support of peers and managers: o Peer support o Peers are unwilling to provide feedback o Peers see training as a waste of time o The culture in the work group doesn’t support the trainee o o o o o o o o o

Management support There is a lack of support from the immediate manager Responsibilities have changed; therefore, skills are not applicable Management does not provide feedback, reinforcement, or encouragement Management does not discuss or promote training opportunities There is an inadequate budget for training There is a lack of clear performance criteria New skills are not aligned with reward systems There is a lack of authority

Difficulty: 2 Skill: Recall Learning Objective: 7.1 33. Describe in detail the three factors that have a direct effect on learning and transfer of knowledge and skills from a training event, according to Baldwin and Ford’s Model of the Transfer of Training Process. Answer: Trainee characteristics  Trainee characteristics include a learner’s capability (cognitive ability), motivational factors (selfefficacy, motivation to transfer), and personality traits.  Individual differences in these characteristics help us to understand why some trainees have more success with transfer than others.  Cognitive ability is one of the strongest factors for transfer; yet there is little the organization can do about a learner’s cognitive ability.  Someone who perceives the training to be useful for their own job and future development will be more motivated to transfer their learning to the work environment (vs. someone who has been forced to attend training by their managers).  Personality factors have a mixed impact with some research showing that personality traits do not influence training transfer directly or indirectly; other research shows that personality factors and social support lead to positive training transfer.

Training design  Training design characteristics that relate most closely to the transfer of learning include the use of adult learning principles, transfer theories, and self-management strategies to achieve near and far transfer.  Adult learning theory looks at six principles: goal-orientation, task-orientation, practicality, relevancy, self-direction, and experience.  These principles shape the selection and use of interactive instructional methods and media to engage different learning styles, engage qualified trainers, and create a conducive atmosphere, a comfortable training environment to achieve successful transfer.  Identical elements theory relies on physical fidelity (the level to which the training environment is made to look like the work environment) and psychological fidelity (the level to which the trainees attach similar feelings between the training and the job context).  Self-management strategies help learners to think about how they will use their knowledge and skills in the work setting; learners can anticipate performance obstacles and how to overcome them, learn to monitor performance more effectively, and build in personal rewards for achieving the desired results of the training. Goal setting is a type of self-management strategy that features setting SMART goals for using trained skills on the job. Work environment  Characteristics of the work environment influence the training transfer, including strategic linkages, creating a supportive organizational climate, organizational accountability, opportunity to use, and technological support.  When training is linked to organizational goals, trainees can see how their training transfer can improve overall organizational performance. It is important to encourage a supportive transfer climate and hold learners accountable for their learning. Opportunities to practice the new skills requires support from trainers, managers, and other stakeholders. Difficulty: 2 Skill: Recall Learning Objective: 7.2

Anderson: Training and Development, First Edition Chapter 8: Training Delivery True/False 1. Small businesses may decide to outsource training because they have the internal training and HR expertise to deliver it. a. True b. False Answer: False Difficulty: 1 Skill: Recall Learning Objective: 8.1 2. The set-up of the training facility is very important as appropriate seating arrangements may impact the effectiveness of the training delivery. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 8.1 3. There are many factors that may impact the training schedule including working around the schedule of the trainer. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 8.1 4. The facilitation style of the trainer during delivery is considered to be learner-centered and learners are encouraged to share responsibility for their learning. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 8.2

5. According to Kolb, learners who have the accommodator learning style perceive concretely and therefore like theoretical readings. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 8.2 6. As a trainer, you have decided to open your training workshop with an impactful short video that grabs the attention of the learners. You know that this will be thought provoking. This is the first stage in Gagné’s nine events of instruction. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 8.2 7. The best way to deal with your anxiety as a trainer is to share your experiences with the learners so that they know that you know what you are talking about. a. True b. False Answer: False Difficulty: 3 Skill: Applied Learning Objective: 8.2 8. You are facilitating a workshop on effective communication and you are having a difficult time getting them to participate so you decide to organize them into small groups. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 8.2

9. For every hour you will be presenting as a trainer, anticipate spending at least five to ten hours preparing. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 8.3 10. You are launching your very first training program and have decided to schedule a pilot program. You know that this is not designed for the training participants, but it well help you to understand the various pieces of the training program in a controlled setting. a. True b. False Answer: False Difficulty: 3 Skill: Applied Learning Objective: 8.4

Multiple Choice 11. In order to be an effective trainer, you need to have a wide range of knowledge, skills, and abilities (KSAs). You must also a. be able to tell jokes to amuse the participants when content is dry. b. engage your audiences by being enthusiastic using your body language and voice-tone. c. be highly analytical in order to design complex learning experiences for entry-level employees. d. be an expert on social media to market your learning programs. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 8.1 12. The company you work for has decided to hire an external training consultant to deliver conflict management skills. As the Training Coordinator, you recommended this choice because of the following reason? a. You are under a lot of pressure to get this training completed within a limited timeframe. b. You only have a small number of employees who need this particular training program. c. You have in-house expertise available to deliver this training program. d. You have a lot of money in your budget and you need to use some of it up. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 8.1 Copyright © 2022 Pearson Canada Inc. 3

13. Which of the following seating arrangements would be best suited for a training session where the trainer would like to have a lot of control and there is a large group to be trained? a. Classroom style b. Herringbone style c. Boardroom d. Theatre style Answer: d Difficulty: 1 Skill: Recall Learning Objective: 8.1 14. As a trainer, you are trying to set up your training room in order to encourage informality. You also have a lot of training materials to distribute. For this reason, you decide to use which seating plan? a. Theatre style b. U-shape c. Circle and table d. Diamond shape Answer: c Difficulty: 2 Skill: Recall Learning Objective: 8.1 15. You are preparing to deliver a training session on workplace harassment and violence. Your company has decided that a face-to-face approach is best in order to provide learners with an opportunity to discuss and explore complex topics. You have prepared training session content and the presentation as a part of your trainer’s manual. What additional documents will you have as a part of your training manual? a. A list of all employees accused of workplace harassment. b. The old workplace harassment policy for comparison purposes. c. Copies of the content to provide to participants. d. A workplace accident form just in case someone reveals a case of workplace harassment. Answer: c Difficulty: 2 Skill: Applied Learning Objective: 8.1

16. You have recently completed a learning styles survey and you have been identified as a “Converger” according to Kolb’s Learning Style preferences. According to Kolb you like a. hands-on simulations and dislike online learning. b. participating in small group discussions and dislike lectures. c. online group work and dislike print-based materials. d. theoretical learning and dislike group exercises. Answer: b Difficulty: 3 Skill: Applied Learning Objective: 8.2 17. In order to maximize the effectiveness of a training session during delivery, you should consider which of the following? a. Organize and chunk learning in a meaningful way. b. Provide feedback well after the training session. c. Avoid deep learning questions as they are too intimidating. d. Wear something colourful so participants will notice you. Answer: a Difficulty: 1 Skill: Recall Learning Objective: 8.2 18. As a new trainer, you find that you are having great difficulty using the questioning technique effectively and you always get flustered when you don’t have an answer to a difficult question. You speak with a colleague who has years of experience in training. What does your colleague advise you to do the next time you find yourself in that situation? a. Never admit that you don’t know the answer to a question—your credibility will be gone with the learners. b. Ask open-ended questions and let the discuss evolve to a learning moment. c. Don’t over plan. You will never be able to guess what questions learners will ask so there is no point in anticipating the questions. d. Learn to say, “I don’t know” and “I will get back to you later in the session,” after you have researched the answer. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 8.2

19. What is the best advice for dealing effectively with logistics in preparing for the training, specifically related to media, materials, and facilities? a. Talk to someone in Information Technology beforehand and be sure to have their number on speed dial. b. Don’t ask trainees to help if something breaks down—they will then lose confidence in your ability as a trainer. c. Arrive early to test your equipment, know the layout of the room, and get an idea of where things are located. d. Always be prepared to think on your feet and have stories to tell in case equipment breaks during the session. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 8.2 20. Lucky you! You have “Andie Argumentative” in your session and you find Andie to be very combative and even heckles you while you are training. What is your best strategy for dealing with Andie? a. Talk to Andie at break and open up the lines of communication. b. Immediately call Andie’s supervisor to have Andie removed from the session. c. Call Andie out—if you confront them, they will probably back down. d. Immediately tell Andie to leave until they can behave. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 8.2 21. You have “Sahil Side-Talker” in your training program on communication skills and you are starting to get really frustrated. You decide to take the following action to deal with Sahil’s disruptive behaviour. a. Ask for Sahil’s opinion. Sahil obviously has a lot to say. b. Walk over to Sahil so that Sahil knows that you are available to help; they may have a question they are not comfortable asking in front of the entire group. c. Tell Sahil that the training is voluntary and that they are not obliged to be there. d. Allow other trainees to deal with Sahil’s inappropriate behaviour. Answer: b Difficulty: 2 Skill: Applied Learning Objective: 8.2

22. In your training session on your company’s new business strategy, “Dawit Disinterested” will not contribute and seems either bored or totally distracted. What technique will you use to gain Dawit’s attention and participation? a. Ignore Dawit. After all, you are still getting paid. b. Ask Dawit to sit at the back of the room and reserve seats up front for engaged participants. c. Raise your voice when speaking to Dawit to capture their attention. d. Invite Dawit to share their opinion as a valued and experienced member of the team. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 8.2 23. A common framework for organizing a workshop includes three core sections including a unit. A unit is best described as a. the heading for a segment of the material. b. the heart of the workshop where trainers: tell, show, practice, debrief, apply, and evaluate. c. smaller sub-groups of information that are easy to demonstrate. d. larger sub-groups of information that are difficult to understand. Answer: a Difficulty: 1 Skill: Recall Learning Objective: 8.3 24. A debrief is a very important part of organizing your workshop as a trainer. What does a debrief involve? a. It provides the opportunity for the trainer to discuss the reasons for doing an activity and preview what will happen. b. It provides the first opportunity to evaluate the training and to coach the trainees on what to do differently. c. The trainer gives instructions, observes, and takes notes of what is happening in the session. d. It provides the trainer the opportunity to discuss what is happening in the company on a strategic level. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 8.3

25. When training, Connie always begins with housekeeping items to ensure that the learners are all at the same point when starting the session. Connie always remembers to include which of the following in the “housekeeping items”? a. A review of company policy that relates to training programs. b. The harassment in the workplace policy, to safeguard any misbehaviour in the training session. c. Connie shares information about her personal life so the trainees can get to know her better. d. Reviewing what is expected of the trainer and the participants. Answer: d Difficulty: 1 Skill: Applied Learning Objective: 8.3 26. As a trainer, how can you make your training session end on a positive note during your questionand-answer session? a. If someone asks you a question you don’t know, turn the question back on them. b. Quickly jump in and answer any questions, if you pause, you will look uncertain. c. Paraphrase after the question to check for understanding. d. Allow only five minutes for questions, then transition back to your presentation. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 8.3 27. The purpose of a “dry run” when implementing a training program is to a. determine ease of learner navigation appropriateness. b. provide a training ground for future instructors. c. identify the trouble spots that may be confusing to the trainer or trainees. d. determine whether there was learning and if it will transfer to the workplace. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 8.4 28. The purpose of a “pilot program” when implementing a training program is to a. assess components for accuracy and relevance. b. talk through the training content with another trainer before the training is launched. c. be certain that there is enough money in the budget for training. d. train future pilots for the airline industry. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 8.3

29. A facilitator may take on a number of different roles during a training session. What is the purpose of an informative role? a. Display care and offer empathy. b. Identify resources and offer ideas about how to proceed. c. Offer advice and direction. d. Provide structure to develop an idea. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 8.2 30. Lei is working with a group of social workers who are training to work with highly vulnerable clients. When facilitating the session Lei has decide to take on the facilitator role that will allow Lei to display care and offer empathy. What is this is known as? a. Informative role b. Cathartic role c. Catalytic role d. Supportive role Answer: d Difficulty: 1 Skill: Applied Learning Objective: 8.2

Essay Questions 31. You are developing a customer service training program for banking call centre employees. Describe the logistical considerations that you need to plan for when preparing for the implementation of this face-to-face training program. Answer: Administration  Training design and delivery need a set of effective administrative procedures to support the training function including: detailed trainer and trainee records to maintenance, individual learning plans, training histories, evaluations, and general information.  Training resource libraries need to be maintained as well as creating and updating instructor and trainee manuals.  It is important to build and manage relationships with learners, trainers, consultants, and other suppliers.  Support is required for promoting various training activities, stimulating maximum attendance, organizing travel and accommodation, preparing training rooms, and meeting and greeting attendees.  There is a wide range of pre- and post-course administration including internal and external evaluation.

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There is administrative work related to reporting outcomes to management, budgeting effectively, and calculating return on investment.

Facilities  Location decisions include proximity to the trainees or trainer, accessibility, availability of parking, access to public transit, food and beverage services.  Decisions include access to photocopying, video or web conferencing, availability of break out rooms, and general room details (it is helpful to be able to control the heating, lighting, and window blinds).  Wall space may be important; the trainer may need access to flip charts, white boards, projectors, screens, TV/video.  The site should be noise and distraction free to be conducive to learning.  Planning the seating arrangements is also important. Materials and Equipment  Categories of materials and equipment includes: reference materials and guidelines for trainees; training reference materials and guidelines for trainers; materials, equipment, and technology to be used in demonstrations and simulations.  Development of reference materials depends on whether trainees will be accessing materials online via computers or using physical handouts; manuals can be supported by agendas, checklists, memory aids, articles, copies of presentation slides, and other documents.  Some training sessions will use pre-course assignments and briefing notes.  Attendees may use name cards, note pads, index cards, markers, pens, highlighters, sticky notes, etc.  Trainers manuals include session copies of content provided to participants to ensure consistency and assist with the quality of the training presentations.  Many trainers have a kit ready including things like: tape, markers, extension cords, etc. Scheduling  Scheduling involves accommodating participants, trainers, and content.  Availability of the site is a factor.  Considerations include: day of the week, time of the day, time of the year; during office hours or after hours, and on weekends; examine the impact on productivity depending on group size; may decide to pay overtime to host on off-days so that regular productivity is maintained.  There should be a plan for delays (e.g., travel), for working around conflicting events, and for accommodating special needs.  Availability of trainer is important if using someone external to the company.  With internal trainers, it is important to optimize their time effectively.  With in-house training, space may be at a premium and may limit when training can be hosted.  The content may impact scheduling: Is the content best delivered all at once or over multiple sessions? Difficulty: 2 Skill: Applied Learning Objective: 8.1

32. Describe in full how facilitation and instruction differ and why there are different facilitation roles performed by trainers. Answer:  The differences between instruction and facilitation reflect philosophical differences and varying expectations during the learning process.  Instruction is more trainer-centred; facilitation is more learner-centred. Instructors:  Instructors are more directive and retain control of what is taught and when.  They are a source of subject matter expertise and share their knowledge with learners, often through lectures and writing.  Learners are passive and adapt their learning style preferences of the instructor, who imparts knowledge like a “sage on the stage.”  The content or the skills of the learner may lead a trainer to be more instructive.  Instructors are trying to transfer the expertise to the learner by focusing on the content. Facilitators:  Facilitation is more supportive, encouraging the learner to share responsibility for the learning.  The focus is on the process, where learners search, acquire, and develop the information and knowledge desired.  Facilitators use their knowledge of adult learning to create an environment that embraces participants’ prior knowledge and learning styles, appearing as a “guide by the side.”  Facilitator’s guide the learning transaction by providing resources and helping the group to overcome obstacles. Trainers as Facilitators  There are different roles of facilitators that can be used at different times including the following: prescriptive roles offering advice and direction; informative roles offering ideas about how to proceed; confronting roles challenging learners on process, mental models, and frameworks; cathartic roles seeking to relieve tension by prompting an emotional expression; catalytic roles providing a structure to develop an idea or to remove an obstacle; and, supportive roles to display care and offer empathy. Difficulty: 3 Skill: Recall Learning Objective: 8.2 33. As a new trainer assigned to deliver a presentation on customer service, you are determined to plan, organize, and deliver your best possible presentation. Describe how you will go about doing so. Answer: Planning the Presentation  At the beginning of the planning process, formulate a clear definition of what the workshop or presentation is all about; imagine it from the participant’s perspective vs. the trainer’s perspective.  The logic, facts, and figures are there to support the vision; therefore, context is important. Copyright © 2022 Pearson Canada Inc. 11

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When thinking about content, ask three questions: 1) What do I want the audience to think?; 2) What do I want the audience to feel?; and 3) What do I want the audience to do? The best presentations incorporate these three elements to some degree through the training—to create the action and outcomes that your participants need.

Organizing the Presentation  It is key to identify the approach; determine the content that will be presented and then determine how to integrate it as part of the learning process.  Plan for interaction by building in specific times to engage participants and try to do so when resistance might arise.  Engagement touchpoints and opportunities for questions should be organized throughout the presentation.  Create an overall structure that can be applied to the presentation.  A common framework has three core sections: Unit (the heading for the segment of the material); Modules (sections of the unit; modules feature smaller sub-groups of information that are easier to demonstrate and understand); and Components (the heart of the material and includes “tell, show, practice, debrief, apply, and evaluate”). o Tell describes how to do the skill being taught o Show demonstrates the skill o Practice uses activities to build the retention of skills o Debrief provides coaching and offers feedback o Apply focuses on how to transfer skills into the job o Evaluate determines what skill development has occurred  With the structure in place, activities and coaching are planned; activities allow participants to engage with each other and build trust and cohesion.  During the activity, the trainer shifts to giving instructions, observing, and mental notetaking.  At the conclusion, the trainer and participants will discuss what the participants learned and how they can apply it in their jobs.  The debrief after an activity, presentation, or module provides the first opportunity to evaluate the training and also to coach the participants on what to do differently before further practice or application on the job. Presenting  Preparation: o Content should be maintained on an external drive or in a reference binder that is well labelled and organized with all the notes, exercises, handouts, and forms o Use checklists to stay organized o Practice presentations ahead of time  Introductions: o Have a senior team leader make the introductions; it sends a clear message of the importance of the session o Trainers then catch the attention with an opener (question, anecdote, quotation, etc.) o Review housekeeping items (ground rules, administrative items, learning objectives, agenda)  Use the Toolkit: o Icebreakers can be used for warming up groups  Q&A and Closing Copyright © 2022 Pearson Canada Inc. 12

o o o

A Q&A first can be helpful in determining what to discuss in closing and allows trainer to put a positive spin on any negativity from the Q&A (if any) After Q&A, close the training session by restating the main points and a review of the learning objectives to demonstrate how they were met during the session Structure an activity in the closing as a way to reinforce what participants have learned

Difficulty: 2 Skill: Applied Learning Objective: 8.3

Anderson: Training and Development, First Edition Chapter 9: Training Evaluation True/False 1. Training programs sometimes fail to deliver on expected organizational benefits; therefore, training evaluation can help to improve training and adapt to changing environmental circumstances. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 9.1 2. Organizations sometimes resist conducting training evaluations because of the time and effort that is involved. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 9.1 3. A summative training evaluation takes place during the program design and focuses on the process of the training. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 9.1 4. “Smile sheets” are training evaluation tools that usually are administered at the end of the training and are helpful in assessing the value of the training content. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 9.2

5. Your company has decided to evaluate the monetary benefits of the training program with comparison to the investment in the program. You have decided to use a return on investment calculation. a. True b. False Answer: True Difficulty: 1 Skill: Applied Learning Objective: 9.2 6. When conducting training evaluation, you have decided to use workplace observation techniques and customer service logs. According to Kirkpatrick’s model, you are conducting a “Level 2: Learning” evaluation. a. True b. False Answer: False Difficulty: 2 Skill: Applied Learning Objective: 9.3 7. The Brinkerhoff model of training evaluation is based on both the training experience and the performance management system in the organization. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 9.3 8. Training evaluation surveys have many advantages including that they generally have a high response rate. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 9.4

9. A time series approach to training evaluation involves doing “level one” evaluation surveys at the beginning, middle, and end of the training. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 9.5 10. The most commonly used metric for training evaluation is the percentage of courses completed. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 9.6

Multiple Choice 11. There are several reasons why training programs may fail to deliver on expected organizational benefits, including: a. Training continues to be relevant year after year with little change. b. The external environment changes rapidly, due to factors such as competition and regulation. c. Trainers are unaware of how to evaluate training programs in an effective manner. d. Training outcomes criteria are based on empirical data. Answer: b Difficulty: 3 Skill: Recall Learning Objective: 9.1 12. According to research conducted related to the effectiveness of learning measurement, what percentage of organizations indicate that measuring informal learning is not at all effective? a. 50.5% b. 43.2% c. 14.4% d. 85.6% Answer: a Difficulty: 2 Skill: Recall Learning Objective: 9.1

13. Which of the following constitute barriers to training evaluation? a. Too much trainer expertise and lack of stakeholder interest or accountability. b. Ability to access key stakeholders and perceived threat of evaluation results. c. Too much data and maturity of the program. d. Lack of methods or tools as well as the format and timing of the reports. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 9.1 14. The type of training evaluation that collects data about the various aspects of the training program during program design and development is known as a. summative evaluation. b. declarative evaluation. c. formative evaluation. d. procedural evaluation. Answer: c Difficulty: 1 Skill: Recall Learning Objective: 9.2 15. As a new trainer, you decide to start gradually introducing training evaluation within the training processes of your organization. After all, they have never had a trainer before and have never evaluated their training processes. As a way to ease into the process, you decide to begin by assessing what the trainees liked and did not like about the training program. According to the Kirkpatrick model, this is known as a a. Level 2 evaluation. b. Level 4 evaluation. c. Level 1 evaluation. d. Level 3 evaluation. Answer: c Difficulty: 1 Skill: Applied Learning Objective: 9.2

16. Sahil attended a training session at their workplace related to workplace harassment and discrimination. During the session, the trainer reviewed the legislation in the human rights code related to protected grounds of discrimination. What is this type of learning is best known as? a. Affective learning b. Declarative learning c. Utility learning d. Procedural Answer: b Difficulty: 3 Skill: Applied Learning Objective: 9.2 17. Which of the following levels of training evaluation serves as the best indicator of whether or not learning has transferred to the job and whether the training really works? a. Level 1 b. Level 2 c. Level 3 d. Level 4 Answer: c Difficulty: 1 Skill: Recall Learning Objective: 9.2 18. Which of the following is a form of soft data that may be analyzed to evaluate the results of a training program? a. Customer satisfaction b. Productivity c. Efficiency d. Labour costs Answer: a Difficulty: 2 Skill: Recall Learning Objective: 9.2 19. Which of the following is a form of hard data that may be analyzed to evaluate the results of a training program? a. Employee satisfaction b. Labour costs c. Cultural impact of training d. Customer satisfaction Answer: b Difficulty: 2 Skill: Recall Learning Objective: 9.2 Copyright © 2022 Pearson Canada Inc. 5

20. Nikita’s Nursery is excited to introduce a new method of evaluating training. Nikita is taking a holistic approach where the nursery will use both qualitative and quantitative data to evaluate the improvement in worker performance. What type of measurement approach is Nikita using? a. Return on investments b. Return on equity c. Return on employees d. Return on expectations Answer: d Difficulty: 3 Skill: Applied Learning Objective: 9.2 21. Pratesh, the Training Manager at Community First Credit Union, is looking at different methods of evaluating a new sales program for financial advisors. Pratesh is interested in evaluating “results” of the training. Pratesh has decided to assess a. the overall increase of sales. b. the ability of individual team members to upsell new clients on new products. c. a test after the training provided to all training participants. d. the results of a survey completed by participants right after the training session. Answer: a Difficulty: 3 Skill: Applied Learning Objective: 9.3 22. The Kirkpatrick/Phillips model of training evaluation has five levels. According to research, the fifth level, Return on Investment, is used by what percentage of organizations? a. 28% b. 92% c. 18% d. 72% Answer: c Difficulty: 1 Skill: Recall Learning Objective: 9.3

23. Surveys are a very common method of performing training evaluation. What makes a survey most effective? a. It is administered well after the training program. b. It assesses hard data, such as efficiency and productivity. c. It asks many questions about several different aspects of the training program. d. It is brief, clear, objective, and focused. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 9.4 24. Which of the following measurement tools is best to gain a deep understanding of trainee’s responses? a. Tests b. Interviews c. Surveys d. Questionnaires Answer: b Difficulty: 2 Skill: Recall Learning Objective: 9.4 25. At Erik’s Electronics, the training team is developing a measurement tool to best measure customer service representatives’ understanding of a new product after their training program. The training team decides to use which of the following tool? a. Tests b. Work samples c. Observations d. Focus groups Answer: a Difficulty: 2 Skill: Applied Learning Objective: 9.4 26. A government worker has just been trained on how to write briefing reports for senior managers within the organization. Which is a tool used to measure the effectiveness of the training? a. Observation b. Tests c. Work samples d. Surveys Answer: c Difficulty: 2 Skill: Applied Learning Objective: 9.4 Copyright © 2022 Pearson Canada Inc. 7

27. As a trainer, you have been asked to conduct a training evaluation using the observation method. What issue must you be aware of during this process? a. You are too knowledgeable about their roles and your observation may be skewed. b. Employees may alter their behaviour because they know that they are being observed. c. You can assess learning changes in a real-world setting. d. There is high accuracy and a relatively low cost. Answer: b Difficulty: 2 Skill: Applied Learning Objective: 9.4 28. After a training program, there may be a concern as to whether the changes were due to the training program or whether some other factor caused the change. Which of the following could be a threat to the validity of the change? a. The trainee took the training program after a 12-hour shift and was extremely tired. b. There was sufficient participant data. c. Employees with high levels of skills maintained their level of performance. d. Both the trainees in the session and the control group were motivated and performed well. Answer: a Difficulty: 3 Skill: Recall Learning Objective: 9.5 29. Which of the following are common training metrics used by employers? a. Customer engagement, employer brand, and overall job satisfaction b. WSIB rebate data, customer satisfaction, and rate of outsourcing c. Learning expenditures per employee, employee satisfaction, and employee complaints d. Completion of courses, learning hours per employee, and cost per learning hour received Answer: d Difficulty: 2 Skill: Recall Learning Objective: 9.6 30. Which of the following would be considered a good example of analytics data related to training and development? a. Was there a high “smile sheet” score? b. Were there poor passing scores after the training? c. Did training increase the trainees job proficiency? d. Was there a lack of social learning tool usage? Answer: c Difficulty: 2 Skill: Recall Learning Objective: 9.6

Essay Questions 31. As the Training Manager, you have found that your senior management team has always resisted training evaluation. You have a new HR Director and have an opportunity to convince them of the benefits of performing training evaluation. Prepare a document that you will use to argue the merits of implementing training evaluation. Answer:  Training evaluation is the process of measuring training outcomes to determine the effectiveness of training.  The objective of training evaluation is to deliver pertinent data and to use that data to improve training delivery and impact.  Training evaluation shows the positive impact that training has on the organization and determines where problem may lie.  Training evaluation helps to provide a picture of the impact of training programs or their failure to deliver on expected organizational benefits.  Because the external environment is also changing rapidly, training evaluation can help systematically improve training and therefore adapt to changing circumstances. Rationale for training evaluation:  Training evaluation seeks to assess the value and the worthiness of the training program.  Evaluation data can justify the appropriate level of investment, serve quality management purposes, provide feedback to HR on employee performance, and provide standard measures that can be used to evaluate all training activities.  It assists to determine the financial benefits and costs of training (compare the benefits and costs between various training programs and between training programs and other HR initiatives).  Training evaluation justifies the value and credibility of the training function to the organization  It provides a bassline for training and development in the future.  It identifies the strengths and weakness of the training program (to determine if the program in meeting learning objectives and solving performance gaps; if the training is being transferred to the workplace; if the quality of the learning environment is acceptable)  Training evaluation can provide input into training decisions in terms of course design and development and course implementation and administration.  Training evaluation helps to identify which learners benefited most or the least to determine who should be training.  Training evaluation helps to identify ways to increase readiness for learners.  Training evaluation assists in recruiting potential candidates and retaining qualified employees.  Training evaluation helps to gather data that can be used for marketing the program. Difficulty: 2 Skill: Applied Learning Objective: 9.1

32. Discuss the most popular measures of training effectiveness including reactions, learning, behaviour, results, and return. Answer: Reactions  Reactions assess the perceived usefulness of the training.  Affective reactions are the trainees’ likes and dislikes of a training program.  Utility reactions are the trainees’ perceived usefulness of the training.  These measures are the easiest to evaluate by using a series of questions at the end of the training event (sometimes called “smile sheets”).  They are used more often to evaluate the performance of the trainers than to assess the value of the content. Learning  Learning measures the knowledge, skills, and abilities (KSAs) acquired through training without the component of performance on the job.  It is commonly assessed through testing recall; however, simply learning something does not mean that it will be applied on the job or that is link with performance will be understood.  The measurement of learning is very important in many professions and there are two common ways to measure learning; declarative learning is acquiring facts and knowledge while procedural learning is translating facts and information into behaviour.  Declarative learning is easier to measure but has less connection with behaviour, while procedural learning is more challenging to measure but has a more direct connection with behaviour. Behaviour  Behaviour is the display of KSAs on the job.  Assessing whether learning has transferred to the job in the form of behaviour is the first test of how well training really works.  The evidence is gathered directly or indirectly in the workplace; directly involves observations, actual performance, and work products; indirectly can be evaluated via checklists/ratings/interviews about desired behaviours from supervisors, self, peers, and customers; indirect can also include graduating from training programs. Results  Results can be collected via hard data (indicators including quality, quantity, time, and cost) as well as soft data (employee motivation and engagement, customer satisfaction).  Hard data includes the following: productivity numbers including successful tasks completion, achievement of goals, or meeting expectations; the numbers of employees attending training; how much productivity or efficiency is gained in relations to training costs, or whether programs are on schedule; labour costs including direct costs incurred (salaries for company trainers and trainees); cost of training or retraining versus the cost of replacing employees.  Soft data includes the following: customer satisfaction via customer reviews, repeat business; employee satisfaction evaluated via turnover/retention rates, grievances, absenteeism; engagement; cultural impact of training (employee onboarding, diversity training, sensitivity training have a more direct impact on culture) noted by number of HR complaints.

Return  Return on expectations (ROX) is the ultimate indicator of value; a holistic measurement of al the benefits (qualitative and quantitative) realized from a training program or initiative.  ROX calls for training programs to be based on the change or improvement in worker performance a company is looking for vs. a strict financial formula such as return on investment (ROI).  ROI is a financial metric comparing the monetary benefits of a program to the investment of the program itself; it is typically reported as a percentage and represents the annual net benefits returned beyond the initial investment.  ROI can be used to forecast benefits and make training investment decisions but can also be used to measure past performance. Difficulty: 2 Skill: Recall Learning Objective: 9.3 33. You have decided to take an inventory of potential tools that you may use when conducting training evaluation. Describe in detail the considerations of using each tool. Answer: Surveys  Surveys are the most commonly used training evaluation.  Easy to send out quickly via the internet/intranet.  Analysis of the data is already started in a downloadable form.  Can be used with other tools.  Surveys have a low response rates.  Surveys are best for assessing outcomes such as reactions and learning immediately after the training whereas supervisory surveys are better for collecting evidence of training transfer as they have the most objective measurements of effectiveness and impact.  Creating a quality survey takes time and consideration; it should be brief, clear, objective, and focused. Questionnaires  Determining the format of a questionnaire is critical to elicit accurate and complete responses.  It is important to keep the evaluation short beginning with easier questions before moving to controversial or complex questions.  Use rating scales instead of words so that respondents don’t need to analyze the words  Questionnaires are inexpensive and practical, provide fast results and easy analysis; they are scalable and generate strong comparative data.  Because they are standardized and allow anonymity, they often have higher validity and reliability than other assessment tools.  They may pose accessibility and interpretation issues for respondents who may skip questions, have a hidden agenda, or provide dishonest answers. Tests  Tests measure changes in knowledge and skills without the distraction of observing employees.

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They may not be as accurate for some jobs because they don’t replicate the environment in which an employee finds themselves. It is possible to create online tests to measure whether employees have achieved proficiency in the desired skill.

Interviews  Interviews can be conducted face-to-face or online, and they allow you to ask employees questions, but you can answer their questions and delve deeper into their responses.  This leads to more valuable and detailed information from employees about their training, but it can also be time-consuming and difficult to collect and summarize results.  Interviews are often used with other tools. Focus groups  Focus groups are facilitate discussions among a small group of trainees to explore reactions, learning, and transfer of training.  They take less time than individual interviews and can lead to deeper conversations about topics that might not have been explored in a one-on-one setting.  Participants often build off each other and consider varied perspectives as part of their responses. Observation  Observing employees as they perform a task, process, or team activity has the following advantages: you can assess learning and behaviour changes in a real workplace setting at a low cost with high accuracy.  It requires an objective and knowledgeable observer and can be time-consuming.  There is a risk that employee behaviour will change because they know they are being watched. Records and reports  Performance records can include: customer sales, clients served, support tickets resolved, units made, or customer satisfaction ratings.  They are objective and free from bias.  They show you where a problem is but not why it exists (you may need to probe with an interviews).  Data collection and data analysis will provide reports on various business metrics, which then must take into consideration factors other than just training. Work samples  Work samples measure a simulation in which an individual demonstrates competency in a situation parallel to that at work under realistic and standardized conditions.  They are excellent for training evaluation due to their ability to simulate work-related behaviours, demonstrating both learning and transfer of training.  Employees can also complete works samples using mobile devices. Difficulty: 3 Skill: Recall Learning Objective: 9.4

Anderson: Training and Development, First Edition Chapter 10: Employee, Leadership, and Career Development True/False 1. Vertical development refers to the development of new knowledge, skills, and abilities; for example, a newly hired shipping supervisor who learns how to operate a fork truck. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 10.1 2. Employee development focuses on upgrading an employee’s current skill set for their existing role; for example, a manager learning better strategies for dealing with conflict resolution. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 10.1 3. According to Mintzberg’s work on management roles, the role of “negotiator” includes the responsibility of conveying complex information to members of the organization. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 10.2 4. You are responsible for a new development program for your organization. Some of your managers are too settled in their comfort zone. As a technique to teach them new strategies to deal with change and move them out of their comfort zone, you decide to introduce temporary assignments to your program. a. True b. False Answer: True Difficulty: 3 Skill: Applied Learning Objective: 10.3

5. A 360-degree feedback process should always be conducted after a performance appraisal is completed in order to determine the training technique that would work best to develop an employee. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 10.3 6. A test for Emotional Intelligence (EQ) helps employees determine their ability to manage their emotions and to be sensitive to and understanding of the emotions of others. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 10.3 7. You are encountering resistance from your management team in supporting the leadership development that HR has recommended. In order to overcome this resistance, you decide to reach out to the CEO directly to let them know that their managers are not being supportive. a. True b. False Answer: False Difficulty: 3 Skill: Applied Learning Objective: 10.4 8. Dual career ladders allow upward mobility for employees by requiring that they be placed in managerial roles. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 10.5

9. Recently, several key employees have decided to retire early leaving you with a shortage of leadership talent. You have decided that you will not be caught off guard ever again. You decide to recommend succession planning as a way of keeping your company more stable. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 10.6 10. Succession management is relatively easy for small and medium enterprises as owners have fewer employees to select from when providing promotional opportunities. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 10.6

Multiple Choice 11. Which of the following statements best characterizes the differences between training and development? a. The focus of training is to look to the future; whereas development focuses on the current context. b. The objective of training is to improve the work performance of the employee; whereas the objective of development is to prepare the employee for future challenges. c. Participation in training is generally voluntary; whereas participation in development is usually required by the organization. d. The outcome of training includes technical and interpersonal skills; whereas the outcome of development is mastering job-related competencies. Answer: b Difficulty: 3 Skill: Recall Learning Objective: 10.1

12. The development process tends to have a focus that helps prepare employees through which of the following learning processes? a. Experiential learning and self-development b. Buddy training and education c. Behavioural modelling and coaching d. Videos and video debriefs Answer: a Difficulty: 1 Skill: Recall Learning Objective: 10.1 13. It is beneficial for managers to develop very specific skills to ensure they are effective. Which of the following functions is taking place when a manager is deciding which employees are best suited for specific tasks and making sure the employees have what they need to accomplish their tasks? a. Planning b. Leading c. Controlling d. Organizing Answer: d Difficulty: 2 Skill: Recall Learning Objective: 10.2 14. When managers take corrective actions when the organization is facing major challenges, according to Mintzberg, they are taking on which type of “decisional” role? a. Entrepreneur b. Resource allocator c. Disturbance handler d. Negotiator Answer: c Difficulty: 2 Skill: Recall Learning Objective: 10.2

15. Sali is noted to be a very effective manager and a strong communicator. Sali has a large network of contacts who provides Sali with favours and information on a regular basis. Sali has done an excellent job developing which type of role within the organization? a. Negotiator role b. Leader role c. Liaison role d. Figurehead role Answer: c Difficulty: 2 Skill: Applied Learning Objective: 10.2 16. According to Katz, successful leaders need three critical skill sets including: a. entrepreneurial skills, monitoring skills, and organizational skills. b. technical skills, conceptual skills, and interpersonal skills. c. negotiation skills, figurehead skills, and liaison skills. d. social media skills, resource allocation skills, and technical skills. Answer: b Difficulty: 3 Skill: Recall Learning Objective: 10.2 17. Which of the following statements represents a challenge when implementing job rotation as a developmental experience? a. Some managers resist job rotation for fear of losing a high-performing employee. b. Job rotation usually results in decreased workload for the rotating employee. c. Job rotation may result in a decreased workload for the employees who must pick-up the slack. d. Employees participating in job rotation are provided a broader perspective of the organization. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 10.3

18. Katie is very excited about applying for a management development program and has been told that she will participate in an assessment centre, which will gather information about her capability to perform a managerial role. During the assessment centre experience, Katie should anticipate that the facilitator may use which of the following tools to determine her readiness for management? a. A job interview b. A performance appraisal c. A discussion with her peers d. An in-box assessment Answer: d Difficulty: 2 Skill: Applied Learning Objective: 10.3 19. In order to be a very good coach, which of the following characteristics should you have? a. You must have a detailed knowledge of the organization from top to bottom to give accurate advice at all times. b. You need to be able to provide feedback in a gentle, non-controversial manner, so you do not upset the employee. c. You need to be able to give direct and honest feedback at all times to help the employee grow. d. You need to be able to speak candidly with the employee’s manager, so that the manager knows the employee’s strengths and weaknesses. Answer: c Difficulty: 3 Skill: Recall Learning Objective: 10.3 20. Minnu’s Magic Supplies Company is considering the rollout of a leadership development program. The training manager recognizes that, despite support from the HR director, there may be organizational obstacles encountered along the way, including: a. a lack of support from the senior executive team. b. a positive organizational culture. c. good availability of time and financial resources. d. extensive knowledge regarding how to implement a leadership development program. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 10.4

21. There are several trends for the future of leadership development programs. Which of the following trends best describes the idea of collective leadership? a. To meet the needs of the new environment, leaders need to be more adaptable, flexible, and creative. b. Due to the fact that there are fewer management levels and less hierarchy, leaders will require their skills to be more widely distributed across the workforce. c. Employees must be willing to determine their own training agenda and own their learning pathways. d. More emphasis will be placed on building an employees’ leadership capacity at a vertical level, building on previous competency. Answer: b Difficulty: 3 Skill: Recall Learning Objective: 10.4 22. Jasmine recently attended a “train the trainer” program on the topic of new leader development. Jasmine was alarmed to learn that leadership development programs are not always successful; however, Jasmine learned that to maximize the likelihood of success, the program should a. treat the program as an event instead of a process, so participants don’t become restless and bored. b. focus specifically on the participant’s managers to gain their exclusive feedback. c. recognize that the purpose of leadership development is to improve employee engagement and retention. d. focus on competitive edge competencies that have the biggest impact on leadership performance. Answer: d Difficulty: 3 Skill: Applied Learning Objective: 10.4 23. Career planning has become increasingly important to demonstrate to employees that their employer is interested in helping them reach individual career goals. Additionally, there is a strong business case for career planning, including which of the following? a. There are currently talent shortages in the labour market, making it difficult to find, promote, and retain the right people. b. Organizations have significant diversity, especially at the top of the hierarchy. c. As “baby boomers” retire, there is less generational diversity; members of Generation Y need to be motivated to move into leadership roles. d. Career planning requires a significant employer investment; therefore, it must be integrated into the business case to secure scarce resources. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 10.5

24. Human resources has an important role in supporting career development in workplaces. Which of the following strategies will allow the HR team to best assist their employees as the employees chart their career paths? a. Provide one-on-one career counselling to every team member within the organization during onboarding. b. Help to establish fair, consistent, and transparent promotional policies. c. Offer an exit option for those employees who do not get promoted within the organization. d. Hold meetings to explain that there are limited promotional opportunities. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 10.5 25. Career ladders traditionally provide employees with more responsibility as they climb the rungs of the ladder. Which of the following career path profiles is best described as using all career tactics available to advance inside or outside their organizations? a. Coasters b. Scanners c. Hedgers d. Climbers Answer: c Difficulty: 1 Skill: Recall Learning Objective: 10.5 26. Li has been working at Ever-star Energy for over six years. Li has gained traction on the career fasttrack by taking on different assignments, working above and beyond the required hours, and taking every opportunity to meet new people within and outside the organization. How would you describe Li’s career path profile? a. Coaster b. Hedger c. Scanner d. Climber Answer: d Difficulty: 1 Skill: Applied Learning Objective: 10.5

27. Natalie has been working at Ace Advertising for 25 years. She has reached the Associate VicePresident level and has had significant success. Recently, Natalie has needed to shift some of her focus to care for an elderly parent who lives out of town. Which is the best strategy for Natalie at this stage of her career? a. Put Natalie on a performance contract so that she continues to focus on business deliverables. b. Give Natalie a short-term sick leave do deal with her personal issues. c. Provide Natalie with a low intensity project. d. Offer Natalie a high intensity project to capture her vast knowledge and experience. Answer: c Difficulty: 2 Skill: Applied Learning Objective: 10.5 28. Many individuals who have had well-established careers and are not ready to retire may find themselves looking for jobs that provide them with personal meaning as well as continuing their ability to earn a living. This is known as what type of career path? a. An “encore” career path. b. A “second act” career path. c. A “coaster” career path. d. It is no longer a career path; it is just a way for individuals to pass the time. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 10.5 29. Which statement best represents the difference between succession planning and replacement planning? a. Succession planning is ad hoc; whereas replacement planning is systematic. b. Succession planning identifies and prepares future leaders; whereas replacement planning identifies specific replacements for the top 2 or 3 managerial levels. c. Succession planning immerses individuals in promotions when a vacancy occurs; whereas replacement planning uses techniques to prepare a pool of replacements. d. Succession planning and replacement planning are essentially the same thing. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 10.6

30. Jax has recently been assigned responsibility for the company’s new succession planning process. Where does Jax need to begin to ensure that the process is executed effectively? a. Jax needs to evaluate the success of the succession planning process. b. Jax should find a real-world problem to implement an action-learning project within the program. c. Jax needs to speak with the successors and find out what problems they encounter in their work units. d. Jax needs to secure top management support. Answer: d Difficulty: 1 Skill: Applied Learning Objective: 10.6

Essay Questions 31. At Exceptional Electric Company, you have been assigned the responsibility of developing a new managerial training program. As a starting point, you must identify the main functions, roles, and skills common across most managerial groups. Describe the functions, roles, and skills that your management training program will address. Answer Functions  Planning: o Managers make sure that company goals and objectives are met by delegating responsibilities to employees and providing timelines and completion standards. o It involves checking on the efforts of individuals to make necessary adjustments to keep plans aligned with organizational or departmental goals. 

Organizing: o Organizing requires the identification of major activities and then assigning the components of those activities to units and individuals. o It also involves establishing systems and processes to ensure that these efforts are coordinated and organized effectively and efficiently. o Managers must decide which employees or teams are best suited for specific tasks and provide employees with what they need to accomplish their tasks. o They must also be able to reallocate tasks and adjust timelines.

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Leading: o Leadership is a people-oriented function that influences the actions of others to produce desired outcomes. o Organizations need good leaders to achieve organizational goals o Leadership is a behaviour, more than a position, a way of inspiring people to follow the vision, mission, and values of the organization. o Good leaders empower people to make decisions vs. telling them what to do; they create buy-in at every level and support their employees and recognize their contributions. Copyright © 2022 Pearson Canada Inc. 10

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Controlling: o Mangers must consistently monitor the activities of the organization and its employees to ensure that they contribute positively to meeting organizational goals and objectives. o Controlling involves establishing monitoring mechanisms, resolving performance gaps, and solving problems that hinder the progress towards organizational goals.

Roles  Interpersonal o Managers spend a lot of time interacting with other people inside and outside their organization. o Interpersonal relationships will either help or restrict managers from achieving goals and managers spend much of their time enhancing these relationships. 

Informational o Managers spend a lot of time as the “nerve centre” or the source of information of an organization or a department. o Managers gather a lot of information and must act in a capacity to process that information for the benefit of the organization.

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Decisional o Managers take information acquired from their interpersonal relationships and make decisions to solve organizational problems or exploit opportunities. o The quality of their decisions determine whether their strategy is successful.

Skills  Technical skills o Technical skills are various types of learned capacity (in an office environment, it may involve technological and data organization skills for managerial effectiveness). 

Interpersonal skills o Often, interpersonal skills set leaders apart from managers; both need interpersonal skills, but a leader’s power base comes from appealing to the human side of employees to generate creativity and motivation. o Being a good communicator and creating a healthy environment will lead to higher development of employees.

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Conceptual skills o Conceptual skills revolve around generating ideas, creative thinking, and comprehensive understanding of a certain context. o More relevant in upper-level thinking and broader strategic situations. o Conceptual skills help empower leaders in all levels of an organization to observe the operations of an organization and frame them conceptually to uncover new ideas and unique strategies.

Difficulty: 3 Skill: Applied Learning Objective: 10.2

32. Describe the different types of “moves” that an employee may make within their organization (including upward, downward, and lateral moves) that may contribute to their growth and development as a leader. Discuss specifically how temporary assignments and volunteer assignments contribute to employee development. Answer: Upward  Promotions are generally seen as advancements into roles that feature greater challenges, responsibility, and authority, often with an increase in compensation. Downward  Downward moves can be used for cross-functional development, for example, a technical specialist such as an accountant may take a lower-level supervisory position to build up managerial competencies. Lateral  Lateral moves provide different job assignments.  They do not necessarily increase responsibilities or compensation.  For example, the public sector provides secondments to provide employees with opportunities to work in different organizations to see different business models and work environments.  Companies like Google have tried swapping employees with other companies to foster creativity and build closer relationships with the companies. Temporary Assignments  Temporary assignments (that have predetermined end dates) can help grow employees by teaching them new strategies to deal with change, along with the learning that comes with new responsibilities and coworkers.  Temporary assignments are sometimes referred to as “stretch” assignments, and are commonly used with employees approaching or in mid-level management positions.  They are more ad hoc than job rotation and are ways of developing leadership abilities that are customized to the employee Volunteer Assignments  Volunteer assignments in the community can be used for development of soft skills such as teamwork, consensus building, and conflict resolution.  By applying their skills to a new set of challenges much different than those faced at work, employees stretch their creative problem-solving skills; interpersonal skills grow with relationship with non-profit staff, clients, or other committee volunteers. Difficulty: 2 Skill: Recall Learning Objective: 10.3

33. How does the career planning process support employee development and benefit the organization? Argue convincingly for the implementation of effective career planning processes within organizations. Answer: 

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Career planning is an employee-driven process of development and progression within an organization; it can be as simple as role playing with managers on how to discuss career interests or performing career mapping exercises with employees. It can also involve more complex initiatives with formal career paths and ladders for all positions within the organization. Career paths support employees because they often feel more engaged when they believe that their employee is interested in helping them reach individual career goals while fulfilling the organization’s own mission. Employee engagement leads to improved morale, motivation, and productivity. There are many good reasons that support a business case for career planning including: o Talent shortages make it hard to find, promote, and retain the right people in the right jobs o Organizations often lack diversity at the top and may not be maximizing the benefits of a multigenerational workforce that demands more workplace flexibility o A relatively small investment in career planning has a positive impact on the organization o HR professionals no longer have a captive base of employees with a smooth progression up the ladder; flattened management levels, layoffs, the use of contingent workers, and high turnover all contribute to the fact that HR may no longer be able to promise a steady climb up the career ladder o Individual employees must take control of their own career paths with guidance and support from managers HR should support career development by providing the following supports and processes: o Fair, consistent, and transparent promotion policies and procedures o Promotions can be facilitated by providing employees with career coaching, assisting managers with clear selection criteria o Helping candidates who are not selected for promotion with a way to continue their career development o Helping newly promoted employees make a smooth transition

Difficulty: 2 Skill: Recall Learning Objective: 10.5

Anderson: Training and Development, First Edition Chapter 11: Managing Diversity, Ethics, and Corporate Social Responsibility True/False 1. Diversity training is most effective as a one-off workshop led by HR with the participation of specific employees. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 11.1 2. Managers have a key role in developing inclusivity in the workplace by mentoring underrepresented groups and examining organizational systems. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 11.1 3. Generation Xers are very important to the workforce. They tend to be very loyal to employers but are considered to be ambitious and optimistic. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 11.2 4. You are training a group of business analysts who are primarily Millennials. Based on what you know about the Millennial generation, you decide to let them train one another during a section of the training program. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 11.2

5. Bonuses that reward and focus on short-term results can lead to a weak link between ethics and performance. a. True b. False Answer: True Difficulty: 3 Skill: Recall Learning Objective: 11.3 6. It has been shown that organizations that work to build and maintain ethical cultures have more motivated employees; however, turnover rates increase during the process. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 11.3 7. Ethics training has been found to be the only way to create an ethical organization with clear values. a. True b. False Answer: False Difficulty: 2 Skill: Applied Learning Objective: 11.4 8. Krishna is in the process of developing an ethics and compliance program. Best practices recommend that training on standards and a decision-making model is very useful in training. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 11.4 9. The goal of corporate social responsibility is to focus on recycling to reduce the organization’s carbon footprint. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 11.5 Copyright © 2022 Pearson Canada Inc. 2

10. Corporate social responsibility is believed to help a company to improve its social standing as well as result in long-term gains to the company. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 11.5

Multiple Choice 11. It has been shown by research that companies have had little success with diversity training programs because a. the programs are based on inspiration instead of focusing on correcting inappropriate behaviours. b. the focus of diversity training programs has been on compliance and remediation. c. team members are generally not biased and do not really require the training. d. managers get too involved in the training process which becomes distracting. Answer: b Difficulty: 1 Skill: Recall Learning Objective: 11.1 12. Diversity training is most effective within organizations when which of the following takes place? a. When it targets awareness and takes place over a significant amount of time. b. It starts at the bottom as a grass-roots movement. c. When managers call out those who act in discriminatory ways during the session. d. When it focuses substantially on human rights codes’ violations. Answer: a Difficulty: 1 Skill: Recall Learning Objective: 11.1

13. Mahima is an up-and-coming HR professional who suffers from the “imposter syndrome.” Which of the following coaching techniques would help Mahima overcome the constant feeling that they will be exposed as a “fraud”? a. Tell Mahima that their behaviour is silly; Mahima is great at their job. b. Provide Mahima with education on neuroscience research on bias and how it impacts behaviour. c. Provide Mahima with fact-based negotiation skills. d. Helping Mahima to practice mindfulness and reframing self-perception. Answer: d Difficulty: 3 Skill: Applied Learning Objective: 11.1 14. Noah is developing a training program to assist leaders to remove bias in their workplace. Noah knows that it is important to examine bias in all HR practices and needs the leadership team to be supportive. What should Noah include in the program to help the leadership team remove bias? a. Develop leaders’ skills on innovative decision-making. b. Describe recent statistics that discuss leader success within the organization. c. Train leaders on conflict resolution and negotiation. d. Sharing research on bias and how it impacts behaviour. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 11.1 15. Training has been found to be very helpful in stopping serious legal issues before they begin. What should be included in training to deal with the issue of expectations of an inclusive workplace culture? a. Make sure that every employee has a calendar of multi-cultural events and activities. b. Discuss scenarios related to workplace dating. c. Establish a clear tone with training about values, behaviours, and expectations about the culture. d. Review the benefits package with new hires in detail. Answer: c Difficulty: 1 Skill: Recall Learning Objective: 11.1

16. There are many different generations of learners in every workplace. Trainers should be well-versed on their differing characteristics. A learner who is very respectful of their boss and tends to be loyal and quality-focused is likely to fall into which generation? a. Baby Boomer b. Traditionalist c. Generation Y d. Generation X Answer: b Difficulty: 1 Skill: Recall Learning Objective: 11.2 17. Nicky has scheduled a training program and integrated strategies that will provide unique and individual treatment AND provide a certificate for those who complete the program. Nicky is trying to meet the preferences of which generation in their program? a. Baby Boomers b. Traditionalists c. Generation Y d. Generation X Answer: a Difficulty: 2 Skill: Applied Learning Objective: 11.2 18. Which generation of learners is most likely to prefer access to training “on the go”? a. Baby Boomers b. Generation X c. Generation Y d. Generation Z Answer: d Difficulty: 1 Skill: Recall Learning Objective: 11.2

19. Chiara is participating in a training program that has been specifically designed for Chiara’s generation. In this program, Chiara is going to be able to learn from and also provide peer-training to their team members and will also be involved in personal goal-setting. Which generation is Chiara most likely a member of? a. Generation Y b. Generation Z c. Generation X d. Baby Boomer Answer: a Difficulty: 2 Skill: Applied Learning Objective: 11.2 20. Trainers are often involved in providing learning experiences that will support the organization in developing an ethical culture. What additional mechanisms will help an organization to foster an ethical culture? a. Provide constant examples of unethical behaviour so employees will be fearful of being called out. b. Create a reward system that is aligned with ethical behaviours with valued incentives. c. Be certain to display a mission statement on all marketing materials. d. An effective training program on ethical conduct will be enough to foster a positive workplace culture. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 11.3 21. Mohamed, a manager at Beneficial Banking Services, has been very effective over the years at developing a very strong workplace culture. Which of the following characteristic illustrates that Beneficial Banking has a strong ethical culture? a. Employees at Beneficial Banking are more likely to feel pressure to compromise company standards. b. There are more instances of workplace misconduct. c. Employees at Beneficial Banking Services are more likely to report misconduct. d. There is more likely to be retaliation for reporting misconduct. Answer: c Difficulty: 3 Skill: Applied Learning Objective: 11.3

22. At times, there are barriers experienced by organizations that seek to create an ethical workplace culture. What could be considered an ethical dilemma that gets in the way of building a strong ethical culture? a. The organization provides too much training on the topic and employees begin to ignore the messaging. b. Employee goal alignment creates an environment where employees challenge one another. c. Managing the risk assessments and being proactive in change initiatives. d. Managers offer the wrong type of incentive and pressure employees to meet targets. Answer: d Difficulty: 3 Skill: Recall Learning Objective: 11.3 23. Codes of ethical conduct are believed to be helpful in creating a positive ethical culture in organizations. What should managers do to promote the messaging in the code of conduct? a. Recognize that codes of conduct will ensure that all employees will behave ethically. b. Display the code of conduct prominently in high-traffic areas and the company’s internet and intranet. c. Make an example of those employees who violate the code of conduct. d. Do not encourage diversity of opinion on codes; they are standardized and should not be discussed or debated. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 11.3 24. Adrian is building an “Ethics in the Workplace Training Workshop” at Anthony’s Automobiles, a busy auto sales company. In order to ensure that Adrian’s training program is effective, Adrian needs to a. avoid one-on-one coaching after the session as it will distract participants from the content of the workshop. b. make the training discretionary; forcing an individual to attend training diminishes their motivation. c. recognize that there are different rules for different levels of the organization and be prepared to address that in the session. d. base the program on organizational standards for ethical behaviour and organizational goals. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 11.4

25. Which of the following elements should be included in an ethics and compliance program? a. Training on standards and systems to discipline violators. b. A process to report potential violations of confidentiality and to immediately terminate those accused of violations. c. A description of where the cameras are within the organization so that people know that they are being observed. d. The company performance appraisal system and the bonus rewards mechanism. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 11.4 26. Madi is conducting a training program on the very strict conflict of interest guidelines for the sales team at Hailey’s Hydraulics. Madi is going to use which technique to allow participants to best master potential situations they may encounter? a. A lecture with all sales team members present b. Checklists with a list of what can be accepted as a salesperson c. Roleplay with employees and executives from the organization d. Mentoring with a member of the HR team Answer: c Difficulty: 3 Skill: Recall Learning Objective: 11.4 27. Which of the following are considered to be “theatres” of corporate social responsibility? a. Strategic, Political, and Technical Corporate Social Responsibility b. Social, Environmental, and Legislative Corporate Social Responsibility c. Philanthropic, Political, and Environmental Corporate Social Responsibility d. Philanthropic, Strategic, and Transformative Corporate Social Responsibility Answer: d Difficulty: 2 Skill: Recall Learning Objective: 11.5 28. Strategic corporate social responsibility is designed to do which of the following? a. Creating new forms or ways of doing business to address social or environmental challenges. b. Operating in a specific industry to make company-specific change. c. Delivering social and environmental benefits that improve the efficiency and effectiveness of an organization’s business model. d. Generate profit or improve operational performance. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 11.5 Copyright © 2022 Pearson Canada Inc. 8

29. Transformational corporate social responsibility supports organizations who wish to achieve which of the following? a. Deliver social and environmental benefits to generate profits or decrease expenses. b. Achieve change that leads to long-term sustainability for the organization, the environment, and society. c. Improve the company’s social standing. d. Increase employee motivation. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 11.5 30. Which statement best describes the relationship between corporate social responsibility (CSR) and training and development? a. CSR needs to be incorporated into all training programs and activities to have the most impact. b. CSR is discussed after onboarding once employees understand the mission and vision of the company. c. Employees with more direct CSR need to receive less specialized training in CSR. d. CSR needs to be incorporated in the health and safety program as many departments include health, safety, and environmental services together. Answer: a Difficulty: 3 Skill: Recall Learning Objective: 11.5

Essay Questions 31. As the HR manager, you are also responsible for the company’s equity, diversity, and inclusion initiatives. Discuss how training will support your diversity program and how coaching serves as an integral part of the learning process. Answer: Training supports diversity programming:  The purpose of diversity training is to create lasting change in employee behaviour and help create an inclusive organizational culture.  Women and minority groups still constitute a disproportionately small proportion of managers.  Despite the fact that research has shown that companies have little success with training programs because they are too focused on remediation and compliance, programs focused on inspiration can be effective.  Training will be effective when it targets awareness and skill development and takes place over a significant period.  Training should not be a one-off initiative; inclusion is everyone’s job and starts at the top with a focus on developing inclusive leaders (it must be treated as a core leadership skill).

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Developing inclusivity works well through accountability, guidance, and feedback from a trained coach. Managers need to be engaged in solving the problem (mentorship and examination of systems and processes to weed out systemic discrimination).

The role of coaching:  Coaches work with employees on key skills and mindsets, leading to stronger intercultural competence through active listening, self-awareness, and advocacy.  Skills for managers to develop include: creating a climate of trust, encouraging participation, and recognizing diverse team members contributions.  Two types of coaching have been effective in diversity training: perspective taking and goal setting.  Perspective taking involves having participants experience “walking in someone else’s shoes.”  Goal setting, which is used to motivate job performance, is successful when participants set specific, measurable, and challenging (yet attainable) goals related to diversity in the workplace.  Coaching leaders can include the following types of coaching for inclusion skills: skills to help leaders remove bias, support for employees lacking in mentors and role models, inclusive leadership awareness, and skills and learning to shift toward positive, open communication on diversity and inclusion.  Coaching is also used to accelerate development of underrepresented employee groups such as minorities and women; the goal is to level the playing field and fast track opportunities for underrepresented groups to promote diversity at all levels of the organization. Difficulty: 3 Skill: Recall Learning Objective: 11.1 32. Discuss the different generations within the workplace who will need workplace learning and how organizations may support these generations with training and development. Answer: Traditionalists:  Traditionalists are over 61 years of age; they have worked hard and sacrificed for their experience qualifications, and credentials.  They are loyal, quality-focused, value authority and respect.  Organizations should do the following to support traditionalists: o Ask for their input to earn their respect; give them a chance to be heard o They will be less interested in the frills and will want to know that the trainer, methods and content are “time-tested” and evidence-based (references, awards, and testimonials) o Traditionalists also respect rules and schedules o They may have faced age discrimination and other biases and systemic issues o Don’t overlook the experience and qualifications of these mature workers o Emphasize stability, provide satisfying work, and a chance to contribute Baby Boomers  Baby Boomers (ages 46-60) value the concepts of team and teamwork.

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They tend to be ambitious and optimistic, motivated by development that leads to more important responsibilities. Boomers are loyal; yet, less deferential than traditionalists. Organizations should do the following to support Baby Boomers: o Trainers can position their role as part of the team to achieve organizational success o Boomers enjoy rewards, like certificates, giveaways, or even small bonuses for the completion of training and development o They like individual treatment, which means asking for their preferences to customize their approach o Put Boomers in mentoring roles, offer specific goals, and coaching style feedback

Generation X (Gen X)  Gen Xers (ages 35-45) are important in the workforce; they have experience that leaves them well positioned to move into leadership roles in their organizations.  Gen Xers have critical institutional knowledge that must be transferred.  They are collaborative, with strong work ethics, that drives execution and brings new ideas to reality.  They are more skeptical and appreciate that things may not go as planned.  They tend to research, and fact check and seldom rush into decisions.  Organizations should do the following to support Generation X: o Gen Xers crave knowledge and peer feedback; responding well to independence, fair play, flexibility, and work-life balance o Organizations should give immediate feedback, provide flexible work arrangements, and opportunities for personal development Generation Y (Millennials)  Millennials (ages 24-34) are confident of their value in the marketplace; they won’t settle for complacency in their career and wish to move forward and up the ladder quickly.  Their career progression is flexible, and may involve job hopping to find the recognition and responsibility they seek.  Organizations should do the following to support Generation Y: o They are interested in coaching and mentoring o They want feedback more than their older peers, often via technology o Providing professional development and continuous learning is vital to retention o Millennials want on-demand learning from peers as well as industry experts o Allow them to train one another as they will feel empowered when sharing knowledge or using tools to create their own training o They want targeted, personalized content with great flexibility Generation Z (Digital Natives)  This generation, under 24, are the first true digital natives and already make up 25% of the workforce.  Flexibility is important.  Organizations should do the following to support Generation Z: o Generation Z prefer to access training on the go and even outside work o They want to be independent and make their own mistakes but also learn from a senior employee Copyright © 2022 Pearson Canada Inc. 11

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They embrace diversity; they view their diverse mindset as a competitive advantage and want to make a difference in the world Allow independence, self-direction, and work-life balance and the chance to work on multiple projects

Difficulty: 1 Skill: Recall Learning Objective: 11.2 33. It is broadly recognized that having an ethical workplace culture leads to many benefits, including financial success. What are the obstacles to creating an ethical culture in the workplace and how can you go about building an ethical workplace climate? Answer: Shift to ethical cultures:  There has been an increasing shift toward building an ethical culture instead of running compliance programs.  Compliance has been a strong motivator, but an ethical culture may also improve employee morale, recruitment, and retention. Obstacles:  Organizational leaders face ethical dilemmas including bribery, corruption, and anti-competition; most common dilemmas are based on competing interests misaligned incentives, clashing cultures, and a reactive focus.  Change management initiatives and business transformation sometimes get in the way of the movement towards ethical cultures; change brings about disruption and can overload employees leading to poor decision-making.  Mergers and acquisitions, staff reductions, and competitive pressures can all create conflicts of interests or cause leaders to move from their core values.  The wrong types of incentives, pressure to meet targets can cause employees to act in an unethical manner; many businesses reward short-term results at the expense of long-term sustainability (weakens the link between ethics and performance).  Cross-cultural issues make it challenging to decide whose cultural rules need to be followed; ignoring cultural differences can lead to dissention and retaliation.  If mangers do not assume responsibility for managing ethical risk assessment, the orientation becomes reactive vs. proactive; focus becomes training vs. education; communication is centred around pushing out information instead of linking it with employee development.  With a reactive focus, ethical issues are rarely discussed, and employees are not actively involved in the ethics program. Building an Ethical Climate:  Create a code of conduct and find ways to keep the code and policies in front of employees (display prominently physically and on company web site).  Communicate ethical values regularly.

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Ethics programs should cover five elements: responsibility, respect, fairness, honestly, and compassion; these elements should be defined and set the appropriate behavioural standard for reach. Regular communication about ethics helps to build an ethical culture; employees need to see the message as being consistent with actions). Having a network to share ideas, allow for diversity of opinions, and build empathy Provide anonymous ways to report unethical behavior.

Difficulty: 2 Skill: Recall Learning Objective: 11.3

Anderson: Training and Development, First Edition Chapter 12: The Future of Training and Development

True/False 1. The brain learns and remembers because it can change its physical state, in which new information is integrated in a process which is known as volition. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 12.1 2. Emotional responses, such as rewards, trigger the release of dopamine in the brain which has been found to reinforce learning. a. True b. False Answer: True Difficulty: 2 Skill: Recall Learning Objective: 12.1 3. Augmented reality is a simulated environment with computer-generated experiences. a. True b. False Answer: False Difficulty: 1 Skill: Recall Learning Objective: 12.2 4. Price-Pro a local retail outlet hopes to compete with the big box stores in their area. The executive team wants to use augmented reality and virtual reality to train employees on how to deliver the best in-store experience; however, the biggest concern they face at the present time is cost. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 12.2

5. Big data refers to collecting data about users’ activities, analyzing trends from the data, and linking trends to business goals. Studies have recently shown that the majority of businesses are now datadriven and treat data as a business asset. a. True b. False Answer: False Difficulty: 3 Skill: Recall Learning Objective: 12.2 6. Rutvik has recently been trained in the transportation of dangerous goods (TDG) as Rutvik works in a warehouse and frequently must move barrels of paint which are highly flammable. The training took place on a Saturday before he was off work for a two week vacation. Studies have shown that Rutvik may lose up to 75% of what he learned during the session. a. True b. False Answer: True Difficulty: 3 Skill: Applied Learning Objective: 12.3 7. Soft skills and hard skills are both important in our workforce. It has been found that as technology changes more quickly, skills reappear more quickly. a. True b. False Answer: False Difficulty: 1 Skill: Recall Learning Objective: 12.4 8. Gina is developing a soft skills program for her management team. In order to ensure that her managers are developing their soft skills, Gina decides to have her management team host their own seminars on skill topics about which they are passionate. a. True b. False Answer: True Difficulty: 2 Skill: Applied Learning Objective: 12.4

9. Roleplaying is widely used in soft skills training; however, it has been found to be an ineffective strategy. a. True b. False Answer: False Difficulty: 2 Skill: Recall Learning Objective: 12.4 10. Competency-based frameworks help to ensure that HR professionals play a strategic role in preparing the organization for the future. a. True b. False Answer: True Difficulty: 1 Skill: Recall Learning Objective: 12.5

Multiple Choice 11. As organizations continue to evolve, there has been a shift from educator to learner. Continuous learning will see learning in organizations move towards a. more workshops. b. continuous professional development. c. expanding the number of webinars. d. increased frequency of lunch and learns. Answer: b Difficulty: 1 Skill: Recall Learning Objective: 12.1 12. Experts have advised that in order to equip yourself with lifelong learning specific to your needs, you should a. purse things that spark your interest to gain deeper knowledge. b. create a future vision for your organization. c. focus on taking your time to select the most relevant information. d. spend little time reflecting on the past as it is distracting. Answer: a Difficulty: 3 Skill: Recall Learning Objective: 12.1

13. Which of the following disciplines has recently provided relevant insights into learning theory? a. Psychology b. Sociology c. Political science d. Physiology Answer: d Difficulty: 2 Skill: Recall Learning Objective: 12.1 14. The study of neuroplasticity helps us to understand how the brain is able to change and that retention of learning occurs when our neural pathways become permanent. Which factors can impact how the brain learns? a. Humour b. Decision-making c. Stress d. Teamwork Answer: c Difficulty: 3 Skill: Recall Learning Objective: 12.1 15. As a trainer, you are very excited about a recent article that you have read about neuroscience and how it relates to training and development. You decide to apply your new learnings in an upcoming training program and implement which of the following processes? a. You speak with the managers of the trainees to ensure that the training is immediately practiced in the workplace. b. You begin your session with a lecture on neuroscience and the brain to inspire your participants to learn more about this fascinating discipline. c. You ensure that you provide all the information in one session to make sure that all the information is covered thoroughly. d. You structure the session so that there is an excessive amount of emotional stimulation. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 12.1

16. There are many exciting advancements as a result of technology as it relates to training and development including augmented reality (AR) and virtual reality (VR). However, some companies face obstacles when considering implementing these new training experiences, including a. low costs which make some people question the quality of the products. b. AR and VR that currently only have PC options. c. a high takeoff in the consumer market. d. the fact that some of the content is not suitable for eLearning. Answer: d Difficulty: 2 Skill: Recall Learning Objective: 12.2 17. Lisbeth’s Learning Solutions is implementing artificial intelligence (AI) and integrating their analytics with AI to help them perform better. The CEO, Lisbeth, believes that in doing so, her company will be able to a. select trainers with engaging personalities. b. identify key insights on learner progress and retention rates. c. automate the jobs for her clients and therefore increase costs. d. distinguish between Generation X and Millennials so they are not assigned to the same training program. Answer: b Difficulty: 2 Skill: Applied Learning Objective: 12.2 18. According to recent research, what percentage of businesses are considered “data-driven” organizations? a. 10% b. 90% c. 30% d. 60% Answer: c Difficulty: 1 Skill: Recall Learning Objective: 12.2

19. Organizations are finding that there are many merits to providing a personalized approach to learning and development. Which of the following is a convincing argument to provide personalized learning? a. When training is personalized, it is easier to segment into large blocks. b. Employees are frequently underwhelmed with their existing model of learning. c. When personalizing learning, engagement and retention increases. d. Personalized learning recognizes that individuals have hobbies that they would like to pursue. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 12.3 20. Harry’s Hydro is implementing a personalized learning approach for their hydro field team technicians. Which of the following best describes the personalized learning experience known as geofencing? a. Using cellphone location technology to give technicians the specific information they need to get their job done. b. Allowing a technician to dive deeper into the subject matter. c. Breaking lessons down into short geographical units. d. Providing apprenticeships for new technicians. Answer: a Difficulty: 2 Skill: Applied Learning Objective: 12.3 21. Sam is an IT Manager working for a public sector organization. Sam has sent the IT helpdesk team on a training program to learn a new ticketing system for managing helpdesk requests. Sam ensures that the team members put their training to use immediately upon return to work after the training and Sam is very mindful of providing each team member with specific and immediate feedback. This is known as a. strong management skills. b. just-in-time learning. c. management-by-objectives. d. personalized learning. Answer: b Difficulty: 2 Skill: Applied Learning Objective: 12.3

22. At Patti’s Pottery Barn, customer feedback has indicated that the customer service team needs to develop soft skills. Which technique will be most helpful to enhance the soft skills through training? a. Provide applied learning on the point of sale purchasing system. b. Promote the most personable clerk who will serve as an example to the team. c. Use a macro-learning approach. d. Provide coaching sessions as a part of performance development. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 12.4 23. Calvin’s Creations is a greenhouse that also has a store front offering unique floral designs for its customers. At Calvin’s, it is critical for team members to interact with an upscale clientele who tend to be rather particular. Lately, team members have been noticeably irritable with customers and the owner decides to implement a soft skills training program using which of the following techniques? a. Implementing a role-play with a customer who is being difficult and asking team members to reflect upon their actions during the debrief. b. Making an example of an employee who becomes hostile during an interaction with a customer. c. Providing an in-class section on the reasons why customers are sometimes rude. d. Giving team members a multiple-choice test after training to see what they recall. Answer: a Difficulty: 3 Skill: Applied Learning Objective: 12.4 24. What is the role of talent management staff within a contemporary organization? a. It is focused only on the acquisition of staff. b. It includes providing training for employees so that they have the key competencies for organizational success. c. It is focused on the onboarding process exclusively. d. It ensures that compensation systems are in place. Answer: b Difficulty: 2 Skill: Recall Learning Objective: 12.5

25. Which of the following statements is true regarding the achievement of professional certifications such as the CHRP/CHRL, CPHR, or SHRM designations? a. HR certification increases the odds of being promoted within five years by more than 50% for HR assistants. b. HR certification increased the odds of being promoted within five years by more than 40%. c. Those with HR credentials made nearly 32% more than those without credentials. d. Those with HR credentials made nearly 82% more than those without credentials. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 12.5 26. Which of the following “HR jobs of the future” will focus on the entire worker relationship with a company, from benefits to training to career development? a. Head of candidate experience b. Performance coach c. Employee experience specialist d. HR data scientist Answer: c Difficulty: 1 Skill: Recall Learning Objective: 12.5 27. Which of the following strategies will help to personalize learning experiences for employees within organizations? a. Buy a LinkedIn learning membership and require employees to access a pre-selected group of learning modules. b. Create a standardized learning program for all employees. c. Offer multiple career paths in case employees are looking for an alternative option to the standard pathway of climbing the organizational ladder. d. Give employees an assignment that they don’t want to do in order to push them out of their comfort zone. Answer: c Difficulty: 2 Skill: Recall Learning Objective: 12.3

28. Automation has had a significant impact on the Canadian labour market. Which of the following statements reflects how automation will impact our workplaces? a. Digital literacy skills will be needed by employees to understand and adapt to technological changes. b. Soft skills will become less important as individuals spend more time dealing with computers and other automated devices. c. Governments must invest in social assistance for those workers who are displaced and unable to learn new skills. d. Baby Boomers will be forced to retire before they are ready due to an inability to learn technology. Answer: a Difficulty: 2 Skill: Recall Learning Objective: 12.2 29. Francesca, a learning professional, has decided to take a course on understanding neuroscience in order to be able to determine a. how to use positive psychology to promote learning. b. how to look at socio-economic factors and how they may present obstacles to learning. c. how to look at scientific causes of facilitator burnout. d. how to prepare the brain for learning. Answer: d Difficulty: 2 Skill: Applied Learning Objective: 12.1 30. Which of the following questions would be the most appropriate to ask an employee for personalizing their training process? a. What do you like to do in your spare time? b. How have you learned effectively in the past? c. Who gets in the way of you accomplishing your tasks at work? d. What was your grade point average in high school? Answer: b Difficulty: 2 Skill: Recall Learning Objective: 12.3

Essay Questions 31. Describe how the study of neuroscience has helped us to better understand the brain as it relates to learning and what are the implications for learning professionals. Answer:   

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Learning theory has traditionally been based on behavioural sciences such as education and psychology; today hard sciences like physiology and chemistry will shape our understanding of learning. Neuroscience of learning and memory identified molecular changes that take place in the brain during learning; advances in neuroscience are increasing the ability to study the brain and its functioning and helps us understand how we learn. The location and environment in which learning occurs has a significant bearing on an individual’s short- and long-term memory; because the brain operates under constraints, it processes information and prioritizes the most important elements to encode into long-term memory factors such as emotional content and validation of our assumptions. The brain learns and remembers because it can change its physical state in which new information is integrated in a process known as neuroplasticity. Retention happens when our neural pathways become permanent so factors such as brain fitness, stress, diet, and the physical environment can impact how the brain learns. Active learning involves all three brain regions including where decisions are made to learn because of an emotional response triggered (from the amygdala); evaluation and analysis occurs with communication between the neocortex and hippocampus; emotional responses (e.g., reward) triggers the release of dopamine, which reinforces learning; stress and anxiety (e.g., a countdown timer) trigger the release of noradrenaline which enhances encoding. Training designers and facilitators should develop an understanding of neuroscience so that they can determine: o How the brain works and processes information o Learning implications of the different brain areas o How to identify and improve the drivers that optimize brain performance o How to determine people’s learning potential o How to prepare the brain for learning o How to improve brain fitness and maintain brain health o How the brain impacts the sense of purpose and engagement

Difficulty: 3 Skill: Recall Learning Objective: 12.1 32. Ollie’s Oil is an oil drilling company that has platforms across the world in various oceans. Due to the high level of danger associated with this profession, the Chief Training Officer has decided to invest substantially in Augmented Reality (AR) and Virtual Reality (VR). Describe how AR and VR will provide added value to the company in terms of its approach to training and development, recognizing the potential obstacles that Ollie’s Oil may face. Answer: Copyright © 2022 Pearson Canada Inc. 10

Augmented Reality (AR) and Virtual Reality (VR)  AR is an interactive experience where real-world objects are augmented.  VR is a simulated environment with computer-generated experiences.  AR and VR allow learners to enter books, magazines, and training rooms to experience them in 3D with computer generated sound, video and graphics.  AR and VR can change the way learning takes place. Added Value to Ollie’s Oil  AR and VR are well received because engineers can work with computer models of the product at scale.  Companies can remotely view the insides of remote or even dangerous structures (which would be the case for Ollie’s Oil).  Older generations simulations can be enhanced by VR and AR and designers are studying designs from all angles with 3D-imaging software.  Training uses animated courses, interactive videos, and simulated 3D-environments on a flat screen or whiteboard.  VR and AR allow the added dimensions of the sense of space, direction, and movement.  VR and AR can simplify onboarding processes and enable collaboration among teams and remotelybased employees.  VR can be effective in teaching skills and risk management tasks and in performing complicated sequences, AR can provide just-in-time learning. Obstacles that Ollie’s Oil may Face  VR and AR may be cost prohibitive for smaller organizations (as costs go down, the appeal of wearable technology for immersive learning will attract smaller organizations to AR and VR).  AR and VR are available in two forms—PC and mobile; PC-based devices are expensive and bulky and generally only accessed at work or in a dedicated training facility.  Mobile devices may be limited in features needed (like a gyroscope or a touchscreen feature).  Early versions by some vendors skipped corners to keep costs lower which led to a low takeoff in the consumer market.  The lack of a simple plug-and-play option may be challenging as users must download applications and complicated settings and integration can be challenging. Difficulty: 2 Skill: Applied Learning Objective: 12.2 33. Discuss why organizations are moving more and more towards personalized learning and how are they going about personalizing learning within their workplaces. Answer: Why organizations are moving towards personalized learning:  Personalized learning is growing based on a focus on results, continuous improvement, and respecting employee individuality.  Experts say modern employees are overwhelmed, old-school models don’t work, and training needs to be distilled to 15 minutes before individuals are pulled into their jobs again. Copyright © 2022 Pearson Canada Inc. 11

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When learning is personalized, it is easier to segment into smaller blocks. Personalize learning and immediate feedback creates a focus on continuous improvement, which augments traditional performance development processes with input and constructive criticism from peers and managers. Employees are treated in a unique way; this fosters engagement and retention through individual development plans.

How to personalize learning:  Create video libraries hosting internal and external content; provide a basic platform with a robust search function to find personalized content or have periodic recommendations provided based on their customized development plan; subject-matter experts can prepare short videos on their hard and soft skills for others to learn from.  Mentoring and apprenticeships are older techniques that adapt well to personalized learning; it is a way to challenge employees and provide relevant, timely feedback; some mangers mentor direct reports and those a level below that as well; reverse mentoring is a popular approach with Generation Y and Generation Z for topics like technology and social media.  Break lessons into small parts, steps, or blocks to allow learners to focus on each element individually; proficiency for each block can be tested, and the building blocks, when finished, are the representation of a complicated skill or process.  Multiple career paths offer flexibility in case employees do not want the standard career path to managing people; allowing employees to go deeper into their subject-matter expertise is a more personalized choice for someone who would not make a good manager.  Geofencing delivers job-related training and development when it is needed using cellphone technology to identify your location to give you only the information you need to get the job done. Difficulty: 1 Skill: Recall Learning Objective: 12.3

INSTRUCTOR’S RESOURCE MANUAL Ian Anderson Algonquin College

Training and Development First Edition Ian Anderson Algonquin College

ISBN: 978-0-13-587499-8 Copyright © 2022 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Training and Development, by Ian Anderson, to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bears this copyright notice.

Contents Chapter 1: Strategic Considerations

Chapter 2: Organizational Learning

Chapter 3: Needs Analysis

Chapter 4: Training Design

Chapter 5: Traditional Training Methods

Chapter 6: Technology-Based Training Methods

Chapter 7: Transfer of Training

Chapter 8: Training Delivery

Chapter 9: Training Evaluation

106

Chapter 10: Employee, Leadership, and Career Development

119

Chapter 11: Managing Diversity, Ethics, and Corporate Social Responsibility Chapter 12: The Future of Training and Development

132 142

CHAPTER 1 STRATEGIC CONSIDERATIONS Part 1: Chapter Overview Chapter 1 introduces students to the history and foundation of training and development and its relation to human resources management. This chapter examines strategic training and development and looks at the impact of organizational characteristics and the external environment on training. It also introduces the key components in training design, a topic covered in full detail in Chapter 4. Learning Outcomes LO 1.1 Describe the role of training and development in human resources management. LO 1.2 Define strategic training and development. LO 1.3 Explain the organizational characteristics that influence training. LO 1.4 Describe the external environment and its impact on training in Canada. LO 1.5 Describe the key components in training design. Detailed Outline I.

Vignette: College H.U.N.K.S

College H.U.N.K.S. Hauling Junk & Moving® is a full-service residential and commercial service company that offers moving, junk removal, donation pickups, and labour services in Canada and the United States. One of their four core values relates directly to the topic of this text—“Building Leaders.” At the heart of building leaders is a philosophy that thrives on training and development. A successful initiative for them has been lunch and learns. Anyone attending a conference or off-site training class must give a 30- to 60-minute presentation on the training when they return. Students can discuss the merits of lunch and learns as a training method, as it relates to formal vs informal training, and its ability to provide learning for both the employee presenting as well as the employees participating. II.

Role of Training and Development Training and development supplies specific benefits to the employees themselves. 1. Extrinsic vs intrinsic benefits (see visual comparing them in textbook) A. Human Resources Management 1. The training and development function provides the workforce with the tools to be successful, which is integral to other HR functions. 2. Businesses that continually improve the workforce positions the organization as an industry leader, providing the impetus to achieve its competitive goals. 3. An employee’s first exposure to the company’s training and development function is typically during orientation, also known as onboarding.

Chapter 1: Strategic Considerations

4. Training and development is closely related to performance management. One way to look at the performance management process is in three main steps: a. Planning b. Review progress/Provide feedback c. Evaluation B. History of Training and Development and Organization Development 1. Organization development (OD) features planned interventions in the organization’s “processes,” using behavioural science, to increase an organization’s effectiveness and health. The fields of OD and training and development are considered separate fields of practice. 2. Training and development in North America really emerged during the period during and after the involvement in World War II. 3. The U.S. military spurred one of the first widely adopted models for designing training, the instructional systems development (ISD). 4. Human capital represents the knowledge, education, training, skills, and experience of a firm’s workers. 5. More recently, much more attention is being paid to soft skills such as emotional intelligence and mindfulness. Teaching Tip There is a timeline widget in Revel where students can click on various time periods to see what relevant training events were occurring. For example: TIME DATE PERIOD 1930– 1939-1945 World War II 1949

EVENT Factors predicting training success in military settings Post-war military-industry training partnerships begin

1946 Lewin 1950s

Transfer of training evolves to a more applied concept

C. Learning Components 1. Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning”. 2. As organizations compete for talent, learning becomes vital to an organization’s ability to obtain needed skills. 3. Technologies such as robotics and AI could cause jobs to disappear, but many more will be transformed.

Chapter 1: Strategic Considerations

Teaching Tip Technology and the Trainer’s Job looks at technology adoption and the need for new skills as a result. 4. Figure 1.1 illustrates that many organizations are looking at training instead of hiring to obtain the talent they need in their organizations. Teaching Tip There is a drag and drop widget in Revel where students can match human capital terms (knowledge, skills, understanding, motivation) to a phrase. D. Agile Learning 1. Learning professionals can move away from sequential design models to agile ones that integrate training design, delivery, and evaluation into a connected process. 2. Individuals learn in different ways, so agile HR professionals can target the content and delivery in such a way that people can learn on their own time, or even within their work teams. 3. Figure 1.2 demonstrates the need to put incentives in place so that managers support learning and employees are motivated to pursue learning opportunities. Teaching Tip Trainer’s checklist examines bottom-up and top-down learning. III.

Strategic Training and Development Discussion of Michael Porter’s three competitive strategies: • Cost leadership: delivering comparable value for a lower price • Differentiation: marketing the unique benefits that make a product or service more valuable • Focus: identifying and understanding the needs of a niche market A. Aligning Training Goals with the Big Picture 1. Training goals that align with the company’s strategy make it easier to get buy-in from every level. 2. Business strategy also has a major impact on training and development as resource allocation is based on company strategy. 3. Strategic training and development initiatives help organizations access the abilities of their employees to adapt to a changing work environment. Teaching Tip Diversity Matters looks at strategy and the business case for diversity.

Chapter 1: Strategic Considerations

4. Table 1.1 shows some examples of strategic training and development initiatives and their impact on training. B. The Role of Training and Development in Gaining Competitive Advantage 1. The resource-based view of organizations focuses on three types of firm resources that provide competitive advantage. a. Physical capital resources include such things as the firm’s plant, equipment, and finances. b. Organizational capital resources consist of such things as the firm’s structure, planning, controlling, coordinating, and HR systems. c. Human capital resources include such things as the skills, judgment, and intelligence of the firm’s employees. 2. To identify the value of a firm’s human resources, as well as the proper role of training and development in managing the firm’s human capital to achieve competitive advantage, it is possible to apply the VRIO framework and ask about four factors: value, rareness, imitability, and organization. 3. Table 1.2 looks at the VRIO framework and the implications of each element for training. This provides a robust discussion of strategy and training and how they connect. 4. Competitive intelligence and benchmarking are also important to understand which internal practices help to maintain competitive parity and which can be used to gain competitive advantage. C. The Use of Metrics to Evaluate Training Success 1. Determining how training and development activities contribute to organizational goals happens by identifying and collecting outcome measures or metrics. 2. Figure 1.3 looks at the Kirkpatrick model and their metrics: a. Level 1—Reaction b. Level 2—Learning c. Level 3—Behaviour d. Level 4—Results 3. Figure 1.4 looks at the Balanced Scorecard and their metrics: a. Financial b. Customer c. Internal Process d. Learning and Growth Teaching Tip Bryant’s Top 10 Training Metrics looks at measurement of the effectiveness of training. IV.

Organizational Characteristics that Influence Training A. Strategy

Chapter 1: Strategic Considerations

1. The goals and objectives of the organization need to directly link with HR’s goals and objectives to ensure that training and development activities deliver those results. 2. Another way for HR strategy to link with corporate strategy is through the lens of the customer and how they are impacted by the company’s value proposition. B. Company Size and Structure 1. Structural changes such as downsizing and re-engineering tend to alter the tasks and responsibilities of employees, which creates a training need. 2. Training differs between small and large organizations. C. Culture 1. Training programs need to be consistent with organizational culture, which is the core values, beliefs, and assumptions that are widely shared by members of an organization. 2. Culture shapes and defines training activities, and those training activities will in turn influence and redefine organizational culture. Teaching Tip And the Survey Says... looks at business performance results in a study of highimpact learning cultures. D. HR Practices and Systems 1. Table in the textbook depicts the link between Training & Development (T&D) and other HRM functions. E. Role of Management and Employees 1. The role of the employee has changed dramatically, with many former management skills such as decision making and problem-solving shifting downward in organizations. 2. A shift in the training mindset is happening as training moves away from “one size fits all” content to more learner-centric approaches. V.

The External Environment and Its Impact on Training in Canada A. Macro Trends 1. Macro trends include globalization, technology demographics, the labour market, and economic and legal trends. B. Micro Trends 1. Micro trends include organizational change, employee engagement, training as part of brand, and the focus on knowledge workers. 2. Employee engagement is the emotional and intellectual involvement of employees in their work, such as intensity, focus, and involvement in their job and organization. • Boxed feature—Social Media Applications for Training and Development • Figure 5.1 Temporary vs Permanent Workers in Canada

Chapter 1: Strategic Considerations

Teaching Tip As part of the discussion of macro and micro trends, Revel features an interactive on the economic impact of training with four flashcards that reveal examples of the following costs: training location and expenses, training tools and supplies, cost of facilitator, and costs incurred for participants. VI.

Training Design The instructional systems design (ISD) model looks at training and development from a rational and scientific perspective, based on three key steps: needs analysis, design and delivery, and evaluation. 1. Levels of needs analysis: i. Organizational analysis ii. Task analysis iii. Person analysis 2. Table 1.4 presents four popular instructional models: a. Bloom’s Taxonomy b. The ADDIE model c. The ARCS model d. The Agile model A. The ADDIE Model 1. The ADDIE model is widely viewed as the most popular framework for creating training. B. Overcoming ADDIE’s Flaws The linear approach may not match the realities of training design in industry. It can be heavy on data, which can lead to time-consuming documentation and reporting requirements for clients. Some criticize that the detailed processes may lead to training programs focused on measurable criteria (schedule, cost, flow) instead of needed behavioural changes. Teaching Tip Revel has a worked example illustrating typical questions asked at each phase of ADDIE. This could work well for class discussion so that students understand the linkages between each phase. Analysis What is the performance gap? Who is the audience and their characteristics? What new behaviour is desired? What types of learning constraints are there? What are the delivery options? What is the timeline? Design What instructional strategy should we follow? What delivery methods should we consider? What should be the user interface and experience?

Chapter 1: Strategic Considerations

Implementation What training is needed for the facilitators? How do we prepare the learners? Are all the materials, tools, software, and equipment in place? How is the training going? Evaluation Is the training achieving the results that we wanted? What tests do we need to evaluate the training? What can we do differently next time?

End of the Chapter Content Key Terms Employee engagement: The emotional and intellectual involvement of employees in their work, such as intensity, focus, and involvement in their job and organization Human capital: The knowledge, education, training, skills, and experience of a firm’s workers Human resources management: The management of people in organizations to drive successful organizational performance and achievement of the organization’s strategic goals Learning: A process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning Organizational culture: The core values, beliefs, and assumptions that are widely shared by members of an organization Organization development (OD): Planned interventions in the organization’s “processes,” using behavioural science, to increase an organization’s effectiveness and health

Discussion Questions and Suggested Answers 1. What is the difference between intrinsic and extrinsic benefits? Intrinsic benefits include new knowledge and skills, greater confidence, an increased sense of belonging, and greater positivity. Extrinsic benefits include higher earnings, improved marketability, job security, and promotional opportunities. LO 1.1 Describe the role of training and development in human resources management.

Chapter 1: Strategic Considerations

2. Why do some organizations view training and development as an investment instead of an expense? When organizations view training and development as an investment instead of an expense, many benefits can accrue. By providing employees with new ideas, skills, and better practices, their confidence increases. The employees make better decisions and typically have increased productivity. Research has shown that companies that invest more in training have higher revenues, profits, and productivity growth. When organizations invest in employees, they have higher satisfaction which leads to increased retention. The investment in employees leads to their feeling more connected, valued, accountable, focused, and part of the team. Another benefit is creating an organizational culture that is adaptive to its environment. LO 1.1 Describe the role of training and development in human resources management. 3. What are some differences between bottom-up and top-down learning? Bottom-up learning means providing the motivation to employees to take control of their learning. Teach the employees to observe experts at work and try to learn their tactics and techniques. Suggest to employees that they keep a “to-learn” list by writing down the concepts, thoughts, practices, and vocabulary they want to explore. Encourage them to plan dedicated learning time into their work schedule. Top-down learning is more traditional training that is employer-driven. Companies can use portals as corporate knowledge systems to share content internally. It can contain channels where leaders provide meaningful information in a dedicated online space for learning. Organizations are still using email as well to support learning. LO 1.1 Describe the role of training and development in human resources management. 4. What training is required for a company following the cost leadership strategy? Differentiation strategy? Focus strategy? Answers will vary. The three strategies are: • Cost leadership: delivering comparable value for a lower price (e.g., Costco) • Differentiation: marketing the unique benefits that make a product or service more valuable (e.g., Nordstrom) • Focus: identifying and understanding the needs of a niche market (e.g., credit unions) Part of achieving competitive advantage comes through the knowledge, skills, and abilities (KSAs) of your employees. For cost leadership, organizations will focus on employee effectiveness and efficiency, reducing costs, and simplifying processes and procedures. They may hire less expensive staff and spend more money and time on training. Or they may reduce training costs by outsourcing or doing more training via technology.

Chapter 1: Strategic Considerations

For differentiation, customer service and sales training would be critical as it relies on sales and marketing. Product development training would also be important so that the companies can stay nimble and develop new products quickly. Training can help develop a culture of continuous improvement and innovation. For focus, understanding customers is key. Employees need to be trained on building brand loyalty among their customers. They need knowledge and expertise to tailor products that add value for customers. LO 1.2 Define strategic training and development. 5. Discuss the effectiveness of using the balanced scorecard to evaluate HR training at your school. Answers will vary. Students could refer to the following academic journal for more information. The author has a visual of an educational balanced scorecard that could be used for class discussion. Schwieger, D. (2015). Using a Balanced Scorecard Approach to Evaluate the Value of Service Learning Projects in Online Course. Information Systems Education Journal 13 (5). 1545-679X. September 2015. 4-11. LO 1.2 Define strategic training and development. 6. What are some key metrics for evaluating training effectiveness? Two common sources of metrics are the Kirkpatrick model and the balanced scorecard. Kirkpatrick measures reactions, learning, behaviour, and results. The scorecard includes metrics in each of the four perspectives, such as customers (time, quality, performance, cost, etc.), internal processes and procedures, learning and growth (effectiveness, efficiency), and financial (profitability, revenue growth, or stock market valuation). The Top 10 feature also looked at training metrics: 1. Decreased turnover. When front line, high turnover jobs are hurting the business, then a successful training program should lead to higher employee retention. 2. Increased sales. Dollar figures and unit sales are a good start but watch out for other factors that can influence sales numbers. Try to focus on the product knowledge, sales, or customer service training as it should be increasing sales numbers. 3. Increased operational efficiency. Any efficiency can boost the bottom line. For skills training, look to increases in output or decreases in errors and wastage. 4. Improved customer service. Surveying internal and external customers can provide the customer service related issues to be addressed by training and development. 5. Internal scorecards. This could be social media mentions, health and safety incidents ... something that is unique to your company.

Chapter 1: Strategic Considerations

6. Training cost. HR will be able to determine the pain factors in training costing, such as cost per participant or overall cost related to turnover. 7. Return on Investment. ROI could be viewed by some as an overused one, and in terms of training it is difficult to measure ROI. 8. Revenue generation. This might be especially important if rolling out a new product or service. 9. Instructor performance. This can consider the instructor’s presentation skills, subject matter expertise, etc. 10. User satisfaction. This may be the most immediate measurement, with data easily obtained at the end of training or after a given time period, such as 30 or 60 days. LO 1.2 Define strategic training and development. 7. How is training and development changing? The role of the employee has changed dramatically, with many former management skills such as decision making and problem-solving shifting downward in organizations. That presents challenges and opportunities for training and development to equip employees with a new skillset in areas such as resolving conflict and giving feedback. As discussed earlier, soft skills training is increasingly important. Studies have shown that soft skills are a “critical priority”. This training should lead to higher employee retention, improved leadership, and a positive cultural impact. A shift in the training mindset is happening as training moves away from “one size fits all” content to more learner-centric approaches. Focusing on the role of each employee looks at their experience, work environment, individual performance to create an individualized training program. LO 1.3 Explain the organizational characteristics that influence training. 8. What impact does the Canadian legal environment have on training and development? Answers may vary, but some of the common impacts follow. Employees who are not properly trained in recruitment and selection can cause an organization to be in violation of various Acts and codes, including labour relations, human rights, employment standards, and contract law. Training can help prevent breaching proprietary information and violating corporate policies and procedures. One of the most common legal pitfalls for employers is not following environmental, health, and safety laws. Training can help companies avoid punitive damages and criminal charges for unsafe work environments. LO 1.4 Describe the external environment and its impact on training in Canada.

Chapter 1: Strategic Considerations

9. What are the steps of the training design model? Which step is most important? Why? The instructional systems design (ISD) model looks at training and development from a rational and scientific perspective, based on three key steps: needs analysis, design and delivery, and evaluation. Answers may vary but many consider needs analysis as the most important step as it is the only way to ascertain whether a performance gap exists and whether it can be solved through training and development. LO 1.5 Describe the key components in training design.

End of Chapter Features Tips for Trainers: Onboarding Secrets ❏ Make a connection before the start date to lessen the first day anxiety. ❏ Have their physical space personalized with business cards and some fun touches like a sign saying, “We’ve been expecting you” or “Where have you been all our lives?” ❏ Stagger the administrative orientation requirements and introductions over several days and use different media: social media, meetings and written materials. ❏ Introduce jargon—have a lunch with the new hire and the entire department to go over all the acronyms, abbreviations, and jargon unique to their environment. ❏ Debriefs weekly for the first 90 days. ❏ Provide cross-training opportunities—a half day per week in all the different departments to understand everyone’s roles. Students could discuss other tips for onboarding based on positive examples they have experienced. In Their Own Words: Lessons Learned from the Experts Cameron Bishop suggests thinking of your employees as customers. Students could try to find a relevant MOOC (massive online open course) that would be relevant for their current or previous job. They could also do internet searches on platforms such as Facebook Workplace, Slack, or Microsoft Teams. Case: Recap and Instructor Notes Recap Jobber is an Edmonton-based software company that focuses on small businesses such as landscapers, plumbers, painters, or perhaps even waste removal companies like H.U.N.K.S. from the opening vignette. Founders Forrest Zeisler and Sam Pillar saw a major gap in subscription-based business software available to small businesses versus

Chapter 1: Strategic Considerations

mid-sized and larger businesses. They have more than 140 staff between two offices in Edmonton and Toronto. Jobber focuses on mentorship as their major development initiative, which helps provide employees with clear career paths. Senior managers are evaluated in part on how well they mentor and teach junior employees. Jobber has also created a full-time position for a career coach who will work with any employee who wishes to grow in their role with the company. Instructor Notes The strategy of the company relies on innovative solutions for clients, which means that employees are constantly being upskilled internally through training and mentorship. They use training and development to attract employees with a different skill set. Certain functions will need high levels of creativity and innovation. Human resources management practices must shift to attract the right talent, and Jobber has succeeded through building an employer brand that focuses on training and development.

Part 2: Questions and Exercises for Blended Learning Environments 1. Self-analysis. What do you hope to gain from the study of training and development? How well do you think you are currently being trained in organizations? What type of training have you received in past or current jobs? Was it effective? Why or why not? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to training and development. Describe the key points of the article and detail how training and development was used or should have been used in the situation. 3. Thirty Second Elevator Pitch. Have students introduce themselves by giving their name and any other information you deem appropriate, and by offering one short thirty second introduction. Give students several minutes to think about their story. Keep time and stop students who go too long. Tell them to imagine that they are new employees introducing themselves to co-workers they meet such as in an elevator. What three things would they want their co-worker to remember about them? 4. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • In what ways can/does training benefit society? • How has training changed over the past century? • How does strategy influence training and development? 5. Additional resources. Search out relevant educational films, TED talks, or professional presenters whenever possible to prompt discussion and critique. Be sure to ask students if they agree, disagree, or are unsure about a presenter’s statements, if

Chapter 1: Strategic Considerations

there is information they felt was missing, or how the information shared could be used to benefit HR professionals.

Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform. Students will examine a fictitious Canadian software company called Intuition Wells Incorporated (IWI). This simulation includes all the IWI organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation. Faculty can elect to allow students to explore the simulation as an applied sandbox, assign the simulation activities as exercises or one or more of the assignments, or require students to complete all simulation assignments as a comprehensive suite of assignments assessing course learning goals. The simulation is ready to play out of the box, requiring no faculty setup or configuration. Students simply login into the simulation, read instruction files, and begin to interact with the avatars. Throughout the instructors’ manual the simulation will be discussed.

CHAPTER 2 ORGANIZATIONAL LEARNING Part 1: Chapter Overview Chapter 2 starts with some of the theories that underpin training and development by starting to look at the learner themselves—stages of learning, learning style preferences, and the purpose of learning outcomes. Some of the key learning theories are examined to understand their impact on training specifically and learning generally. The chapter examines learning cultures and explores knowledge management, as well as formal and informal learning. Learning Outcomes LO 2.1 Discuss the types of learner outcomes, stages of learning, and learning styles. LO 2.2 Explain the implications of the different theories of learning. LO 2.3 Describe how to create a learning culture. LO 2.4 Describe knowledge management. LO 2.5 Define workplace learning, and discuss formal and informal learning. Detailed Outline I.

Vignette: Crowe MacKay

Crowe MacKay LLP, one of Canada’s largest accounting firms, invests significantly in training for employees to become experts in corporate tax and accounting practices while keeping up with changes to rules and regulations. They are innovative in training practices and stay current on neuroscience. They use five cognitive techniques during and after training to help keep employee knowledge current and available when needed on the job. The five techniques are: 1. Retrieval practice 2. Spacing 3. Chunking 4. Confidence 5. Gamification Students can discuss the five techniques and how to adopt them in their academic lives and become better at retaining knowledge. II.

Learner Outcomes, Stages of Learning, and Learning Styles A. Learning Outcomes in Practice 1. Verbal information is also known as declarative knowledge in that the learner can declare what they have learned. It consists of a body of knowledge gained (e.g., facts, names, dates, etc.). 2. Intellectual skills tell employees how to do things (also known as procedural skills). Procedures are rules and concepts that allow learners to acquire more complex skills.

Chapter 2: Organizational Learning

3. Cognitive strategies are another type of intellectual skills that allow learners to personalize the way they learn, think, and act. They include strategies such as rehearsal, summarizing, note-taking, and outlining. 4. Motor skills are complex performances of sequences of movements, generally learned through repeated practice. 5. Attitudes are internal states that influence behaviour by shifting the learner’s actions toward personal choices toward something or someone. Teaching Tip Table 2.1 looks at Gagné’s five learning outcomes in more detail with the domain for each, the capability required, and an example. Students can come up with a different example for each of the five outcomes during class discussion. B. Stages of Learning 1. The four stages of learning (also known as the four stages of competence) is a model whose premise is that learners move through different stages of psychological states as they learn. Table 2.2 illustrates the four stages. a. Unconscious incompetence: learning something we have never done before or something we have done but at a level of incompetence. b. Conscious incompetence: awareness of what the learner doesn’t know. c. Conscious competence: performing the skill requires attention and effort. d. Unconscious competence: so competent it becomes automatic. 2. Some have advocated a fifth level called reflective competence to describe a stage in which the learner can reflect on and explain their mastery or expertise. C. Learning Styles 1. Figure 2.1 compares Kolb and Fleming’s models of learning styles. Kolb’s model has four learning styles: a. Accommodative b. Converging c. Divergent d. Assimilating Fleming’s model also has four learning styles: a. Visual b. Aural c. Read/Write d. Kinesthetic Teaching Tip Students can complete an online questionnaire (https://vark-learn.com/the-varkquestionnaire/) to gain some understanding about their learning style preferences. It can lead to a robust discussion about learning style preferences where students discuss how they prefer to learn and whether they use all the learning styles for different situations.

Chapter 2: Organizational Learning

2. Kolb’s model is examined in more detail. Perception happens either as feeling (concrete experience) or thinking (abstract conceptualization), while processing happens as watching (reflective observation) or doing (active experimentation). Kolb suggests this happens in a sequence, and although people may have a preference, they can learn best by using all four styles. 3. Figure 2.2 has arguments for and against learning style theory. Teaching Tip Diversity Matters looks at various tips for accommodating employees with learning disabilities. Your college or university may have a Centre for Accessible Learning or a similar department which is trying to create an inclusive and accessible campus with support to students with visible and nonvisible disabilities who self-identify. This could lead to a class discussion of how to apply techniques used in an academic setting to the workplace. III.

Implications of the Different Theories of Learning A. Schools of Thought 1. Behaviourism suggest that our behaviour is a subconscious result of our reaction to stimuli and that our thoughts, feelings, and intentions do not determine our actions. Teaching Tip Technology and the Trainer’s Job looks at applying behaviourism to eLearning through repetition, feedback and recognition, and response measurement. 2. Cognitivism tries to understand the process of learning and focuses on the thinking domain. a. Many cognitivist theories draw from the modal model of memory (see Figure 2.3), which identifies three components of memory: sensory, short-term, and long-term. Teaching Tip The memory strategies used by Crowe MacKay in the opening vignette are related to these theories. 3. Constructivism recognizes the uniqueness of individuals and proposes that people construct their own knowledge based on their needs, goals, and contexts. a. Andragogy is one of the stronger constructivist perspectives and focuses on adult learning principles. 4. All three schools of thought help instructional designers plan the best approach to learning.

Chapter 2: Organizational Learning

Teaching Tip Table 2.3 compares the three schools of thought on the following factors: • How learning occurs • Factors influencing learning • Role of memory • How transfer occurs • Types of learning best explained by the theory • Assumptions of the theory relevant to instructional design • Structure needed to facilitate learning Teaching Tip Revel features an interactive with flashcards listing the major theories that are grouped within the four broader categories. It also features a worked example looking at some of the assumptions of pedagogy and andragogy. B. Learning and motivation 1. Motivation has three key components: a. Direction: learners work harder for goals they choose or support. b. Intensity: motivated learners engage in more effort, leading to higher retention. c. Persistence: motivated learners are less likely to give up or check out. 2. Flow theory from Mihaly Csíkszentmihályi is an intrinsic motivation theory wherein voluntarily engaged learners who control their own pace of learning see higher rates of retention, comprehension, recall, and transfer. There are several ways to help learners find their flow: a. Specify tasks clearly. b. Provide feedback. c. Balance ability and challenge. d. Provide control. e. Ensure consistency. f. Remove distractions. 3. Goal-setting theory by John Locke demonstrated that well-defined goals, feedback, and challenge motivates employees. 4. Expectancy theory by Victor Vroom discusses three factors that lead individuals to pursue outcomes. All three must be met to motivate an employee. a. Expectancy—effort will lead to better performance. b. Instrumentality—improved performance will be met with rewards. c. Valence—the rewards will be valued. IV.

A Learning Culture A learning culture is a mindset that encourages employees and the organization itself to continuously learn and add new KSAs. Ongoing learning is more than adopting one “correct” learning culture; it requires finding a fit with the organization’s overall culture to be effective.

Chapter 2: Organizational Learning

Teaching Tip Table 2.4 Learning Cultures looks at two variables and plots four different learning cultures in the quadrants. The first variable looks at whether learning is driven and controlled by management (top-down) or employees (bottom-up). The second variable looks at whether the organization has a narrow or wide focus on employee learning. Crowe MacKay, in the opening vignette, fits in the laissez-faire quadrant. Students could do research to find other organizations to fit in the quadrants. A. Tips for Creating a Learning Culture 1. Developing a strong learning culture requires senior executives to “buy in” on learning and devote time and energy to promote it. 2. Managers must provide many opportunities for workers to go out and experiment. 3. Communication and feedback are essential to creating a highperformance, high-impact learning culture. Feedback must be meaningful, constructive, and frequent. 4. Learning is more than training and it is a part of the daily routine. Learning is not an interruption; it is part of ongoing growth. V.

Knowledge Management Knowledge management (KM) is creating, sharing, using, and managing the knowledge and information of an organization. A. Tacit versus Explicit Knowledge 1. Tacit knowledge is knowledge in the minds of employees that is gained by their individual experiences and is difficult to formalize. 2. Explicit knowledge is highly formalized knowledge that can be recorded easily in documentation or rules and procedures. Teaching Tip Revel features an interactive where students can test their understanding of tacit and explicit knowledge. B. Knowledge Management Stages 1. Knowledge management requires a strategic approach with three stages: a. The preparation stage involves establishing the need for KM by leadership. b. The next stage builds the supportive infrastructure for KM to thrive. c. The final stage involves monitoring and controlling the various KM activities, assessing the effectiveness of knowledge acquisition and sharing, and ensuring that core knowledge areas are the ongoing focus.

Chapter 2: Organizational Learning

Teaching Tip Top 10 looks at the symptoms that illustrate the need for knowledge management. C. Retaining Knowledge 1. Losing critical knowledge when employees retire is costly on many levels, including financially, competitively, and organizationally. VI.

Workplace Learning A. Types of Learning 1. The 70:20:10 model is introduced: the 70% is informal learning that occurs on the job; the 20% is social learning that occurs through interactions with our social connections; the 10% is the formal learning which is structured and planned training. B. Formal Learning 1. Formal learning is typically characterized by structured learning activities targeting specific competences through organized curriculum; measurable outcomes, such as tests and certification; and design and delivery of content by instructional designers and trainers. Teaching Tip Table 2.5 Transforming Formal Learning looks at five ways to transform formal learning. C. Informal Learning 1. While formal learning is typically outsourced or left in the hands of training and development professionals, informal learning can involve subject matter experts from across the organization. 2. Informal learning can provide more flexibility in content development and consumption. 3. Informal learning tends to be more convenient for learners and can easily be shared and distributed via social channels and networks. Teaching Tip Trainer’s Checklist: Overcoming Informal Barriers to Sharing Knowledge provides five tips for organizations to tap into the power of informal learning networks. D. Measuring Informal Learning Effectiveness 1. It is important for the measurement of the informal learning to follow the same process as formal learning. Teaching Tip Figure 2.4 Informal Learning Metrics shows three levels of measurement that are possible. Level 1 looks at basic metrics such as the number of participants,

Chapter 2: Organizational Learning

the satisfaction of the participants, and the assessment of the participants after the learning occurred. Level 2 looks at the impact on job performance. Are employees better at their jobs? Have they increased their competencies? Is the company more efficient or effective? Level 3 looks at the informal tools being used and how effective they are.

End of the Chapter Content Key Terms Chunking: Breaking information into small useful units Confidence: A retention technique based on belief in our knowledge and behaviour Declarative knowledge: An association between items learned through memorization Explicit knowledge: Highly formalized knowledge that can be recorded easily in documentation or rules and procedures Gamification: The process of applying gaming designs and concepts to learning in order to make them more engaging and entertaining for the learners Knowledge management: Creating, sharing, using, and managing the knowledge and information of an organization Learning culture: A culture that supports an open mindset, an independent quest for knowledge, and shared learning directed toward the mission and goals of the organization Learning disability: A disparity between a person’s apparent capacity to learn and their actual achievements Retrieval practice: Deliberately recalling information to enhance and boost learning Spacing: Learning is greater when spread out over time Tacit knowledge: Knowledge in the minds of employees that is gained by their individual experiences and is difficult to formalize

Chapter 2: Organizational Learning

Discussion Questions and Suggested Answers 1. Why might each of the five learning outcomes require a different type of instruction? What types of instruction do you think would work best for each outcome? Provide specific examples. Answers will vary. Gagné categorizes learning outcomes into five areas: verbal information, intellectual skills, cognitive strategies, motor skills, and attitude. Each of the outcomes require different capabilities, so it is likely that different instruction is required to develop that capability. Refer to Table 2.1 Gagné’s Learning Outcomes. LO 2.1 Discuss the types of learner outcomes, stages of learning, and learning styles. 2. Compare and contrast Kolb’s and Fleming’s models of learning styles. Both models refer to four learning styles. Fleming identifies four primary types of learners: visual, auditory, reading/writing, and kinesthetic. Each learner has a unique preference for learning. Kolb’s four learning styles are accommodating, converging, diverging, and assimilating. Kolb asserts that an ideal learning process engages all four modes depending on situational demands and that all modes should be incorporated in the learning experience. Further, Kolb suggests they form a learning cycle from observation to conceptualization to experimentation and back to experience. Refer to Figure 2.1 Kolb vs Fleming. LO 2.1 Discuss the types of learner outcomes, stages of learning, and learning styles. 3. What are the main differences between behaviourism, cognitivism, and constructivism? What is the significance of these theories to trainers? Each theory differs when it comes to several elements, including how learning occurs, the factors that influence learning, the role of memory, how transfer occurs, and the structure needed to facilitate learning. The significance is all three of these schools of thought have provided rich data for instructional designers when trying to determine the best approach to successful learning in their own contexts. Refer to Table 2.3 Comparing Three Main Schools of Thought on Learning Theories. LO 2.2 Explain the implications of the different theories of learning.

Chapter 2: Organizational Learning

4. Compare and contrast flow, goal setting, and expectancy theories. All three are process theories that explain how motivation occurs and how our motives change over time. Flow theory is an intrinsic motivation theory that suggests “flow” happens with voluntarily engaged learners who control their own pace of learning, leading to higher retention, comprehension, recall, and transfer. Goal setting theory makes a direct connection between goals, productivity, and employee engagement, demonstrating that well-defined goals, feedback, and challenges motivates employees. Expectancy theory suggests an individual’s motivation equals their confidence, understanding of what is required, and how much they value the outcome. LO 2.2 Explain the implications of the different theories of learning. 5. What are some key tips for creating a learning culture? Developing a strong learning culture requires senior executives to “buy in” on learning and devote time and energy to promote it. Leaders serve as visible champions, explaining why the investment in learning will pay off. They can ensure that learning goals are aligned with business goals and that the company recognizes employees for their efforts and allows employees to learn by failing. Managers must provide many opportunities for workers to go out and experiment. Managers and leaders can show that learning underpins continuous improvement, operational excellence, and innovation. Communication and feedback are essential to creating a high-performance, high-impact learning culture. Each worker needs to understand the value that learning offers them as an individual as well as to the organization. Feedback must be meaningful, constructive, and frequent. In successful learning cultures, learning is more than training and it is a part of the daily routine. Learning is not an interruption; it is part of ongoing growth. From a selection standpoint, it is important to hire employees with a high willingness to learn, as well as those with traits such as openness to experience, critical thinking, and a high tolerance for ambiguity. Once motivated learners are hired, companies need to nurture and develop them. LO 2.3 Describe how to create a learning culture.

Chapter 2: Organizational Learning

6. Explain the difference between tacit and explicit knowledge. Give specific examples. Tacit knowledge exists in the minds of employees, which is gained by their individual experiences, and is difficult to formalize. It is gained from personal experience and can be difficult to articulate or make tangible. Explicit knowledge is highly formalized and can be recorded easily in documentation or rules and procedures. It can be explained verbally, but it is easier to pass along when it is written down and accessible. Some have said that explicit knowledge is outside of the person and that it is easy to understand when in reports, papers, or manuals. Examples will vary. LO 2.4 Describe knowledge management. 7. What is the significance of the 70:20:10 model for training and development professionals? It remains a commonly used formula for training professionals to describe the optimal sources of learning for employees and managers. 70 represents informal learning, 20 represents social learning, and 10 represents formal learning. The mix is the important factor. The ratio is more of a guide than a rule. The order is unimportant, and the three methods are not isolated techniques; instead they are meant to seamlessly overlap. LO 2.5 Define workplace learning and discuss formal and informal learning. 8. Differentiate between formal and informal learning through examples that you have experienced. Answers will vary. LO 2.5 Define workplace learning and discuss formal and informal learning.

End of Chapter Features In Their Own Words: Lessons Learned from the Experts There are five tips to enhance learner motivation. Students could discuss how these tips could be applied to training they have received and discuss other tips to increase learner motivation. Tips for Trainers: User-Generated Video for Knowledge Management Lisa Messelt is the director of demand generation at uStudio Inc. and presents five tips to get started with employee-generated video.

Chapter 2: Organizational Learning

Students could discuss which of the tips could benefit their current or past employers. Case: Recap and Instructor Notes Recap Andrew Churches modified Bloom’s taxonomy to account for digital technology as part of the learning process. Bloom envisioned a classroom in the 1950s, and Churches updated the taxonomy to take advantage of tools that can assist in mastering different levels of learning in ways that were not previously possible. We will apply Churches’ revised taxonomy to a small Ottawa company, Westboro Flooring and Décor. Instructor Notes Each of the six levels of Bloom’s taxonomy is applied to health and safety training. It could also be assigned to students to apply to any other type of training. Discussion Questions and Suggested Answers 1. For each of the six levels, what other training suggestions do you have to help Westboro employees reduce slips and falls? Answers will vary. 2. Which of the six levels will make the greatest impact on Westboro in your opinion? Why? Answers will vary.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. What topics in school are easiest for you to retain knowledge about? Why? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to learning cultures. Describe the key points of the article and detail how a learning culture can be created in an organization. An example: Nabong, T. A. (2015, April 7). Creating a learning culture for the improvement of your organization. Training Industry. https://trainingindustry.com/articles/professional-development/creating-alearning-culture-for-the-improvement-of-your-organization/

Chapter 2: Organizational Learning

Chapter 2 brings up the concept of learning disabilities. Here are some of the ways the various levels of government are providing support to employers about accessibility. https://accessforward.ca/ https://ottawa.ca/en/city-hall/get-know-your-city/volunteering/importantinformation-volunteers/accessibility-training https://www.ontario.ca/page/how-train-your-staff-accessibility https://www.aoda.ca/accessibility-training-for-educators/ 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • What are the main differences between pedagogy and androgyny? • How do learning theories influence training and development? 4. Auditory learners. Students might be very interested in the tips for auditory learners in the following links: 4 Best Study Tips for Auditory Learners https://www.campusexplorer.com/college-advice-tips/9BF7E43F/4-Best-StudyTips-for-Auditory-Learners/ St. Lawrence College Tips They post strategies for auditory, visual, and kinesthetic learners https://stlawrencecollege.libguides.com/SSF Tips for Studying for Auditory Learners https://www.cowley.edu/academics/skills/tipsal.html INC had an interesting article “How to Spot Visual, Auditory, and Kinestheticearning Executives. If your great ideas are being overlooked, perhaps it's time to communicate them differently.” https://www.inc.com/molly-reynolds/how-to-spot-visual-auditory-and-kinestheticlearni.html

Chapter 2: Organizational Learning

technology company specializing in cyber security. The leadership team at Intuition Wells is fully committed to their employees, and has made it clear that they are the company’s most important asset. To support this commitment, the company has implemented an employee wellness and retention program. This program includes trained chefs to make healthy meals for staff, as well as wellness professionals such as nurses, nutritionists, personal trainers, and yoga instructors. The first deliverables of the simulation take place with Chapter 3, so it may be a good time to get the students started in the simulation. The first four object points could be assigned to students.

Plot Point

Title: Introductory Video from Jie

Purpose: • To situate the learner in their role at Intuition Wells and their assignment.

Object #1

Medium: Video

Learner Description: Jie Zhi, your mentor at Intuition Wells, is calling you to introduce himself. Please join by watching the video below. Students have a video to watch to learn more about the context of the simulation. Plot Point

Title: Organizational Information

Object #2

Purpose: • To provide background information about Intuition Wells that Medium: the learner can leverage in future tasks Text File Learner Description: Please review the following information carefully to ensure you are ready to begin your task at Intuition Wells. Students can review the mission, vision, values, and history of Intuition Wells. They can also review company information, including an organizational chart.

Chapter 2: Organizational Learning

Plot Point

Title: Financial Statements

Purpose: • To provide background information about Intuition Wells that the learner can leverage in future tasks

Object #3

Medium: Text File

Learner Description: Please review the following information carefully to ensure you are ready to begin your task at Intuition Wells. Students can review the company’s financial statements. Plot Point

Title: Job Descriptions

Purpose: • To provide background information about Intuition Wells that the learner can leverage in future tasks

Object #4

Medium: Text File

Learner Description: Please review the following information carefully to ensure you are ready to begin your task at Intuition Wells. Students can review the job descriptions. They will be randomly assigned one of four positions to perform needs analysis on: a registered nurse, a personal trainer, a professional chef, or a yoga instructor.

CHAPTER 3 NEEDS ANALYSIS Part 1: Chapter Overview Chapter 3 explores the most critical aspect of training and development. It starts with a look at the reasons for needs analysis and the origin of organizational and individual training needs. It examines the steps in the needs analysis and provides theory and application on how to conduct an organizational, task, and person analysis. The chapter looks at various methods and sources for conducting needs analysis and explains competency models and how they are developed. Learning Outcomes LO 3.1 Describe the purpose of needs analysis, and discuss organizational and individual training needs. LO 3.2 Describe the needs analysis process, and discuss the steps involved in conducting a needs analysis. LO 3.3 Explain how to conduct an organizational, task, and person analysis. LO 3.4 Identify and explain different methods and sources for conducting a needs analysis. LO 3.5 Explain competency models and the process used to develop them. Detailed Outline I.

Vignette: Canadian and U.S. Pharmacists

The vignette looks at the use of needs analysis by the Canadian Hospital Pharmacy Residency Board (CHPRB) and the American Society of Health-System Pharmacists (ASHP). The CHPRB used needs analysis to review accreditation standards for pharmacists. They used a survey conducted with graduates of the residency program to determine the future direction of the residency program. The ASHP used needs analysis to investigate required research competencies of pharmacists. Students can discuss the different uses of needs analysis by the two organizations. Students may be interested to understand why the CHPRB did a pilot survey first before coming up with the final survey for residents. II.

Purpose of Needs Analysis; Organizational and Individual Training Needs A. Needs Analysis 1. Needs analysis is a process for determining performance gaps that can be resolved with training. 2. Performance failures that would not be addressed with a training solution include lack of motivation, unsavoury aspects of the task itself, organizational obstacles (e.g., lack of time or equipment), negative organizational climates (e.g., interference and lack of input or support from others) or even adverse government policies.

Chapter 3: Needs Analysis

3. A broader outlook encompassing learning as well as training is also known as a learning needs analysis. B. Training Needs 1. Training needs can be categorized in many ways: a. Magnitude: macro or micro b. Time period: short-term or long-term c. Level: individual, group, or organizational Teaching Tip Table 3.1 Types of Needs looks at definitions and examples for five different categories of needs. 2. There are problems that are not directly associated with training that may still lead to training needs, such as disputes, turnover, absenteeism, and customer or supplier complaints. C. The Goals of Needs Analysis 1. Needs analysis is the first step in the instructional design process. 2. Lack of planning and analysis might mean the organization is trying to use training to fix a problem that might be due to policies and procedures, technology, workflow, motivational issues, or employee attitudes. Teaching Tip Diversity Matters looks at how needs analysis was used to reduce anti-LGBTQ hate crime in Europe. D. To Train or Not to Train 1. Needs analysis also serves as an objective basis for evaluating the effectiveness of the training program. E. Determining Learning Outcomes 1. Needs analysis answers the following questions: a. What training is relevant to the employees’ jobs? b. How will training improve performance? c. Who should receive the training? d. What training is relevant to the employees’ jobs? e. Where, when, and how should the training be delivered? f. How will we ensure the transfer of training occurs? g. Is training the right solution? h. Can training be developed in-house, or is outside expertise required? i. How can we link job performance with the organizational strategy? Teaching Tip And the survey says... looks at statistics from research on needs analysis.

Chapter 3: Needs Analysis

F. The Scope of Needs Analysis 1. We can identify needs analysis as a systematic process of collection, analysis, and interpretation of data on skills gaps. 2. It should also be proactive, based on observable skills and behaviours, using varied sampling techniques and data analysis, and featuring cost/benefit calculations. 3. Needs analysis needs a broad and proactive focus not only on present competencies important for specific jobs, but also on emerging competencies. 4. Perceptions of supervisors and managers are important, but objective and observable data is also needed. 5. Methodology has advanced and employs more scientific techniques to develop data-gathering instruments. 6. Analysis occurs at three levels: micro, meso, and macro. 7. Rapid needs analysis can be used if training is required immediately or if the client is small or the budget too limited. Teaching Tip The Trainer’s Checklist provides examples of questions asked in a rapid needs analysis. Figure 3.1 shows a flowchart of the steps that can be taken to review performance problems and decide whether a training solution is in order. III.

Needs Analysis Process A. Step One: Identify organizational objectives and drivers. 1. Identifying objectives is essentially clarifying expectations. Management support is imperative, as is knowing what management expects in terms of timing, cost, and results. 2. Identifying the organization drivers helps guide the needs analysis process. B. Step Two: Identify scope, time frame, and information sources. 1. This step looks at scope, time frame, and methodology. a. Time frame: current, future, historic. b. Scope: one, two, or all three areas (job, person, organization). c. Methodology: identifying informational sources, sampling the population, and gathering data. C. Step Three: Consult stakeholders and create partnerships. 1. Solicit more specific cooperation at various levels. 2. Consider setting up a committee where you can bring potential trainees on board and gain support from their managers. D. Step Four: Collect and analyze data. 1. Collect data to identify performance, training, and trainee needs. 2. Examine desired and current performance through job descriptions and performance reviews. 3. Collecting relevant data also includes challenging assumptions, bias, and validity.

Chapter 3: Needs Analysis

E. Step Five: Decide if a training solution is warranted. 1. Decide between training and non-training solutions to any gaps. 2. Determine whether job aids and performance support materials would be enough to solve gaps. 3. Consider training methods, delivery, transfer, and evaluation. F. Step Six: Recommend action plan and training strategies. 1. Decide who needs the training and determine their educational level, learning style preferences, previous training received, etc. 2. Determine what kind of training is appropriate. 3. Decide where and when training will take place. 4. Develop learning objectives for the training. 5. Consider design and delivery elements. Teaching Tip Revel features an interactive example of a basis computer training needs assessment where students select statements that belong as part of an internet browsers or the windows operating system. IV.

Organizational, Task, and Person Analysis A. Organizational Analysis 1. Organizational analysis is an analysis of the organization’s strategies, goals, and objectives to determine whether the organizational needs create training needs. 2. Analysis starts with the strategic direction, including the mission, goals, and objectives. 3. Alignment with the external environment is examined due to its impact on organizational strategy. 4. The organizational context is examined including efficiency indexes and productivity records. 5. The organizational culture and climate are assessed to determine support for training. 6. Indicators for problems at the organizational analysis stage include how well the organization is meeting its goals and objectives; the effectiveness of relationships between people and subunits; and other symptoms including poor communications, employee grievances, high turnover, absenteeism, accidents, customer complaints, output shortages and waste, quality issues, and failing standards of performance. Teaching Tip Table 3.3 looks at questions to ask in an organizational analysis that will specifically target how training will fit in the organizational context, culture, and climate. B. Task Analysis 1. Task analysis is an analysis that looks at the distinct activities required of the employee to determine whether training needs are required.

Chapter 3: Needs Analysis

2. Identifying the nature of tasks to be performed in the job leads to the KSAs that are required to perform these tasks. 3. Steps in task analysis: a. Select the job to be analyzed. b. Develop a preliminary list of tasks performed on the job. c. Collect feedback to validate the list of tasks from Step Two. d. The final step is identifying the KSAs necessary to successfully perform each task. Teaching Tip Table 3.4 shows a sample task analysis questionnaire for a retail store manager. C. Person Analysis 1. A person analysis is an assessment that determines how well employees are doing their jobs through a. output measures b. self-assessment 2. Output measures include performance data, performance appraisal results, work sampling, role play, case studies, and job-knowledge tests. 3. Readiness for training is an important factor to assess. 4. Cognitive ability considers an individual’s verbal comprehension, math ability, and reasoning. D. Essential Skills—Government of Canada 1. The Government of Canada identified nine essential skills used in nearly every job at different levels of complexity. 2. The nine skills are: reading, document use, numeracy, writing skills, oral communications, working with others, thinking, computer use, and continuous learning. Teaching Tip Revel features an interactive with flashcards providing examples of each of the nine essential skills. V.

Methods and Sources for Conducting a Needs Analysis To determine which methods are most suitable, organizations should look at their budget, their human and technical resources, what time frame is necessary, what commitment and support exists for stakeholders, and the size and culture of the organization itself. Teaching Tip Table 3.5 Needs Analysis Methods lists 15 of the most popular needs analysis methods.

Chapter 3: Needs Analysis

A. Three Popular Methods 1. It is wise to consider the characteristics of your target population when selecting a method. 2. Questionnaires are excellent for collecting numerical data. Teaching Tip Figure 3.4 illustrates an example of a self-assessment questionnaire. 3. Interviews are time intensive but yield terrific data. 4. Focus groups are essentially group interviews and yield similar data even though they are structured and led differently than interviews. Teaching Tip Top 10 features some focus group questions. B. Sources 1. Key stakeholders to gather information from include the potential trainees, managers, subordinates, peers, clients, suppliers, subject matter experts, previous trainees, and competitors. 2. There is also a wide range of effective documentation for data collection, including employee files, recruitment and selection records, job descriptions, exit interviews, performance appraisals, manuals, policies and procedures files, surveys, work samples, employee grievances, meeting minutes, strategic planning materials, and previous training materials. Teaching Tip Table 3.6 Key Concerns of Major Stakeholders looks at the questions that might be asked at the organizational, task, and person levels by executives, managers, subject matter experts, and employees. VI.

Competency Models • A competency is the combination of observable and measurable knowledge, skills, abilities as well as personal attributes such as personality, motivation, and attitudes. • Competency modeling is an approach to needs analysis that looks beyond KSAs to identify the skills and behaviours needed for successful job performance • The competency modelling process starts by identifying organizational strategy and the business outcomes that support it. Next you can identify corporate-wide competencies, which are broken down further into role-based competencies.

Chapter 3: Needs Analysis

Teaching Tip Table 3.7 links with the opening vignette about the Canadian Hospital Pharmacy Residency program to demonstrate competency models in practice. A. Critical Success Factors to Get Competency Data 1. There are three critical success factors concerning competency models. a. The model must examine the various proficiency levels and provide behavioural examples of competencies. b. The model should look at competencies that are critical for success now and in the future. c. The model should make it easy for leaders to understand what their employees can and cannot do well. B. Steps in a Competency Needs Analysis 1. Step One: Identification of the organizational strategy. 2. Step Two: Identify the jobs for analysis. 3. Step Three: Conduct interviews and focus groups with senior leaders, managers, and employees. 4. Step Four: Map out results and develop the competency model with leaders. 5. Step Five: Validate and review the model. Teaching Tip Technology and the Trainer’s Job looks at incorporating technology to improve data collected from self-assessments. C. Ethical Practice Cluster 1. The Society of Human Resource Management developed a competency model to identify behaviours that define proficiency at four stages of an HR professional’s career: entry level, mid-level, senior level, and executive level. 2. There are nine clusters with sub-competencies, behaviours, and a proficiency rating. Teaching Tip Table 3.8 examines the ethical practice cluster in greater detail. Students could research the other eight clusters to understand the full picture of competencies for an HR professional. D. Relationship Between Needs Analysis and Performance Management 1. In the area of performance management competencies define the capabilities required for success. 2. Performance analysis is heavily linked to the analysis of training needs. 3. The use of competencies in performance appraisals may also identify competency gaps that do not require a training solution.

Chapter 3: Needs Analysis

Teaching Tips Tips for Trainers discusses producing a training needs analysis report. In Their Own Words: Lessons Learned from the Experts offers three tips to improve the effectiveness of needs assessments.

End of the Chapter Content Key Terms Competency: The combination of observable and measurable knowledge, skills, abilities as well as personal attributes such as personality, motivation, and attitudes Competency modeling: An approach to needs analysis that looks beyond KSAs to identify the skills and behaviours needed for successful job performance Needs analysis: A process for determining performance gaps that can be resolved with training Organizational analysis: An analysis of the organization’s strategies, goals, and objectives to determine whether the business needs to create training needs Performance gap: The difference between desired and actual performance Person analysis: An assessment that determines how well employees are doing their jobs, through a) output measures or b) self-assessment PESTEL: An acronym for a tool used to identify the external forces facing an organization: political, economic, social, technological, environmental, and legal SWOT: A technique used to determine and define strengths, weaknesses, opportunities, and threats Task analysis: An analysis that looks at the distinct activities required of the employee to determine whether training needs are required

Discussion Questions and Suggested Answers 1. What are the different types of training needs? Why are there different types? There are five main types of needs: self-identified, comparative, compliance, unperceived, and anticipated. Needs arise from individuals themselves as well as from comparisons of individuals and teams. They may also arise due to government legislation and regulations, input from subject matter experts, and organizational performance. Copyright © 2022 Pearson Canada Inc.

Chapter 3: Needs Analysis

Refer to Table 3.1 Types of Needs. LO 3.1 Describe the purpose of needs analysis and discuss organizational and individual training needs. 2. What are the three levels in needs analysis? Which do you believe is most important? Why? Answers will vary. LO 3.3 Explain how to conduct an organizational, task, and person analysis. 3. What is the difference between task and person analysis? Task analysis reviews the tasks involved with various jobs. Task analysis looks at the distinct activities required of the employee and clarifies the performance standards for the various tasks in a job. By analyzing a job, you can determine what an employee needs to do and how well they need to be able to do it. Identifying the nature of the tasks to be performed in the job leads to the KSAs that are required to perform these tasks. The output of this analysis leads us to what the employees must learn and what types of training is required in order to perform the job at a high level. Person analysis evaluates employee performance through a) output measures or b) selfassessment. Output measures include performance data (e.g., productivity, customer complaints), performance appraisal results, work sampling, role play, case studies, and jobknowledge tests. These measures can provide evidence of performance deficiencies. LO 3.3 Explain how to conduct an organizational, task, and person analysis. 4. What are non-training solutions to performance problems? Provide an example for each. Often performance problems come from three main areas: lack of KSAs, some sort of work impediment, or a lack of motivation. Training is an obvious response to a lack of KSAs. Other times employees may be lacking consequences for poor performance. But when there is no KSA deficiency, non-training solutions should be applied. Removing any obstacles, redesigning the job, re-engineering the work environment, or applying appropriate rewards and consequences can solve the impediment issue. LO 3.2 Describe the needs analysis process, and discuss the steps involved in conducting a needs analysis. 5. Select a job for each of the needs analysis methods that is appropriate to evaluate with that method. Justify your answer. Answers will vary.

Chapter 3: Needs Analysis

Refer to Table 3.5 Needs Analysis Methods. LO 3.4 Identify and explain different methods and sources for conducting a needs analysis. 6. Explain what information you would collect from managers and executives in task and person analysis for an accountant, a supervisor, and a programmer. Answers will vary. LO 3.4 Identify and explain different methods and sources for conducting a needs analysis. 7. What is the difference between KSAs and competencies? How are competencies useful in training and development? Some use KSAs synonymously with competency, but the ideas are different. Competency includes KSAs, but it also looks at personality, motivation, and attitudes. Competencies tend to define requirements for success on a job from a broader perspective. Competencies provide a tool for determining what skills are necessary to meet current and future needs. They provide a link between needs and organizational performance. They help determine what skills are needed at different career points. They provide a framework for ongoing coaching and feedback as part of an employee’s development process. Feedback can be tied to individual and organizational success. They create a successionplanning roadmap. They provide a common set of criteria used for total rewards and performance management as well as training and development. LO 3.5 Explain competency models and the process used to develop them.

End of Chapter Features Cases Case #1: Royal College of Surgeons and Physicians of Canada (RCSPC) The first case put students in the role of training consultants who are looking at continuing professional development (CPD) for the RCSPC. Instructor Notes The case discusses ways of uncovering perceived and unperceived needs as part of needs analysis. It then presents a list of factors to consider when determining an approach for conducting needs analysis for the RCSPC.

Chapter 3: Needs Analysis

Case #2: Non-Profit Needs Analysis Example The second case goes through the process of conducting needs analysis with a non-profit association. Instructor Notes The needs analysis process is examined through the eyes of a training consultant. It starts with the initial client meeting and a list of typical questions asked of a non-profit client by a consultant. It continues to discuss individual employee meetings and the types of questions asked of the employees. It also provides examples of an observation template, a task analysis questionnaire, and a person analysis questionnaire. The examples are meant to serve as templates to assist students with conducting needs analysis in a class project.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the job description of a current or past job. What information does it provide you for task and person analysis? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to competency modeling. Describe the key points of the article and detail how it differs from traditional needs analysis. 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • What are the main differences between skills and competencies? • What skills do you have listed on your CV? How would you explain your skill level to an employer in an interview? 4. Essential skills. The chapter discusses the nine essential skills used by the Government of Canada. What other essential skills could they have considered? The Institute of Corporate Directors (https://icd.ca/) provides toolkits and resources for Canadian boards of directors. Students could review their resources and come up with a list of key skills for a local non-profit that was recruiting members for their board.

Chapter 3: Needs Analysis

task, and person levels, create a training objective, and develop a training plan as assignments in the simulation. The first deliverables in the simulation are all tied to this chapter. Depending on the scope of the simulation in your course, these deliverables may be completed over the remainder of the semester or in a shorter time frame. Students will receive an email from Jie and then be given a video to watch on organizational analysis. Plot Point

Title: Email from Jie—Introduction

Purpose: • To introduce Jie to the learner and provide context about their assignment

Object #5

Medium: Email

Learner Description: You have received an email from Jie Zhi, your mentor.

Content

Title: Organizational Analysis

Purpose: • To provide learners with background information before they complete an organizational analysis

Object #6

Medium: Video

There will be an email exchange with Jie and the student will now be given three tasks related to needs analysis. Along with these tasks (below), there will be email exchanges and opportunities to review videos and other content on needs analysis. A. Design an organizational analysis questionnaire (Object #8). B. Design a task analysis questionnaire (Object #12). C. Complete a quiz on KSAs (Object #16). Email

Title: Draft Organizational Analysis Questionnaire

Purpose: • To provide the learner with an opportunity to suggest questions that should be included in an organizational analysis questionnaire

Object #8

Character(s): Jie Zhi

Learner Description: Send an email to Jie below and suggest the questions that should be included in an organizational analysis questionnaire. Remember to keep in mind what you learned from the video about organizational analysis.

Chapter 3: Needs Analysis

Dialogic Interaction

Title: Conversation with Jie

Purpose: • To provide learners with an opportunity to design a task analysis questionnaire

Object #12

Character(s): Jie Zhi

Learner Description: Discuss the design of your task analysis questionnaire with Jie below.

Quiz Title: Person Analysis Practice

Object #16

Purpose: • To provide learners with an opportunity to classify items as either K (Knowledge), S (Skill), or A (Ability)

CHAPTER 4 TRAINING DESIGN Part 1: Chapter Overview Chapter 4 delves into training design by looking at learning objectives (LOs) in detail, both the purpose of them and how to prepare them. There are practical examples that students can use when crafting LOs for student assignments. The chapter also discusses the selection of trainers and introduces students to the Trainer Type Inventory, which provides connections with learning style preferences discussed earlier in the text. The chapter looks at design considerations, and how design helps with the selection of training methods, which are discussed in Chapters 5 and 6. The chapter concludes with an examination of curriculum road maps and lesson plans. Learning Outcomes LO 4.1 Explain the purpose of learning objectives, and describe how to prepare them. LO 4.2 Discuss the selection of trainers and the use of the Trainer Type Inventory. LO 4.3 Define program design factors for successful training delivery. LO 4.4 Explain the use of curriculum road maps and lesson plans for developing content. Detailed Outline I.

Vignette: Amazon

The vignette looks at investments in training by Amazon, Walmart, and Google. Students can discuss whether the investments by Amazon would be enough to overcome some of the negative perceptions held by employees. II.

Preparation of Learning Objectives A. Clarity of Objectives 1. Every learning initiative needs clarity in terms of objectives, personal benefits, provision of self-directed learning along with necessary support, and informal learning opportunities. Teaching Tip And the survey says... looks at some of the key findings from the report, Transforming Formal Learning, including statistics on learning objectives. B. Purposes of Learning Objectives 1. Learning outcomes are what the learner should know and be able to do by the end of an assignment, activity, class, or course. a. They focus on the learner. 2. Learning objectives are the content or material that will be covered during an assignment, activity, class, or course. a. They focus on the trainer.

Chapter 4: Training Design

b. Think of them as the questions the trainer is posing to the learners, and the outcomes are the answers to those questions. 3. Objectives have different purposes from the perspectives of trainers, trainees, and managers. a. Trainers: they help the trainer make adjustments during training, evaluate the program, and simplify the choice of content and method. b. Trainees: they help trainees establish a clear goal and provide focus on learning. c. Managers: objectives provide managers with the behaviours expected at the end of the training. C. How to Write Learning Objectives 1. The three components of a learning objective are performance, conditions, and criteria. a. Performance: indicates exactly what the employee will be able to do after training. It can be described as the desired behavioural outcome. It needs to be specific as to who is going to perform the desired behaviour and what actual behaviour needs to be demonstrated. Teaching Tip Table 4.1 lists verbs from Bloom’s Taxonomy. Class discussion could focus on each of the six categories and the various verbs in each including the differences been categories and verbs within categories. b. Conditions: this covers when and where the behaviour will occur. It may include barriers or assistance (e.g., without the use of reference material or using a performance aid) that determine what can or cannot be used during the performance. It may also clarify time, place, resources, or circumstances. c. Criteria: we now need to tell them how well they are expected to perform with standards such as quality, quantity, accuracy, or time. These are derived from the needs analysis or organizational performance standards. Teaching Tip The Revel features a drag and drop interactive where students are matching statements to the three components of a learning objective. III.

Trainer Selection: The Trainer Type Inventory A. Selection of Trainer 1. Factors to consider when deciding on an external provider or developing training in-house: a. Cost to attend external training b. Time to develop an in-house alternative c. Availability of in-house space and subject matter expertise d. One-time need or ongoing training

Chapter 4: Training Design

B. Trainer Type Inventory 1. The Trainer Type Inventory was designed to help trainers understand their own learning styles in the hope that they could better understand the styles and preferences of their trainees. Teaching Tip Table 4.2 Training Types describes the four training types in more detail. In Part 2, there is the actual inventory that could be provided to students to complete and have a full discussion in class. IV.

Program Design Factors A. Design Considerations 1. Before delving into curriculum design and the learning experience itself, it is important to also consider what is happening to the learners before and after the learning experience. 2. This learning journey has six steps: engage and target (before), understand and practice (during), and assess and reinforce (after). Teaching Tip An example of the six steps is provided for someone learning to play guitar. A good class exercise would be to relate it to another personal or work example. B. Determining Methods 1. The learning objectives developed will influence the choice of methods. 2. There are several factors to consider when determining methods: a. Time necessary to use the method effectively b. Adequate access to equipment, materials, and supplies c. Availability of in-house space and subject matter expertise d. On or off the job e. Face to face, eLearning, blended f. Active or passive learning, focused on experiences or information g. One-way or two-way communication Teaching Tip Trainer’s Checklist discusses key factors about the role of the instructional designer. 3. Creativity in design thinking helps organizations remain competitive. a. Design thinking allows trainers to respond quickly and effectively to new trends and threats by equipping employees with adaptability and flexibility. C. Design Constraints 1. Training design is impacted by time, budget, technology, communication, subject matter expert availability, and trainee characteristics.

Chapter 4: Training Design

Teaching Tip Table 4.3 Training Costing Example goes over a potential budget for a threeday workshop on effective communication with a large provincial trade association and 20 trainees. D. Design or Purchase Decision 1. The design or purchase decision in training and development comes down to factors such as cost savings, timing, and subject matter expertise. 2. The advantages of designing internally include the protection of privacy and confidentiality, the fit to organizational culture and values, familiarity with organizational language and understanding of the internal players, and development of content expertise in-house. 3. Outsourcing is purchasing training and development products and services from an external provider. 4. Another consideration is whether to hire a consultant or look at a learning solutions vendor-partner. Teaching Tip The boxed feature, Guidelines on Hiring a Consultant Versus Outsourcing to a Vendor, looks at six key variables: scope, size, nimbleness, expertise, time, and cost. E. Trainee Characteristics 1. There are many factors about trainees that impact training design: a. Motivation: knowing what drives people to learn is critical for learner engagement. i. Flow theory (Chapter 2) ii. ARCS Model Teaching Tip The photo caption offers five tips for helping learners stay focused and in the flow. Revel has a worked example of the ARCS model. It provides guidelines for each element: attention, relevance, confidence, and satisfaction. b. Expectations: positive expectations link favourably with motivation. i. Expectancy theory (Chapter 2) c. Readiness to learn: trainees need to have the necessary KSAs to take part in the training. i. One key training need is autonomy. There are five tips for providing learners with more control: easy navigation, multiple options, variation, in and out privileges, and personalization.

Chapter 4: Training Design

Teaching Tip The boxed feature and photo caption offers four tips to build confidence through training design: layering, challenging, practice, and feedback. F. Gagné’s Nine Events of Instruction 1. His nine steps that are more than simply how to design instruction but a description of what must be provided for learning to take place. Teaching Tip Table 4.4 Gagné’s Nine Events of Instruction looks at the nine events and considers cognitive process, timing, and types of learning activities. G. Conditions of Practice 1. Conditions of practice are practice interventions implemented before and during training to maximize learning and retention. 2. Pre-training interventions are ideal for gaining attention, setting expectations, informing trainees of the objectives, recalling prior knowledge, and activating memory. There are six: a. Attentional advice: providing information to trainees about the process or strategy they could use to optimize learning during practice. b. Meta-cognitive strategies: helping trainees understand the ways that they learn. c. Advance organizers: a framework to help trainees build on what they have learned and how to integrate that with learning still to happen. d. Goal orientation: setting learning goals based on previous performance. e. Preparatory information: providing trainees with information about what will occur in the practice sessions. f. Pre-practice briefs: establishing roles and expectations as a team prior to team practice sessions. 3. The five interventions during training are: a. Massed or distributed practice: deciding if the content is conducted in a single session or in short sessions over a longer time. b. Whole or part learning: deciding if the material is presented all at once or into parts that are later combined. c. Overlearning: leading to automatic behaviour when the practice continues beyond initial mastery. d. Task sequencing: finding logical sub-tasks and timing for content. e. Feedback and knowledge of results: providing specific feedback about training performance. 4. Deliberate practice before and during training can improve accuracy and speed of performance for cognitive, perceptual, and motor tasks. It is more than simple practice and repetition. The practice in your training programs must be targeted at improving skills and performance with planned repetition and immediate feedback. Copyright © 2022 Pearson Canada Inc.

Chapter 4: Training Design

Use of Curriculum Road Maps and Lesson Plans A. Curriculum Mapping 1. A curriculum road map is a representation of all the courses in a curriculum, their sequence, and the typical path taken by learners. 2. It differs from a lesson plan, which is an outline that details what will be taught, how it will be taught, and what resources will be used to teach it. B. Principles of Curriculum Mapping 1. The basic principles are: a. Define appropriate learning objectives. b. Establish useful learning experiences. c. Organize learning experiences for maximum cumulative effect. d. Evaluate the curriculum and revise those aspects not proven effective. 2. Current thinking around curriculum design has offered some further guidelines: a. Focus on the learning of students rather than the teaching of teachers. b. Pay attention to outcomes more than delivery. c. Consider how the curriculum prepares the student for professional practice. d. Ensure that the curriculum mapping is integrated in various ways: • horizontal: comparable to an equal lesson, course, or level • vertical: preparing students for the next lesson, course, or level • subject area: learning outcomes comparable regardless of teacher • interdisciplinary: skills developed in all subjects and levels, such as critical thinking and problem-solving. 3. Nine curriculum mapping tips were provided. C. Content Planning 1. Several elements need to be taken into consideration during the design: b. Requirements: objectives > metrics > behaviours > KSAs > topics and activities. c. Structure: organization of the content. d. Interaction: what the learners will do, hear, and see during learning. e. Timing Teaching Tip In Their Own Words: Lessons Learned from the Experts discusses three sensory elements to consider in lesson planning. D. Lesson Plans 1. A lesson plan can be broken down into four components: a. Outlining the learning objectives, assessing prior learning, understanding expectations, and providing a review and bridge-in to build motivation for learning. b. The activities that will be used, how they will be prioritized and sequenced, how to build on related material, and providing practice and feedback opportunities. c. Connects what students have learned back to on-the-job application.

Chapter 4: Training Design

d. Evaluation and determining what changes are required for future lessons. 2. In the beginning; a. Start by determining what the students should be able to do at the end of the session. b. The introduction looks at prior learning (prerequisites) and student expectations. c. Making links between previous knowledge and the learning from the new session. 3. Meet in the middle: planning specific learning activities. Teaching Tip The boxed feature Techniques to Achieve Certain Outcomes looks at six desired outcomes and what techniques could help achieve them. 4. And now the end: as we assess what the students have learned, we can focus on how the learning objectives were achieved and how the students will apply them in work or future training sessions. We can also start planning changes. E. Sample Lesson Plans Teaching Tip Tables 4.5, 4.6, and 4.7 are three templates that can be used for lesson planning.

End of the Chapter Content Key Terms Asynchronous: Online education without a real-time component Conditions of practice: Practice interventions implemented before and during training to maximize learning and retention Curriculum road map: A representation of all the courses in a curriculum, their sequence, and the typical path taken by learners Design thinking: The mindset and activity that is typical for designers Learning objectives: The content or material that will be covered during an assignment, activity, class, or course Learning outcomes: What the learner should know and be able to do by the end of an assignment, activity, class, or course

Chapter 4: Training Design

Lesson plan: An outline that details what will be taught, how it will be taught, and what resources will be used to teach it Outsourcing: Purchasing training and development products and services from an external provider Request for proposal: A document outlining the organization’s training needs so that individuals and companies can submit proposals for their services Synchronous: Online education happening in real time

Discussion Questions and Suggested Answers 1. Discuss the purpose of learning objectives from the perspective of the trainer, the trainee, and the manager. Trainee prerequisites can be assessed to determine if material needs to be removed or expanded on. The objectives also help the trainer adjust during the actual training, based on how well the trainees are meeting the objectives. During training, it is possible to make specific linkages between the content and the objective, highlighting the importance of the content to the learner. They also serve as the basis for evaluating the training program, the learning that occurred, and the benefits to be expected by the organization. Finally, the choice of training content and method are much simpler with clear, specific learning objectives. Objectives help the trainees have a clear goal to achieve. When addressing a performance gap, trainees need to know the criticality of the training and how they will be held accountable for the learning that should occur due to training. If trainees do not know what to expect, their anxiety will increase, and they may waste time or energy on insignificant tasks. The objectives help the trainees focus attention on relevant topics and use strategies to organize and retain the information. Objectives provide managers with the behaviours expected at the end of the training. The managers will know what the trainee has learned and what new knowledge, skills, and abilities (KSAs) they possess, which they can then support and reinforce. Managers can provide trainees with encouragement and the necessary time to apply the new KSAs on the job. The managers can also tie the training objectives into the broader performance management framework so that employees know what they will be accountable for. LO 4.1 Explain the purpose of learning objectives and describe how to prepare them. 2. Describe the three components of a learning objective. The three components are performance, conditions, and criteria.

Chapter 4: Training Design

Performance: This performance statement indicates exactly what the employee will be able to do after training. It can be described as the desired behavioural outcome. It needs to be specific as to who is going to perform the desired behaviour and what actual behaviour needs to be demonstrated. The learner is doing something that is evidence of mastery of the objective itself. Conditions: This covers when and where the behaviour will occur. It may include barriers or assistance (e.g., without the use of reference material or using a performance aid) that determine what can or cannot be used during the performance. It may also clarify time, place, resources, or circumstances. They should not be included if they do not help clarify what is required. Criteria: After telling the trainee what to do, we now need to tell them how well they are expected to perform with standards such as quality, quantity, accuracy, or time. These are derived from the needs analysis or organizational performance standards. LO 4.1 Explain the purpose of learning objectives and describe how to prepare them. 3. What is your training type? Why is that important? Answers will vary. The Trainer Type Inventory was designed to help trainers understand their own learning styles in the hope that they could better understand the styles and preferences of their trainees. By learning about themselves, they understand the impact on others in a learning setting. It allows trainers to become more flexible in using different skills and tactics that are most appropriate in the particular learning setting. Refer to Table 4.2 Training Types. LO 4.2 Discuss the selection of trainers and the use of the Trainer Type Inventory. 4. Apply the six steps of the learning journey to something you have learned personally. Answers will vary. This learning journey has six steps: engage and target (before), understand and practice (during), and assess and reinforce (after). The example in the text is of someone learning to play guitar. LO 4.3 Define program design factors for successful training delivery.

Chapter 4: Training Design

5. What are the main training design constraints? How would you overcome each with a training program for retail salespeople? Training design is impacted by various factors, including time, budget, technology, communication, subject matter availability, and trainee characteristics such as motivation. Answers will vary for the second part. LO 4.3 Define program design factors for successful training delivery. 6. What factors should an organization consider when deciding to outsource to a consultant or a vendor? Project scope If the project can be completely defined at the outset, a fixed bid might be the best approach. If it is a series of tasks that don’t have defined timelines or may be individually generated, a consultant is probably the way to proceed. Project size Larger projects can be better suited to a larger vendor. However, if you have a strong team of internal learning professionals, a consultant might be a good way to bring in the missing expertise. Nimbleness An individual consultant is better suited for a smaller project where speed (time to delivery) and flexibility are issues. Expertise Learning consultants are typically generalists or specialists, which both offer value to a company depending on the project. A vendor offers a team of specialists, which might include project management, engineering, quality assurance, copyediting, and multimedia design. That team can lead to higher-quality outcomes. Time Managing a consultant is more time consuming than working with a vendor, so if you don’t have the bandwidth for that a vendor is required. Cost Cost-effectiveness is always a factor in the decision, but typically it is the last factor on this list. The right decision should also be the most cost effective, and it will provide you with the best long-term return. See boxed feature Guidelines on Hiring a Consultant Versus Outsourcing. LO 4.3 Define program design factors for successful training delivery.

Chapter 4: Training Design

7. What are the main trainee characteristics that impact training design? There are many factors about trainees that impact training design, but some of the most important are motivation, expectations, and readiness to learn. LO 4.3 Define program design factors for successful training delivery. 8. Describe the six pre-training interventions. 1. Attentional advice: providing information to trainees about the process or strategy they could use to optimize learning during practice. 2. Meta-cognitive strategies: helping trainees understand the ways that they learn. 3. Advance organizers: a framework to help trainees build on what they have learned and how to integrate that with learning still to happen. 4. Goal orientation: setting learning goals based on previous performance. 5. Preparatory information: providing trainees with information about what will occur in the practice sessions. 6. Pre-practice briefs: establishing roles and expectations as a team prior to team practice sessions. Refer to Figure 4.1 Pre-Training Interventions. LO 4.3 Define program design factors for successful training delivery. 9. Describe the four main components of lesson planning. A lesson plan can be broken down into four components: The start involves outlining the learning objectives, assessing prior learning, understanding expectations, and providing a review and bridge-in to build motivation for learning. The next component looks at the activities that will be used, how they will be prioritized and sequenced, how to build on related material, and providing practice and feedback opportunities. The third component looks at what students have learned and connects that back to onthe-job application. The last component is for evaluation and determining what changes are required for future lessons. LO 4.4 Explain the use of curriculum road maps and lesson plans for developing content.

End of Chapter Features Tips for Trainers provides ten training design tips.

Chapter 4: Training Design

Students may find tip number 9 to be most challenging, so an example in the class discussion could really heighten understanding. Tip #9: Plan the sequencing carefully. a. order of performance—learning sequence is the same as the job sequence b. simple to complex—start the lesson with simpler concepts before tackling complexity c. known to unknown—familiar topics are covered first d. dependency—mastery of subsequent content depends on a previous learning objective Training Transfer discusses the movie called The Big Short that won an Academy Award for best adapted screenplay of a Michael Lewis book on the 2007–2008 financial crisis. Adam McKay wrote the screenplay and directed the movie, facing challenges that are well-known to learning designers: engaging an audience, helping them care about historic information, and making technical knowledge interesting and applicable. Students might not have seen the movie but could be assigned equally challenging material to apply the three principles in the boxed feature: avoid information overload, familiarity breeds attention, and use storytelling to create a compelling narrative. Diversity Matters: Developing Training with Diversity and Inclusion in Mind Students could attempt to apply deliberate practice (discussed earlier in the chapter) to a hypothetical D&I initiative.

Case: Indigenous Learning Instructor Notes The case looks at some of the main challenges in designing learning experiences in remote Indigenous communities, such as limited cultural relevance of content, cost and availability of technology, infrastructure limitations, and poor attendance Discussion Questions and Suggested Responses 1. If you had to develop a training program for Indigenous students who were training to be bank tellers, how would you blend traditional knowledge with scientific knowledge? Answers will vary. Refer to Table 4.8 Comparisons between Traditional Knowledge and Scientific Knowledge. Some of the key principles to keep in mind in working with Indigenous communities are: • Meaningful consideration: asking the community how they’d like to be consulted • Participate in events and ceremonies to learn their traditions • Decisions will be more collectively based • Learn and follow local protocols, such as acknowledging the host and territory

Chapter 4: Training Design

•

Establish relationships first before developing training

2. Provide an example of how you would use each of the four design principles for training of hospital administrators? Answers will vary. The four design principles are: reflective presence, interaction, educator support, and simplicity.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Students could complete the trainer type inventory and examine results individually, in teams, or as part of a class discussion. Students could find Richard Brostrom’s trainer type inventory with the following link and complete the word document to discover their trainer type. Source: Brostrom, R. (1975). Developing effective teaching styles. Los Angeles, CA: COMCOR. Scoring the exercise: For each of the 15 question blocks, students will rank 4, 3, 2, 1. Results will be in four groupings: Listener (sum of “a” and “e” boxes) Director (sum of b and f) Interpreter (sum of c and g) Coach (sum of d and h) 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to the qualities of an effective trainer. Describe the key points of the article and detail how HR professionals can develop their skills as trainers. Here are a few sources to share with students to get them started: Andriotis, N. (2018, April 23). What makes a trainer exceptional? TalentLMS. Ghosh, P., Satyawadi, R., Joshi, J. P., Ranjan, R., & Singh, P. (2012). Towards more effective training programmes: A study of trainer attributes. Industrial and Commercial Training, 44(4), 194-202. doi:10.1108/00197851211231469 Tefera, G. M. (2019, May 12). Characteristics of effective trainers. Atlas Corps. https://atlascorps.org/characteristics-of-effective-trainers/

Chapter 4: Training Design

Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform. This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation. The next deliverable in the simulation are all tied to this chapter. Depending on the scope of the simulation in your course, these deliverables may be completed over the remainder of the semester or in a shorter time frame. Students will receive their final assignment.

Plot Point

Title: Email from Jie

Purpose: • To introduce the learner to their next task

Object #20

Medium: Email

Learner Description: You have received an email from Jie, your mentor. Hi [learner-name], Your next task is to develop a training objective for the performance gap. Then, you will be developing a training plan. I would like you to put together an outline of the training content that you will be delivering along with which training methods you would use. Please provide me with the relevant trainee characteristics that you will be considering when designing your training. Finally, I would like you to select an appropriate training evaluation method. As part of your training plan, I am very interested in what variables you will be measuring and how you will measure them. I would also like to know what barriers to evaluation you might anticipate and how to overcome them. Many thanks in advance. Best, Jie

Chapter 4: Training Design

Students will watch a video on writing training objectives. Content

Title: Writing Training Objectives

Purpose: • To provide learners with an example showing how to write a learning objective based on a performance gap

Object #21

Medium: Video

Learner Description: Please watch the following video carefully to ensure you have all the information you need to write your training objectives. Students will then submit their final assignment. Timing will vary based on the level of usage of the simulation. The learning objective would be developed quickly but the training plan might take the remainder of the semester. Submission

Title: Training Objective/ Training Plan

Object #22

Purpose: • The learner will submit their training objective and plan Learner Description: Please submit your training objective and training plan in a Word document below.

CHAPTER 5 TRADITIONAL TRAINING METHODS Part 1: Chapter Overview The next two chapters look at training methods in more detail. Chapter 5 looks at traditional training methods, which involve more direct interaction between a trainer and trainees, while Chapter 6 looks at methods that use technology more. However, all the methods presented here could also be adapted for online, virtual, or mobile learning. The involvement of the instructor can be real time (synchronous) or time lapsed (asynchronous). Methods that are listed for on-the-job and off-the-job training can also be adapted to be used in either setting. We have attempted in this chapter to group the methods as they are most grouped in the workplace. We end the chapter with discussions on group learning and the use of video. Learning Outcomes LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness. LO 5.2 Describe various on-the-job training methods and evaluate their use and effectiveness. LO 5.3 Explain methods of training that are used for group learning. LO 5.4 Discuss the use of video as an audio-visual technique. Detailed Outline I.

Vignette: Pride Group Enterprises

Pride Group Enterprises, a Mississauga trucking conglomerate, focus on career development and mentorship with their 300 employees. Drivers who are about to retire often help with mentoring and team building. Pride also provides career counselling sessions for all employees. Students can discuss how different organizations could use career coaching and mentoring as effectively as Pride. II.

Off-the-Job Training Methods A. Lectures 1. Lectures are most effective when they are personal, social, and experiential. 2. Lectures may require different instructional roles: a. A lecturer may present. b. A facilitator encourages learners to discover. c. A coach focuses on improving behaviours and attitudes. d. A teacher might enforce compliance.

Chapter 5: Traditional Training Methods

B. Demonstrations 1. A demonstration is a visual display that illustrates how something works or how to do something. 2. Demonstrations can improve learning due to increased attention and retention from rehearsal and replication. C. Flipped Classrooms 1. Flipped learning features direct instruction moving from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. 2. It determines the best use of face-to-face time. 3. Another way to look at flipped learning is to look again at Bloom’s Taxonomy, where the instructor uses class time to focus on the top two levels (creating and evaluating), while the bottom four levels are handled independently and remotely by the learners. Teaching Tip Review the example of occupational health and safety training, mirroring the levels of Bloom’s Taxonomy, at the end of the section, “Flipped Classrooms”. D. Discussion Method 1. The discussion method features the use of forums for open-ended, collaborative exchange of ideas between individuals. 2. The discussion needs a clear objective and a concise process concerning timing, activities, and questions. 3. Ground rules need to be established regarding active listening, respectful debate, tolerating opposing viewpoints, and open-mindedness. E. Case Study 1. This method has trainees simulate decision making that may happen in their workplace by analyzing a real-life situation or event that contains a problem. 2. Case studies build critical thinking skills when learners apply concepts and practices from cases to new situations in workplaces. 3. Three of the more popular types of case studies are: a. Illustrative cases are very descriptive and attempt to simplify complexity and introduce unfamiliar concepts to enable readers to develop a common language about the topic. b. Exploratory cases are used for pilot projects where readers analyze what to expect in implementing larger investigations. c. Cumulative cases bring together past studies in a general sense so that new, expensive research is not required. F. Case Incident 1. A shorter version of a case study to examine a specific problem, issue, or concept. Copyright © 2022 Pearson Canada Inc.

Chapter 5: Traditional Training Methods

2. Where cases have value in generalization, incidents often challenge generalizability by looking at unique situations. 3. Case Incident (Rita)—examines one of a series of case incidents that the Ontario Human Rights Commission (OHRC) provides to primary and secondary level teachers. Teaching Tip Revel features an interactive where students are asked if the principal should deal with the situation in a different way and prompts some possible responses. G. Behaviour Modelling 1. A type of training that incorporates four principles of learning: a. Modelling (attention): observation of modelled behaviour. b. Rehearsal (retention and reproduction): practice of the modelled behaviour. c. Reinforcement: social reinforcement of behaviour. d. Transfer: application of behaviours in the work context. Teaching Tips: Table 5.1 Four Key Aspects of BMT looks at various examples of Behaviour Modelling Training (BMT) in practice. In Their Own Words: Lessons Learned from the Experts looks at using BMT to learn how to cut off the top of a champagne bottle with a sabre. H. Role Play 1. Role play is a method that allows learners to play roles in realistic situations by interacting with other participants playing similar or different roles or as observers. 2. The three steps in role playing are: developing, presenting, and debriefing. a. Developing: defining the learning objectives and the plan for achieving them through role play. b. Presenting: once roles have been assigned, scripts and instructions are provided. c. Debriefing: evaluate understanding of the training concepts, discuss the incorrect behaviours, and reinforce the correct behaviours. Teaching Tip Trainer’s Checklist: IS MAD for Role Play looks at how the University of British Columbia’s Chemistry Department uses role play in two-day workshops for teaching assistants. They use an acronym ISMAD: icebreaking, shared experiences, modelling, acting, and debriefing.

Chapter 5: Traditional Training Methods

I. Simulations 1. Simulations can be instructor-guided but often are self-paced, recreated situations in virtual or manageable physical environments. 2. Effective simulations create an environment that mirrors actual work conditions, including background noise, effects, simulated workspaces, and stressful situations needing quick action or creative decisions. 3. The steps in simulations are: a. Preparation: consider the learning objectives, the nature of the work environment, and the participants themselves. b. Delivery: the simulation must be like aspects of the job, both physically and mentally. c. Debrief: the nature of simulations allows for immediate feedback about the trainee’s performance and use of the platform, equipment, or guidelines. Teaching Tip The photo caption explains how the Proctor & Gamble Training simulation was used for quality assessors in a 3D production plant to determine the overall health and efficiency of the facility. The simulation gives new assessors time to explore, make mistakes, and practise conducting an entire quality assessment on their own. J. Games 1. Games help access each of the processes of the affective domain: a. Receiving: exploring the surroundings of the game and oneself as a participant. b. Responding: dealing with the game’s challenges and learning to face successes and failures. c. Valuing: understanding the fit between personal values and corporate values. d. Organizing: managing the various emotions that occur while playing a game. e. Internalization: the challenge of the game forces learners to think of others as well as themselves. Teaching Tip Tips for Trainers: Implementing Game-Based Learning offers five tips for using game-based learning. III.

On-the-Job Training Methods A. Job Instruction Training 1. A four-step method used to train employees on the job: a. Preparation b. Instruction

Chapter 5: Traditional Training Methods

c. Performance d. Follow-up Teaching Tip Table 5.2 Task Breakdown: Reviewing LinkedIn Profiles looks at some of the key tasks a new recruiter might have to learn when reviewing LinkedIn profiles. B. Performance Aids 1. Performance aids are anything that support employees performing their tasks more efficiently and effectively. 2. There are three major categories of job aids: informational, procedural, and decision-making aids. Teaching Tip Table 5.3 Common Performance Aids look at six categories of performance aids: step-by-step, form or worksheet, checklist, decision table, flowchart, and reference. C. Apprenticeships 1. Training that involves following and studying a master of the trade on the job. Teaching Tips Figure 5.4 lists the major barriers for employer participation in apprenticeship. And the Survey Says ... looks at the ongoing challenges of recruiting women and minorities into apprenticeship programs. D. Coaching • One-on-one guidance and instruction focused on improving performance, advancing career development, or developing KSAs. 1. Types of Coaching a. Strategic and executive coaching i. Strategic coaching helps employees adapt to new circumstances, reduce their resistance to change, and align individual goals with corporate goals. ii. Executive coaching also deals with change but focuses on individual change versus corporate change. b. Skills and performance coaching i. Deals more with improving the coachee’s effectiveness and productivity, rather than fixing a specific performance issue. c. Personal or life coaching

Chapter 5: Traditional Training Methods

i. Motivates individuals to meet challenging personal goals. 2. Coaching Discussions a. The plan should identify priorities to pursue over the next year, as well as follow-up actions. Teaching Tip Revel features an interactive where students must match career coaching questions into the correct career goal area (overall career goals and needs, current position goals and needs, future position goals and needs). 3. Barriers to Effective Coaching a. Organizations need a plan to overcome barriers related to the organization, the coaching model, the coach, or the coachee. Teaching Tip Figure 5.5 lists the most common barriers to effective coaching. E. Mentoring • A form of coaching that, looking beyond skills and technical aspects, tries also to improve an employee’s fit within an organization by changing their attitudes and providing career and social support. 1. Buddy system—the mentoring buddy seeks to integrate the new employee and help them become more knowledgeable about social and cultural norms. 2. Shadowing—an opportunity to introduce your new hire to the team and share different perspectives. 3. Reverse Mentoring—senior employees and executives benefit from new ideas, perspectives and collaborative innovations from exchanges with younger employees. Teaching Tip Diversity Matters discusses the need for women to use mentors as much as men do. E. Self-Directed Learning • An on-the-job method wherein employees take responsibility for all aspects of learning, including what, when, and who will be involved. Teaching Tip Self-Directed Onboarding looks at how to make employees take more direction over the onboarding process.

Chapter 5: Traditional Training Methods

IV.

Methods of Training for Group Learning A. Adventure Learning 1. An experiential approach that actively engages learners in authentic, mentally and physically challenging tasks, either directly or through online and hybrid education. 2. Through interpersonal and intrapersonal challenges, learners develop adaptability, problem solving, planning, decision making, leadership, communication, trust, and teamwork. B. Action Learning 1. Small groups of colleagues from various parts of the business meet to tackle real problems or issues in order to get things done, where the focus is on the learners and the organization. 2. Professor Reg Revans, founder of action learning, indicated that learning (L) is a combination of programmed instruction or knowledge (P) combined with insightful questions (Q) generated in group problemsolving activity C. Team Training 1. Team training can focus on organizational cross-training, team leadership, team coordination, or scenario-based coaching. 2. Dodd suggests six tips for building a high-performance team: a. Put trip wires in place. b. Recognize your teams. c. Create a team mentality. d. Regard trust as currency. e. Slow with team training = fast performance f. Practise delayed gratification.

Video as an Audio-Visual Technique A. Video • Modern learners access video anywhere and anytime, making it one of the most impactful and efficient methods for learning and knowledge transfer. B. Ten Steps to a Successful Video Training Program 1. Define the audience 2. Define the scope 3. Confirm the timeline 4. Brainstorm the narrative 5. Pick the right length 6. Create a detailed script 7. Sound is critical 8. Channel your internal videographer 9. Provide feedback opportunities 10. Plan for easy access

Chapter 5: Traditional Training Methods

C. Training Uses for Video • Video plays a variety of roles in today’s corporate training environment, ranging from onboarding to live product demonstrations, by fostering social learning or even coaching by subject matter experts. D. Benefits and Limitations of Video 1. Taking Video to the Next Level—Video should capture the look and feel of a live event with engagement exercises such as pausing to answer questions, prompting the user to view other segments, or allowing the learner to choose their own path.

End of the Chapter Content Key Terms action learning: A practical and cost-effective group problem-solving process that also serves to develop, engage, and retain employees adventure learning: An experiential approach that actively engages learners in authentic, mentally and physically challenging tasks, either directly or through online and hybrid education apprenticeships: Training that involves following and studying a master of the trade on the job behaviour modelling training: A training method that focuses on changing behaviour on the job case incident: A shorter version of a case study to examine a specific problem, issue, or concept case study: A method of simulating decision making that may happen in a workplace by analyzing a real-life situation or event that contains a problem coaching: One-on-one guidance and instruction focused on improving performance, advancing career development, or developing KSAs demonstration: A visual display that illustrates how something works or how to do something discussion method: A method that features the use of forums for open-ended, collaborative exchange of ideas between individuals flipped learning: A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is

Chapter 5: Traditional Training Methods

transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter game-based learning: The application of gaming principles to real-life settings to engage learners groupthink: A team state where collective thinking or decision making discourages creativity and individual input job instruction training: A four-step method used to train employees on the job mentoring: Helping and giving advice to a less-experienced person performance aids: Tools that improve job performance by guiding, facilitating, or reminding learners how to perform their tasks role play: A training method that allows learners to play roles in realistic situations by interacting with other participants playing similar or different roles or as observers self-directed learning: A process in which employees take responsibility for all aspects of learning simulation: A self-paced, recreated situation in virtual or more manageable physical environments

Discussion Questions and Suggested Answers 1. What is flipped learning and what are some of its features? Flipped learning is another way to look at classroom training by sharing information in advance so that facetime in the classroom can focus on application. A flipped classroom can be different in every instance, such as creating videos to replace the lectures and direct instruction, which students would access offline and move the traditionally assigned homework back to the classroom. The Flipped Learning Network provides a handy acronym to help illustrate the key components of flipped learning. F L

Flexible environment Learning culture

Intentional content

Allows for a variety of learning modes Participants are more actively involved as topics are covered in greater depth with more participation and evaluation of learning Maximizing class times with active learning strategies

Chapter 5: Traditional Training Methods

Professional educator

The role shifts from lecturer to facilitator, with timely and specific feedback based on observation and handson education

Refer to Figure 5.1 Bloom’s Taxonomy. The instructor uses class time to focus on the top two levels (creating and evaluating), while the bottom four levels are handled independently and remotely by the learners. The participants are now getting the help on the most difficult aspects. LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness. 2. Provide an example of when you would use a case study and when you would use a case incident? Explain your rationale. Answers will vary. Case studies analyze a real-life situation or event that contains a problem and tend to be longer than case incidents. While cases have value in generalization, shorter case incidents that only examine a specific problem, issue, or concept often challenge generalizability by looking at unique situations. LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness. 3. Describe the four elements of behaviour modelling. Provide a workplace example. Behaviour modelling training (BMT) features four principles of learning: 1. Modelling (attention) 2. Rehearsal (retention and reproduction) 3. Reinforcement 4. Transfer

Observation of modelled behaviour Practice of the modelled behaviour Social reinforcement of behaviour Application of behaviours in the work context

LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness. 4. Describe the three steps in role playing. The three steps in role playing are: developing, presenting, and debriefing.

Chapter 5: Traditional Training Methods

Planning the content (developing) starts by defining the learning objectives and the plan for achieving them through role play. This includes analyzing relevant workplace roles to discover situations and interactions that participants could benefit from exploring. Once roles have been assigned, scripts and instructions are provided. If using an observer, provide instructions for them as well. It is useful for all participants to take some time to prepare before enacting the scenario (presenting). The most important aspect of role play is the discussion of experiences and outcomes (debriefing). It is time consuming to evaluate understanding of the training concepts, discuss the incorrect behaviours, and reinforce the correct behaviours. LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness. 5. What performance aid would be most helpful for your job? What format would you use? Answers will vary. There are three major categories of job aids: informational, procedural, and decisionmaking aids. LO 5.2 Describe various on-the-job training methods and evaluate their use and effectiveness. 6. What are the differences and similarities between coaching and mentoring? Mentoring is a form of coaching that, looking beyond skills and technical aspects, tries also to improve an employee’s fit within an organization by changing their attitudes. Both feature one-on-one guidance and instruction, but coaching is performance driven and mentoring is development driven. Coaching is designed to improve the professional’s on-the-job performance, while mentoring looks beyond the current job function. LO 5.2 Describe various on-the-job training methods and evaluate their use and effectiveness. 7. What are the main methods used for group learning? The three main methods are adventure learning, action learning, and team training. Adventure learning is an experiential approach that actively engages learners in authentic, mentally and physically challenging tasks, either directly or through online and hybrid education.

Chapter 5: Traditional Training Methods

Action learning is a practical and cost-effective group problem-solving process that also serves to develop, engage, and retain employees. The goal in team training is to build bonds inside the workplace that will increase productivity and produce a high-performance team by improving behaviour, knowledge, and attitudes. LO 5.3 Explain methods of training that are used for group learning. 8. What type of training is best suited for video? Why? Answers will vary. Live and on-demand video can save time, lower costs, and provide more flexibility for employee training. Video allows for the pace of training to be carefully controlled, as well as providing consistent content to all learners. It offers employees the chance to gather, access, and process information at an individualized pace whenever convenient (during downtime) or on a just-in-time basis (like solving a workplace dilemma) and can be viewed as many times as desired. Video can provide information much more quickly than words alone and is more engaging than manuals or PowerPoints. It supports organizational communication and facilitates teamwork and collaboration, especially when employee-generated video is integrated into training. Video can allow for cross-departmental knowledge transfer. Using an intranet or SharePoint could allow content that would otherwise be siloed to be available to all employees with proper permissions. LO 5.4 Discuss the use of video as an audio-visual technique. End of Chapter Features Case Microlearning for Compliance Training The case discusses microlearning used for compliance training. Instructor Notes Students will be familiar with various health and safety training, but they might struggle with adapting microlearning in that domain. Start with some background on the compliance issues, such as the rules and regulations. Then they might opt for some weekly scenario-based situations where employees choose the right and wrong answers. For health and safety compliance, they could identify risks.

Chapter 5: Traditional Training Methods

Discussion Questions and Suggested Answers 1. Think about some training you have received. How would you use microlearning for that training? What would the main differences be? Answers will vary. Refer to Top 10 Microlearning Tips. 2. Are there any topics not suitable for microlearning? Why? Answers will vary. There are some areas where microlearning may be less effective: • When content is difficult to fragment • When content is being sliced and diced without a plan first • Complex content • Content where the goal is attaining total mastery or expertise • When learners need to move from a basic level to fluency in a short time period • When the goal is long-term retention more than repetition and awareness

Chapter 5: Traditional Training Methods

Burch V., Reuben F., Smith, B. (2019). Using simulation to teach lean methodologies and the benefits for Millennials. Total Quality Management & Business Excellence, 30(3/4). 320–334. Davoren, J. (n.d.). How effective is simulation training in HR? https://smallbusiness.chron.com/effective-simulation-training-hr62822.html. Team training Sibley, J. (2018). Using teams properly. Learn TBL. https://learntbl.ca/what-istbl/using-teams-properly/ 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • What types of training are most suited for a team-based approach? • What types of training are more suited for face-to-face simulations instead of online simulations?

Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform. This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation. In Chapter 4 students were assigned the training objective, which they likely have now finished. They were also tasked with developing a training plan, which ties in with developing content and choosing methods. Chapters 5 and 6 will be used by the students to complete this aspect. They will also use this chapter to discuss the relevant trainee characteristics that they will be considering when designing the training.

CHAPTER 6 TECHNOLOGY-BASED TRAINING METHODS Part 1: Chapter Overview Chapter 6 continues the discussion of training methods by looking at those which use technology more. Blended learning involves combining the best of traditional face-toface with eLearning. The chapter continues by examining computer-based training methods, Web 2.0, social learning, gamification, and mobile learning. We end the chapter with a look at learning management systems. Learning Outcomes LO 6.1 Describe eLearning and its influence on training and development. LO 6.2 Describe blended learning, its benefits and drawbacks, and how to implement it successfully. LO 6.3 Explain various methods of computer-based training. LO 6.4 Discuss the use of Web 2.0, social learning, and gamification in training and development. LO 6.5 Understand mobile learning’s impact on training. LO 6.6 Discuss learning management systems. Detailed Outline I.

Vignette: Online Peer-Based Coaching

The vignette discusses Facebook’s Leadership in Practice (FLiP) program and LinkedIn’s peer-to-peer learning. Discussion could feature how peer coaching has been used in other industries such as health care and education. Revel features a flashcard interactive which presents a series of eLearning Client Intake Questions based on who, what, when, where, and how. II.

eLearning and its Influence on Training The use of technologies and the Internet delivers training and development experiences to learners. A. Exploring Different Modes of eLearning 1. eLearning is offered in synchronous (real-time online) and asynchronous (online without real-time interaction) modes, or as a combination of the two modes.

Chapter 6: Technology-Based Training Methods

Teaching Tip The Jiffy Lube photo caption discussed questions they asked their web conferencing vendor: 1. Is the platform built only for meetings or also for training? 2. Is the design responsive and consistent across all devices? 3. Can repeatable sessions be prepared to save time and money? B. Advantages and Disadvantages of eLearning 1. eLearning offers several advantages: scalability, access to a wide audience of employees, high ease of use, reduction of costs of traditional training methods, better learner engagement, self-paced learning, and availability. 2. eLearning’s wider access can lead to disadvantages: a. control: users can fall behind, only skim the material, and may find it technologically challenging b. technology issues: includes storage capacity, bandwidth, internet speeds, specific browser requirements, obsolescence, and poor device compatibility. C. Leaving the Classroom 1. Planning is required for shifting classroom training programs to virtual delivery. Content needs to be organized in smaller chunks, using topics and subtopics so that it makes sense to the learner. Assessments may have to replace Q&A periods. Teaching Tip The photo caption discusses virtual leadership training which mimics real-life experiences with clients, customers, and employees, but in a low-risk environment where mistakes made don’t cause damages or lost revenue. eLearning allows learners to share content with one another and interact by discussing their own personal experiences, creating a community of future leaders contributing different ideas and working together. D. Bite-Sized Learning 1. Bite-sized learning also builds on the concept of spaced learning from Chapter 2. E. Motivation and eLearning 1. Self-determination theory (SDT) proposes that learners want to satisfy three basic psychological needs: competence, autonomy, and relatedness. Teaching Tip Table 6.1 Strategies to Improve Learner Motivation looks at strategies to satisfy SDTs three needs through eLearning.

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III.

Blended Learning • Blended learning is a mix of eLearning and face-to-face, instructor-led sessions. Teaching Tip In Their Own Words: Lessons Learned from the Experts shares tips for successful blended learning from seven experts. A. Benefits and Drawbacks 1. Benefits: a. Saving time b. Cost-effective in the long-term c. Learners still get to bond d. Learner control e. Enhanced virtual communication f. Feedback g. Collection h. Extended training reach 2. Drawbacks: a. High technology and maintenance costs b. Wasted resources c. Technological dependence d. User technology limitations and unwillingness B. Planning the Blend 1. What is the instructional goal? What are the performance objectives? What will mastery of these objectives look like? 2. Assessment techniques help determine potential delivery technologies. 3. Decide which technology is best for each learning outcome. C. Implementing Blended Learning Successfully 1. For blended learning to be successful, organizations must be able to adapt to new and emerging technology, build self-learning skills of learners, and provide engaging content in the right blend. Teaching Tip Table 6.2 examines some IBM Mindspan clients that have moved from traditional to blended learning.

IV.

Computer-based Training • Instruction and delivery of training by computer through an intranet or the internet is often referred to as computer-based training (CBT). It also includes

Chapter 6: Technology-Based Training Methods

Web learning, distance learning, virtual classrooms, online simulations, virtual reality (VR), and augmented reality (AR). A. Simulations 1. Simulations immerse online learners in virtual environments that mimic the real world to allow them to put knowledge into practice. 2. Avatars are becoming more central as part of simulations and social learning, aiding in character development and storytelling. B. Virtual Reality 1. Virtual reality has been used mostly by larger organizations to provide an immersive, real-world, first-hand experience for learners. Teaching Tip Table 6.3 provides examples of virtual reality. C. Augmented Reality (AR) 1. AR superimposes digital information over what we see, offering additional information for better comprehension. D. Web-Based Training 1. Distance learning is commonly used as Web-based training, which happens in synchronous, asynchronous, or a mixed version of the two. 2. Webinars allow for more than sharing slides—webcam access, polls, a chat area, and even a Q&A section. 3. Webcasts and podcasts both allow storytelling, are shareable and easy to consume, and can captivate your audience for longer than many forms of training. Teaching Tips Storytelling in Webcasts and Podcasts provides three basic tips: know the audience, use a storyboard, and pick an approach. Trainer’s Checklist: Things to Consider for Online Training provides ideas to help with planning an eLearning initiative. V.

Web 2.0, Social Learning, and Gamification • Web 2.0 is end-user applications that require dynamic interaction, social networking, or user interfacing between people and information. Teaching Tip Table 6.4 lists 15 of the popular Web 2.0 examples.

Chapter 6: Technology-Based Training Methods

A. Social Learning 1. Social learning has always been about sharing knowledge and information among peers, but it now encompasses interactive, online tools. B. Making Social Learning Work 1. It should be easy to access with regularly updated content that is relevant for learners. The content should be interesting but provide business value, which will make it easier for learners to share and collaborate, which will help build a vibrant community for social learning. C. Netflixing 1. Netflix is impacting the way that learners seek information, which challenges organizations to have an optimizable and searchable platform, including: personalized content delivery, easy navigation and access, structured content anytime and anywhere, and effective content curation. 2. Netflix social learning can cater to the personal needs of learners, whether their preferences are for a quiz, game, interactive scenario, infographic, video nugget, or more. D. Gamification 1. Gamification offers many benefits but only when the concept challenges learners, captures and retains learners’ attention, engages and entertains, and teaches the material effectively. Teaching Tip Table 6.5 Game Design Techniques looks at five aspects of game design: feedback, goals and missions, competition, collaboration, and a narrative. E. Benefits of Gamification in eLearning 1. Encourages learners to think on the fly. 2. Fits most employee learning needs. 3. Makes content more engaging. 4. Offers lower risk learning environments. 5. Provides employee development. F. Criticisms of Gamification Teaching Tips Table 6.6 looks at some of the myths of gamification. Revel features a drag-and-drop interactive where students select an eLearning technology that fits with the four different types of learning cultures from Chapter 2.

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VI.

Mobile Learning’s Impact on Training A. Mobile Learning Considerations 1. There are many factors to consider as part of your mobile learning strategy. Will they be on a bus, a commuter train, in an airport, in their office, at home? Will they be using headphones? Will they have access to additional screens and monitors? 2. The answers to these questions determine whether they need training that is designed for the phone or that works on the phone. B. Reasons for Going Mobile 1. Mobile learning is adept at grabbing attention with short nuggets, videos, or games. 2. It works well with BYOD (bring your own device) and flexible work arrangements. 3. Mobile learning strategies focus on delivering individualized learning experiences based on learning/search patterns, assessment results, and a desire for instant access to information. 4. Through cost savings and increased access, the ROI on training increases and higher employee satisfaction leads to higher workplace productivity. 5. Studies show higher knowledge retention. 6. Mobile devices allow social interaction and facilitate collaboration.

VII.

Learning Management Systems A learning management system (LMS) is software and technology that is used for training and development to administer, develop, and deliver learning activities and programs. An LMS helps organizations with the entire learning process: registration, course administration, tracking progress, and assessing participants’ performance. An LMS is useful in almost all industries and for a wide range of users, including HR departments, professional groups, entrepreneurs, and self-learners. A. The Make-or-Buy Decision 1. Buying an LMS is a significant decision because it impacts the entire training strategy of an organization as well as the learning of its employees. Teaching Tip Table 6.7 looks at seven factors to consider with a make or buy decision: cost, capabilities/functionality, new features, training, customer service, security, and compatibility.

Chapter 6: Technology-Based Training Methods

B. LMSs and Self-Learning 1. LMSs have features that can take learning to the next level by sharing additional videos, or learning materials that the learners can utilize freely, and lead them to the next stage of self-driven learning. 2. The LMS can be the platform where different roles are filled: a. Facilitator: guiding the group/individual toward learning, assisting in solving issues that may pop up, maintaining the collaboration b. Asker: a point that needs to be discussed, a problem that needs to be solved, a query that becomes the central aspect of the learning session c. Sharers: people who share experiences learning around the problems presented C. Compliance Training 1. An LMS can minimize the risk of human error and produce an audit trail to prove compliance. Teaching Tip Tips for Trainers discusses compliance training with an LMS.

End of the Chapter Content Key Terms blended learning: A mix of eLearning and face-to-face, instructor-led sessions eLearning: The use of technologies and the Internet to deliver training and development experiences to learners gamification: Applying game elements and game design techniques in non-game contexts learning management system (LMS): Software and technology that is used for training and development to administer, develop, and deliver learning activities and programs mobile learning: Learning, education, or support delivered on mobile devices such as smartphones, tablets, notebooks, MP3 players, gaming consoles, or other technology that allows the learner to be mobile while learning self-determination theory (SDT): This theory suggests that people are able to become self-determined when their needs for competence, autonomy, and relatedness are fulfilled

Chapter 6: Technology-Based Training Methods

Web 2.0: End-user applications that require dynamic interaction, social networking, or user interfacing between people and information Discussion Questions and Suggested Answers 1. What is bite-sized learning? How would you use it in fast food restaurant training? Microlearning, also known as bite-sized learning, was also discussed in Chapter 5. Its use in eLearning is designed specifically for time-pressed, multi-tasking learners, with online modules of 10 minutes or less that can be quick and efficient learning “bites.” Short eLearning modules allow learners to effectively process all the information, are ondemand and on the go, and build on the concept of spaced learning (Chapter 2). Answers will vary. Fast food restaurants can use it for training on dealing with customers, operational procedures, cleaning tables, placing orders, food preparation and presentation, health and safety, food hazards, emergency preparedness, etc. LO 6.1 Describe eLearning and its influence on training and development. 2. What are three ways to ensure that eLearners are motivated? Learners have three basic needs: autonomy, competence, and relatedness. To keep eLearners motivated, trainees need to have some control and freedom over their learning. They also enjoy the ability to do something and being associated with or connected with others. Refer to Table 6.1 Strategies to Improve Learner Motivation. LO 6.1 Describe eLearning and its influence on training and development. 3. What training blend would you suggest for new supervisors in a grocery store? Answers will vary. It would be useful to know which mode of delivery will captivate them the most. What is their technology literacy? Would they prefer traditional face-to-face training methods? LO 6.2 Describe blended learning, its benefits and drawbacks, and how to implement it successfully. Copyright © 2022 Pearson Canada Inc.

Chapter 6: Technology-Based Training Methods

4. What types of training are most appropriate for webinars? Webcasts? Podcasts? Answers will vary. Webinars can accommodate a greater number of participants and can also provide webcam access, polls, a chat area, and even a Q&A section. Webcasts and podcasts both allow storytelling, are shareable and easy to consume, and can captivate your audience for longer than many forms of training. A webcast features audio and video and is typically a broadcast of a live or pre-recorded event. Podcasts are pre-recorded digital audio files that people download and listen to on their phone or preferred device. Widely popular, they can be solo, co-hosted, interview format, etc. Refer to boxed features Storytelling in Webcasts and Podcasts. LO 6.3 Explain various methods of computer-based training. 5. What is gamification and why is it effective for training? Provide examples. Gamification is applying game elements and game design techniques in non-game contexts. Think of it as taking something that already exists, such as training programs, and applying game mechanics to make them more engaging and drive higher results. Gamification is effective at giving learners a time constraint so that they must resolve a situation on the fly, which reflects real-world situations. It is suitable to most employee learning needs and makes content more engaging. It can offer lower-risk learning environments, where a mistake doesn’t cost someone their life or end a career. This creates an engaged experience that promotes safety and knowledge retention, particularly in situations where the learning experience can prove hazardous. LO 6.4 Discuss the use of Web 2.0, social learning, and gamification in training and development. 6. What are some of the reasons for a company to have a mobile learning strategy? Research emphasizes that today’s multi-tasking workers get bored easily and have very short attention and concentration. Mobile learning is adept at grabbing attention with short nuggets, videos, or games. Short bits of information provide just-in-time learning at regular intervals. BYOD (bring your own device) is widely accepted by organizations, as are “flexible work arrangements,” which feature employees working from home or at

Chapter 6: Technology-Based Training Methods

different sites. Mobile devices may also help in situations where bandwidth and internet connectivity are problems. Training can be completed in offline mode on mobile devices. LO 6.5 Understand mobile learning’s impact on training. 7. What factors should you consider for a make-or-buy decision on an LMS? The main factors to consider are cost, capabilities/functionality, features, training, customer service, security, and compatibility. Refer to Table 6.7 Factors to Consider. LO 6.6 Discuss learning management systems. 8. Provide examples of how an LMS can be used for self-learning. LMSs have features that can take learning to the next level by sharing additional videos, or learning materials that the learners can utilize freely, and lead them to the next stage of self-driven learning. Many LMSs have “friending” features, which helps create a learning community. Social networks lead to the formation of “communities” around shared interests and concerns. Most LMSs allow the learners to upload and share self-generated content (videos, images, or docs) for group consumption as a part of the “friending” concept or “communities”. Discussion boards can serve as a medium for users to share, interact, ask questions, post queries, and get responses. LO 6.6 Discuss learning management systems. End of Chapter Features Diversity Matters: CCDI Provides Help for Employers talks about the 30-minute eLearning modules that help organizations advance their diversity practices. CCDI focuses on scenarios to engage learners and provide solutions to real-life challenges. Students may be interested in what would be included in the three programs: diversity and inclusion fundamentals, managing bias in hiring, and unconscious bias. Top 10 Tips to Gain Attention Students could discuss which of the tips would be most/least effective on them. They could try to find other tips that would help gain attention.

Chapter 6: Technology-Based Training Methods

Case Girl Guides of Canada They have an ambitious goal of getting 2.5 million girls interested in STEM (science, technology, engineering, and mathematics) by 2025. Ericsson partnered with Girl Scouts to create a digital assistant called Jumpstart, based on a cutting-edge augmented reality (AR) and immersive multimedia learning design. Ericsson created SpARk!, an app-based AR learning solution, to provide experiential and comprehensive learning. 360-degree videos and AR allow learners to play with scientific concepts, mechanical components, and technological capabilities in a real-life environment. Content is broken down into subjects, then topics, and finally activities. Instructor Notes Discussion could focus on what kind of content might be necessary for this application. Discussion Questions and Suggested Answers 1. What can other organizations do to support this STEM initiative? Answers will vary. 2. What are the advantages of SpARk! being an app? Answers will vary. The app will be interactive and provide the benefits of game-based learning. It also allows for mentoring online. 3. What other eLearning opportunities might work with this program? Answers will vary. Teaching Tip Revel has a worked example interactive case on Sobey’s, which examines the job instruction method (Tell, Show, Do, Apply) in detail.

Chapter 6: Technology-Based Training Methods

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the methods listed in the chapter. Which are most and least effective for you? Why? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to unconscious bias. Describe the key points of the article and detail how they are used in industry. How could training help organizations minimize unconscious bias? 3. Gamification can save organizations money when implemented correctly and has wide uses in organizations. • What are some ways that gamification can save money? • Outside of training, how else can gamification be used in HR? Gamification has been shown to increase employee knowledge-retention rates, job satisfaction, and employee retention rates (Hughes, 2020). It achieves this by creating more motivating training programs, a more motivating environment means more engaged employees (Hughes, 2017). More engaging and motivating training causes higher job satisfaction which causes better productivity in an organization by around 22 % (Baldoni, 2013). More engaging and motivating training leads to better knowledge-retention rates which means less training is needed to train employees and maintain their skills. More engaging and motivating training causes high employee retention which means organizations need to train fewer new employees (Hughes, 2020). Baldoni, J. (2013). Employee engagement does more than boost productivity. Harvard Business Review. https://hbr.org/2013/07/employee-engagement-does-more Hughes, A. (2017). Gamification in corporate training: it keeps learners engaged and motivated. HR.com. Training and Development Excellence Essentials. Hughes, A. (2020, February 5). How to leverage gamification in millennial employee training. HR.com. Training and Development Excellence Essentials. Gamification of recruitment can help organizations recruit prospective and talented new employees by creating a more enjoyable recruiting experience for possible new employees (Zielinski, 2015). It provides an interesting experience that can help give the employer a better image which makes them a more desirable employer to work for (Zielinski, 2015). Gamification can also simulate the workplace to give possible recruits a better understanding of how the organization operates (Zielinski, 2015).

Chapter 6: Technology-Based Training Methods

Gamification hasn’t been fully explored yet and has many more applications than just training. Zielinski, D. (2015, November 1). The gamification of recruitment. SHRM. https://www.shrm.org/hr-today/news/hr-magazine/pages/1115-gamificationrecruitment.aspx 4. Virtual Reality. • What jobs are best suited for VR training? • How can VR be used for therapy to treat social anxiety or post-traumatic stress disorder (PTSD)? Fade, L. (2018, May 24). The 5 industries set for disruption with virtual reality employee training. VR Vision. https://vrvisiongroup.com/the-5-industries-setfor-disruption-with-virtual-reality-employee-training/ Spichak, S. (2020, October 2). How virtual reality found its niche in therapy. Predict. https://medium.com/predict/how-virtual-reality-found-its-niche-intherapy-bcaa8edee3c5 Watts, Z. (2017, July 10). Virtual reality: utopia or dystopia? The Sign Post. https://signpost.mywebermedia.com/2017/07/10/virtual-reality-utopiaor-dystopia/

Chapter 6: Technology-Based Training Methods

Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform. This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation. In Chapter 5 students started selecting traditional training methods that might be suitable for their performance gap. In Chapter 6, students can now consider which technologybased training methods to adopt. They will also start to consider how to use a blend.

CHAPTER 7 TRANSFER OF TRAINING Part 1: Chapter Overview Chapter 2 introduced knowledge transfer, and this chapter continues the discussion of transfer of training. It starts with the three main training transfer theories and looks at various types of transfer, as well as barriers to transfer. The transfer training model and its impact are explained and moves into specific strategies that can be used to support transfer before, during, and after training. It also looks at the role of managers, trainers, and trainees. The chapter ends with a discussion of how to create a positive climate for training transfer. Learning Outcomes LO 7.1 Define transfer of training, and explain training theories, types of transfer, and major barriers to transfer. LO 7.2 Explain the training transfer model and its impact on transfer. LO 7.3 Explain what can be done to support transfer before, during, and after training by managers, trainers, and trainees. LO 7.4 Identify the characteristics of a positive climate for transfer of training. Detailed Outline I.

Vignette: General Electric

General Electric does a massive amount of training: 20,000 trainee days per year, and 230 certified and experienced trainers. Like many companies, they were facing a large cohort of staff retiring and departing with vital information and skills. Discussion could focus on what else large companies like GE can do to transfer knowledge from retiring employees. II.

Transfer Training Theories and Types of Transfer • Transfer of training is a change in on-the-job behaviour that indicates whether a trainee applied what was learned in training to an actual work setting. The model defined two transfer conditions: maintenance and generalization of skills. A. Transfer Theories and Types of Transfer 1. There are three main theories that explain training transfer: a. Identical elements theory suggests that transfer takes place from one situation to another to the extent that there are commonalities in the two situations.

Chapter 7: Transfer of Training

b. Stimulus generalization theory looks beyond common elements to broad principles or generalizations that may apply in other situations. c. Cognitive theory proposes that transfer of training can be more effective when focusing on the trainees’ internal processes, such as mental models, retention of information, and comprehension. Teaching Tip Table 7.1 looks at the three training transfer theories and considers the emphasis and appropriate conditions for each, along with examples. 2. Types of Transfer a. Learning transfer theories and types have a great deal of importance in training. If a learned behaviour or skill does not transfer to relevant work situations and is not maintained over time, then the training is ineffective. Teaching Tip Table 7.2 Transfer Types provides descriptions and examples for seven types of transfer. B. Motivation 1. Motivation for change should come intrinsically (from the participants) as well as from HR and the organization. 2. Holton and Baldwin have researched the factors that support the transfer of learning and identified the most significant factors that impact learning transfer, grouped into three broad categories: capability, motivation, and work environment. Teaching Tips Table 7.3 Learning Transfer Key Performance Indicators looks at the 16 enablers that can improve learning transfer. Motivation is tied to five of those enablers. Table 7.4 shows what a learning diagnosis might look like in practice. C. Evaluation of Transfer 1. Transfer is the bridge between learning and impacting business results. Without transfer of KSAs in level three, learning will never influence business results. 2. Level 3 of the Kirkpatrick/Phillips model assesses transfer by evaluating how learners have changed their behaviour as a result of the training.

Chapter 7: Transfer of Training

Teaching Tip The photo caption links with the opening vignette, discussing GE’s online learning experience platform, BrilliantYOU™. D. Barriers to Transfer of Training 1. There are many barriers that prevent training from transferring to a job, which can include personal factors, work environment factors, and support of peers and managers. Teaching Tips Table 7.5 looks at 28 barriers to transfer in four areas: personal factors, work environment, peer support, and management support. Figure 7.2 looks at research on trainer perceptions of which barriers to transfer are highest for the learner. And the Survey Says . . .has some interesting trend statistics on global knowledge transfer. III.

Training Transfer Model Teaching Tip Figure 7.3 Baldwin & Ford’s Model of the Transfer of Training Process has a detailed representation of the three components of the training transfer model: training inputs, training outputs, and conditions of transfer. A. Trainee Characteristics 1. Learner’s capability 2. Motivational factors 3. Personality traits Teaching Tip Diversity Matters examines self-efficacy as it relates to diversity training. B. Training Design 1. The characteristics that relate most directly to transfer of training are the use of adult learning principles, transfer theories, and self-management strategies to help achieve near and far transfer. 2. These principles also shape the selection and use of interactive instructional methods and media to engage different learning styles,

Chapter 7: Transfer of Training

engage qualified trainers, and create a conducive atmosphere and comfortable training environment to achieve successful transfer. 3. Physical fidelity is the level to which the training environment is made to look like the work environment, and psychological fidelity is the level to which the trainees attach similar feelings between training and the job context. C. Work Environment 1. Characteristics of the work environment also influence the transfer of training, including strategic linkages, creating a supportive organizational climate, organizational accountability, opportunity to use, and technological support. IV.

Supporting Transfer Before, During, and After Training Teaching Tip The boxed chart looks at which role/time combinations would produce the most powerful transfer effects. A. Before Training Teaching Tip Table 7.6 lists various transfer of training strategies which can be implemented before training. 1. Managers a. Align training with overall strategy. b. Review training content before session. c. Incorporate the KSAs to be transferred into job descriptions and performance expectations. d. Clarify trainee selection. e. Help prepare the trainees to attend the training program (e.g., WIIFM). f. Get employee input and involvement in the training process. g. Provide employees with support for training (e.g., release time). h. Create a positive learning climate. 2. Trainers a. Conduct a needs analysis. b. Review training goals with manager to understand how learning will contribute to improved performance. c. Find out the expectations of trainees and managers. d. Review training content before the session. e. Prepare trainees ahead of time. f. Design the program with transfer in mind.

Chapter 7: Transfer of Training

g. Use actual work issues or examples during training to support the “identical elements theory” of transfer. h. Meet the learners, if possible, and communicate the importance of the training. i. Pilot programs (if necessary). 3. Trainees a. Provide input into the program. b. Find out more about the training programs prior to attending. c. Meet with the manager to discuss the training program and develop an action plan. d. Prepare for the training. B. During Training 1. Managers a. Participate in training programs. b. Reassign employees’ work while they are attending training. c. Set goals. d. Prevent interruptions. e. Monitor progress and attendance. f. Review information on trainees. g. Plan the transition back to work. Teaching Tips Table 7.7 lists various transfer of training strategies which can be implemented during training. Tips for Trainers lists three criteria to determine when managers should be involved in the transfer plan. The photo caption discusses how much involvement managers should have in the actual learning. Asking your overburdened managers to increase their workload supporting trainees may lead to a low support level, such as mere acceptance of the training. Start by evaluating which training programs need more managerial involvement and decrease the involvement for plans that can be more employee driven. 2. Trainers a. Incorporate conditions of practice and design features to increase transfer. b. Include content that is relevant and meaningful. c. Provide opportunities to practise. d. Provide trainee relapse prevention techniques and memory aids. e. Have trainees update their action plan with a commitment to transfer the trained skills on the job.

Chapter 7: Transfer of Training

f. Stimulate a positive trainee mindset. g. Reduce trainee distractions. 3. Trainees a. Enter with a positive attitude and motivation to learn. b. Engage in the training by actively participating and taking notes. c. Finalize an action plan to apply the training on the job. d. Clear their mind of distractions. e. Trainee as trainer. C. After Training 1. Managers b. Provide trainees with immediate and frequent opportunities to apply their new KSAs on the job. c. Encourage and reinforce application of KSAs on the job. d. Provide refreshers and follow-up training. e. Provide opportunities for knowledge sharing from trainees. f. Establish support systems to facilitate transfer. g. Set goals and provide feedback. h. Foster a learning climate. i. Get input from the trainer. Teaching Tip Table 7.8 lists various transfer of training strategies which can be implemented after training. 2. Trainers a. Ask trainees to provide examples of what they learned and how they can apply that learning to their job. b. Finalize the action plan the trainee has been working on. c. Distribute job aids and materials to remind employees of key concepts. d. Follow up with trainees in 30–60 days (if possible) using “sticky sessions.” e. Assess transfer of training as part of training evaluation and feedback. f. Update training programs regularly. g. Help set up trainee networks for social learning. Teaching Tip Trainers Checklist: Action Plans looks at how trainers can help trainees with the action plan before leaving training. 3. Trainees a. Begin using the new KSAs as soon as possible on the job. b. Meet with manager to discuss opportunities for practice.

Chapter 7: Transfer of Training

c. Talk with other trainees about how they are applying the training at work. d. Set goals for transfer and plan for relapses. V.

Characteristics of a Positive Climate for Transfer of Training A. Workplace Climate 1. Workplace climate includes factors such as cues that remind trainees of what they have learned, lack of punishment, and consequences for using training on the job. 2. Research shows that trainees’ perception of a supportive work climate that encourages using skills on the job leads to higher transfer. 3. Support can be expressed in a variety of ways, including encouragement to attend training, goal-setting activities, types of reinforcement and consequences provided, and modelling of behaviours. Teaching Tip The infographic looks at six ways to create a positive workplace climate for transfer. B. Peer Support 1. Peer support includes the encouragement trainees receive from their immediate co-workers and peers. 2. Organizations can set up peer support networks, participate in communities of practice, or even offer to assist trainees with the work that piled up while they were in training. 3. Employees can come together in a series of face-to-face or online sessions to share successful stories of training applied to their work and brainstorm on ways to overcome issues with transfer of learning. 4. Organizations can use buddies or mentors. Teaching Tips In Their Own Words: Lessons Learned from the Experts Emma Weber discusses her Turning Learning into Action® (TLA) program, which promotes transfer by holding a series of “specific, structured and accountable one-on-one conversations that occur at various intervals after the training event.” Top 10 Transfer Techniques Barbara Carnes outlines 10 low-cost techniques to transfer learning in her book Making Learning Stick: 20 Easy and Effective Techniques for Training Transfer.

Chapter 7: Transfer of Training

End of the Chapter Content Key Terms generalization: Ability to apply skills from the learning environment to the job maintenance: Trainees maintain skills in the workplace over time mnemonic device: A combination of symbols, words, pictures, or numbers that help people remember a concept motivation to transfer: The trainees’ desire to use the knowledge and skills mastered in the training program in a job setting transfer of training: Change in on-the-job behaviour which describes if a trainee applied what was learned in training to the actual work setting

Discussion Questions and Suggested Answers 1. What is the difference between maintenance and generalization? Maintenance features the trainees maintaining skills in the workplace over time, while generalization is the ability to apply skills from the learning environment to the job. Maintenance occurs when trainees continue to practice a skill they previously learned in order to retain the skill. Generalization indicates that a trainee can apply a skill in a variety of workplace settings and situations. LO 7.1 Define transfer of training, and explain training theories, types of transfer, and major barriers to transfer. 2. Which of the barriers to transfer in Table 7.5 have you experienced? How did you attempt to overcome it? Answers will vary. Refer to Table 7.5 Barriers to Transfer. LO 7.1 Define transfer of training, and explain training theories, types of transfer, and major barriers to transfer.

Chapter 7: Transfer of Training

3. Which factor in the transfer of training process do you believe has the greatest effect on successful transfer? Why? Answers will vary. Refer to Figure 7.3 Baldwin & Ford’s Model of the Transfer of Training Process. LO 7.2 Explain the training transfer model and its impact on transfer. 4. During your latest learning experience, who played a pivotal role in supporting your use and application of learning? How did this stakeholder(s) help support the transfer? Answers will vary. LO 7.2 Explain the training transfer model and its impact on transfer. 5. Identify the stakeholders who would be the most responsible for supporting the three transfer strategies listed below: a. Create mnemonic devices to help trainees remember key concepts (i.e., abbreviations or metaphors). b. Participate in training to show support for training program. c. Complete action plans as a part of training program. Answers may vary. Mnemonic devices are most likely to be created by trainers, although trainees could also create their own device on their own or with help from a trainer or supervisor. Managers that participate in training will increase the likelihood of training transfer. Trainees are best served to develop action plans during training, with or without the support of the trainer. LO 7.3 Explain what can be done to support transfer before, during, and after training by managers, trainers, and trainees. 6. What different transfer strategies might be better if used before training? During? After? Consider your own learning experiences in school or on the job. Answers will vary.

Chapter 7: Transfer of Training

LO 7.3 Explain what can be done to support transfer before, during, and after training by managers, trainers, and trainees. 7. What are some examples of peer support that might work best for an HR generalist who received training on recruitment and selection? Answers will vary. Examples of peer support include feedback, encouragement, problem-solving assistance, providing supplemental information, coaching assistance, buddies and mentors, communities of practice, etc. Supportive climates have positive peer pressure that helps support organizational goals and objectives. LO 7.4 Identify the characteristics of a positive climate for transfer of training. 8. Have you experienced an unsupportive work climate? What features did it have? Answers will vary. LO 7.4 Identify the characteristics of a positive climate for transfer of training. End of Chapter Features Case Knowledge Capture and Transfer We discussed explicit and tacit knowledge in Chapter 2. The case discusses ways an organization can capture and transfer knowledge. Instructor Notes Discussion could focus on whether the techniques being used by the four companies would work for other companies or if they would need to be modified. Discussion Questions and Suggested Answers 1. Think about some of the “experts” at a place that you have worked. What tactics could you use to capture their tacit knowledge in case they were to leave? Answers will vary.

Chapter 7: Transfer of Training

2. What other tactics could be used by MEC? Destination Canada? YVR? FYidoctors? Answers will vary. Interactive Case Revel features an interactive case looking at Diversity & Inclusion Training. Successful transfer of training involves three phases: planning, design, and implementation. Students click on each area to see an example of what might happen in each phase.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Which elements of your personality help you with training transfer? Which do not? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to self-efficacy and training. Describe the key points of the article and detail how they impact training transfer. 3. Essential questions a. How is transfer of training different when using traditional training methods versus technology-based training methods? b. What processes have helped and hindered transfer of training at your current or previous job?

Part 3: Simulation This text includes an artificial intelligence simulation through the Revel platform. This simulation includes all the organizational information required for students to interact with artificial intelligence either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation. The next element in the simulation will be training evaluation in Chapter 9.

CHAPTER 8 TRAINING DELIVERY Part 1: Chapter Overview We discussed training design in Chapter 4, which is directly linked with delivery. In Chapter 8, we discuss training delivery and implementation, starting with a discussion of the various logistical issues. Delivery requires an action plan that covers adult learning theories, instructional design, training content, and supportive logistical decisions. As with our vignette, many organizations pilot their initiatives and gather feedback to adjust before launching the program organization-wide. The chapter also discusses the elements in successful presentations. Learning Outcomes LO 8.1 Discuss the logistics involved in delivery planning. LO 8.2 Explain the factors that lead to the delivery of effective training. LO 8.3 Understand the elements that go into successful presentations. LO 8.4 Describe the elements involved in the implementation of training. Detailed Outline I.

Vignette: Ontario’s Developmental Services (DS) Sector

The vignette looks at a project to implement 15 core competencies in an Ottawa DS agency. The goal of adopting the core competencies was to strengthen human resource practices including recruitment, retention, training, career development, and succession planning. It started with a gap in the performance of certain behaviours that agencies and the Government of Ontario wanted to address to improve services to clients. Students can discuss the different the core competencies that might comprise their jobs. They can also look at different ways the DS sector could have implemented this program. II.

Logistics in Delivery Planning 1. The first question to answer is, “Who should be doing the training?” 2. Effective trainers need to possess subject matter expertise as well as understanding of adult learning principles and instructional methods. They need various skills, including research, organizational, interpersonal, communication, active listening, questioning, and providing feedback. 3. Trainers should also possess the following key professional competencies, including the ability to • assess performance needs • design training

Chapter 8: Training Delivery

• facilitate training • support the transfer of knowledge • evaluate training 4. Outsourcing may be required for smaller organizations without in-house expertise or others who may be too busy to take on managing a training and development function. 5. Consultants and trainers can be hired to develop programs or to provide more generic type training that they have delivered elsewhere. Larger consulting firms provide pre-packaged programs as well as training for internal staff to deliver the programs. Vendors offer thousands of seminars and other eLearning solutions. A. Administration 1. There are detailed trainer and trainee records to maintain, including individual learning plans, training histories, evaluations, and general information. 2. There will be training resource libraries to maintain, along with instructor and trainee manuals. 3. Support is required for promoting various training activities, stimulating maximum attendance, organizing travel and accommodation, preparing training rooms, and meeting and greeting attendees. Teaching Tip Trainer’s checklist lists many of the typical administrative elements for a training program. B. Facilities 1. Location decisions include proximity to the trainees or trainer, accessibility, availability of parking, access to public transit, food and beverage services, etc. Teaching Tip Table 8.1 looks at eight of the most popular seating styles for training. C. Materials and Equipment 1. For training to be effective, it needs to be fully supported by appropriate materials and equipment. These fall into several basic categories: a. reference materials and guidelines for trainees b. training reference materials and aids for trainers c. materials, equipment, and technology to be used in demonstrations and simulations D. Scheduling 1. Scheduling involves accommodating participants, trainers, and content. 2. The availability of the site is also a factor. Copyright © 2022 Pearson Canada Inc.

Chapter 8: Training Delivery

Teaching Tips Table 8.2 provides a sample employee training schedule that could be used for a DS agency planning their core competencies training (such as in the opening vignette). Revel has a worked example looking at the steps in planning the schedule. III.

Factors Leading to the Delivery of Effective Training A. Learning Style Preferences 1. Participants who like to learn by listening need a quick pace but fewer details, while visual learners are engaged by slideshows, handouts, and whiteboards that present key concepts. 2. Hands-on learners want the trainer to explain and demonstrate the task, provide an explanation, then allow them to perform the task on their own with feedback. 3. Some of the key elements of adult learning to consider are maintaining interest, challenging participants, and controlling the pace of learning. Teaching Tip Table 8.3 Matching Delivery Mode with Learning Style Preferences looks at the likes and dislikes of trainees that must be considered for effective delivery. B. Facilitation Versus Instruction 1. Instructors tend to be more directive and retain control of what is taught and when. They are a source of subject matter expertise and share their knowledge with learners, often through lectures and writing. 2. Facilitation is more supportive, encouraging the learner to share responsibility for the learning. The focus is on the process, where learners search, acquire, and develop the information and knowledge desired. 3. John Heron described six types of facilitator roles that can be used at different times and with different learners: a. Prescriptive roles offer advice and direction. b. Informative roles offer ideas about how to proceed. c. Confronting roles challenge learners on process, mental models, frameworks. d. Cathartic roles seek to release tension. e. Catalytic roles provide a structure to develop an idea or to remove an obstacle. f. Supportive roles display care and offer empathy. Teaching Tip

Chapter 8: Training Delivery

In Their Own Words: Lessons Learned from the Experts looks at five different roles to consider for delivery of health and safety training. C. Maximizing Training Effectiveness 1. Gagné’s nine events of instruction provides a template for effective delivery a. Trainers must set the right tone at the start with a strong first impression and present the learning objectives to the students (WIIFMY). b. Organize and chunk content in a meaningful way, with cues for key content. c. Repetition and practice help instill familiarity with new skills and knowledge, especially if you can associate the new knowledge with other knowledge and memories. d. Along with practice is immediate and specific feedback on students’ performance to assess and facilitate learning. e. Learners must internalize the new knowledge. D. Training Delivery Problems Teaching Tip Table 8.4 looks at 12 categories of training delivery problems, along with practical solutions to these common problems. E. Trainee Engagement 1. Typical engagement techniques include eye contact, varying tone and pace, using props, and assigning roles to group members such as team captain, scribe, and timer. Teaching Tip Table 8.5 looks at ways to deal with 11 common negative participant behaviours. IV.

Elements of Successful Presentations A. Planning 1. Whenever you think about content, ask yourself these three questions: a. What do I want the audience to think? b. What do I want them to feel? c. What do I want them to do? B. Organizing the Presentation 1. A common framework has three core sections: a. Unit: The heading for the segment of material. Often there is an introductory unit, multiple units for skill development, and a closing unit.

Chapter 8: Training Delivery

b. Modules: Sections of the unit (e.g., learning outcomes in this chapter). Modules feature smaller sub-groups of information that are easier to demonstrate and understand. c. Components: These are the heart of the workshop: tell, show, practice, debrief, apply, and evaluate. Teaching Tip The photo caption breaks down the component level of the workshop: Tell Show Practice Debrief Apply Evaluate

— Describe how to do the skill being taught. — Use relevant workplace examples. — Demonstrate the skill. — Use activities to build retention of skills. — Coach and offer feedback. — Focus on how to transfer into job. — Determine what skill development occurred.

C. Presenting Teaching Tip The photo caption presents 12 rules to increase the effectiveness of presentations and lectures based on the three focuses of cognitive learning theory: Attention Get their attention. Help them focus. Don’t overload them. Slow down for challenging material. Reduce distractions. Information processing Help people discover patterns. Present information in context. Explain the meaning. Link new information to past knowledge. Memory Provide mnemonic devices and memory aids. Allow time for short-term memory to function. Get people actively involved in remembering. 1. Preparation—experienced trainers still practice presentations 2. Introductions—capture attention, cover the ground rules 3. Use the Toolkit—games and activities for engagement 4. Q&A and Closing—determine when you will take questions Copyright © 2022 Pearson Canada Inc.

Chapter 8: Training Delivery

Teaching Tips Seven tips are listed for handling a Q&A. Five activities are presented to end workshops. The photo caption suggests that trainers should master three listening skills: Attending skills—physical body language (e.g., leaning in, eye contact) Following skills—involvement and asking questions, interjecting encouraging words, nodding Reflecting skills—restating the speaker, displaying understanding, stimulating conversation. Tips for Trainers offers seven tips to make a workshop great. V.

Elements in the Implementation of Training A. Dry Run 1. A dry run is not designed for training participants but to understand the value and clarity of the various pieces of the training program in a controlled setting. B. Pilot Program 1. With a pilot program, you are looking at a smaller scale deployment of your training to make any necessary revisions before launching the full training initiative. 2. An example is provided of the DS sector pilot project (from the vignette). C. Full Implementation 1. The full launch of the program may have multiple phases for larger training initiatives or be as short as two hours for a presentation. Teaching Tip An example is provided of the launch of the DS sector core competencies project which had four phases, with the critical activities for each phase.

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End of the Chapter Content Discussion Questions and Suggested Answers 1. What seating style would you use for sexual harassment training for an accounting firm? New product training for a retail store? Answers will vary. Sexual harassment training likely wants an arrangement that is good for debate and discussion like the diamond, or features audience participation with subject matter experts like the U-shaped, or even one suited for small group discussion like the herringbone. New product training could use a more traditional style like theatre or classroom. LO 8.1 Discuss the logistics involved in delivery planning. 2. Why are lectures less effective for accommodators and convergers? Accommodators and convergers both process through active experimentation, which does not work as well in traditional lectures. Accommodators prefer hands-on simulations, online group work, and self-directed learning, while convergers prefer self-evaluation, participation, and small group discussions. Refer to Table 8.3 Matching Delivery Mode with Learning Style Preferences. LO 8.2 Explain the factors that lead to the delivery of effective training. 3. Provide a specific example for when you would use a confronting facilitation role in training? Answers will vary. Confronting roles challenge learners on process, mental models, frameworks. Challenging trainees may be necessary if the group is resistant or avoiding things it needs to face and deal with. LO 8.2 Explain the factors that lead to the delivery of effective training.

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4. Which of Gagné’s nine events do you expect would be hardest for you as a trainer? Why? Answers will vary. The nine events are: 1. Gaining attention (reception) 2. Informing learners of the objective (expectancy) 3. Stimulating recall of prior learning (retrieval) 4. Presenting the stimulus (selective perception) 5. Providing learning guidance (semantic encoding) 6. Eliciting performance (responding) 7. Providing feedback (reinforcement) 8. Assessing performance (retrieval) 9. Enhancing retention and transfer (generalization) LO 8.2 Explain the factors that lead to the delivery of effective training. 5. Come up with another training delivery problem apart from Swanson and Falkman’s list of 12? How would you resolve it? Answers will vary The list of 12 are: fear, credibility, personal experiences, difficult learners, participation, timing, adjusting training, questions, feedback, logistics, openers/closers, use of notes. Refer to Table 8.4 Training Delivery Problems. LO 8.2 Explain the factors that lead to the delivery of effective training. 6. What are the differences between units, modules, and components? Unit: The heading for the segment of material. Often there is an introductory unit, multiple units for skill development, and a closing unit. Modules: Sections of the unit (e.g., learning outcomes in this chapter). Modules feature smaller sub-groups of information that are easier to demonstrate and understand. Components: These are the heart of the workshop: tell, show, practice, debrief, apply, and evaluate.

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LO 8.3 Understand the elements that go into successful presentations. 7. What is the difference between a dry run and a pilot program? Would you ever do a pilot program before a dry run? A dry run is not designed for training participants but to understand the value and clarity of the various pieces of the training program in a controlled setting. For smaller training initiatives, it could be simply talking through the content. It helps to identify trouble spots and areas that are confusing to the trainer or potentially the trainees (e.g., lack of realism or clarity, or an improper time allocation). With a pilot program, you are looking at a smaller scale deployment of your training to make any necessary revisions before launching the full training initiative. The goal is to assess certain (or all) components for accuracy, relevance, ease of learner navigation appropriateness, clarity, and flow of material. Answers will vary, but it is unlikely that you would do a dry run after a pilot unless the training initiative was large enough that you might have multiple pilot programs. LO 8.4 Describe the elements involved in the implementation of training. End of Chapter Features Diversity Matters looks at implementing diversity training. Students could use the four steps of the Society for Human Resource Management (SHRM) action plan on another training program or apply it to a class project. Top 10 Commandments for a Great Training Session Students can discuss which of these tips would be easiest and hardest for them to incorporate if they were doing training. Case Two professors teaching accounting courses applied the Canadian Soccer Association’s format of six sections: warm-up, balance/agility/coordination, skill/technique, simplified small game, game, and cooldown. Instructor Notes As per the two questions, students could be challenged to apply this to a hypothetical type of workplace training.

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Discussion Questions and Suggested Answers 1. What types of classes might the soccer format not work for? Why? Answers will vary. Classes where student motivation is low, or ones with very large numbers where participation and collaboration is limited by the sheer size. 2. Can you think of another use for the soccer method apart from university or college classes? Answers will vary. The format is flexible and adaptable for learners with varying skills, motivations, and interests. Classes are collaborative and interactive, with regular feedback and support from peers and the professor.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. What seating styles do you find most/least effective for you personally? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that discussed icebreakers and introductions. Which do you feel would be most effective? 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • What are the main training delivery challenges when planning a blended training program? • In Their Own Words discussed five roles that OH&S trainers should fulfill. Are there different roles for Diversity & Inclusion trainers? What would the differences entail?

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CHAPTER 9 TRAINING EVALUATION Part 1: Chapter Overview Chapter 9 discusses evaluation, the last step of the ADDIE model. The chapter starts by looking at the arguments for and against training evaluation, and then compares the different types of training evaluations. The major models are presented as well as the various tools trainers can use in evaluation. The chapter ends with a look at data collection and metrics. Learning Outcomes LO 9.1 Define training evaluation and discuss the rationale for and resistance against evaluation. LO 9.2 Understand the differences between the different types of training evaluations. LO 9.3 Compare and contrast the major models of training evaluation. LO 9.4 Describe the various measurement tools that are available for training evaluation. LO 9.5 Determine which data collection evaluation designs are appropriate for various situations. LO 9.6 Discuss the metrics used to measure training effectiveness. Detailed Outline I.

Vignette: MLSE LaunchPad

Gamification is applied to engage employees with pre- and post-course evaluations. MLSE LaunchPad used gamification to achieve these benefits: • pre- and post-program outcome evaluation survey response rates above 80% • two-thirds of respondents completing surveys independently, requiring minimal staffing resources and less time away from the program • data sets with less than 5% of respondents skipping questions or completing only one of the pre- and post-surveys Students can discuss other ways that organizations can increase participation in evaluation surveys. II.

Training Evaluation and the Rationale for, and Resistance Against, Evaluation • Training evaluation is the process of measuring training outcomes to determine the effectiveness of training. A. Rationale for Conducting Evaluation 1. Evaluation data can justify the appropriate level of investment, serve for quality management purposes, provide feedback to HR on employee

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performance, and provide standard measures that can be used to evaluate all training activities. Teaching Tip Table 9.1 lists the major reasons for training evaluation. B. Resistance to Evaluation 1. Training barriers fall into three categories: a. Human factors describe evaluator and user characteristics b. Contextual factors relate to the training program’s context c. Evaluation factors are specific to the evaluation itself. Teaching Tip Table 9.2 lists the major barriers to evaluation, broken down by the three areas. III.

Types of Training Evaluations 1. Formative evaluation takes place during program design and development and focuses on the process; focus is more on qualitative data. 2. Summative evaluation takes place after program delivery and focuses on the outcome; focus is more on quantitative data. Teaching Tips Figure 9.2 shows some of the questions they could ask about a new art-making program being developed to better engage visitors who are visually impaired. The photo caption highlights research from the Association for Talent Development into the top three barriers to conducting learning evaluations: a. the difficulty of isolating the effects of learning programs from other data b. a lack of access to the expertise needed to conduct higher-level evaluations c. the costs of conducting higher-level evaluations A. Types of Evaluation Variables 1. Including more measures increases time and cost of evaluation, but it provides much richer information to help you improve the program. Teaching Tip Table 9.3 looks at the five main variables used in training evaluation. B. Reactions 1. Affective reactions are the trainees’ likes and dislikes of a training program

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2. Utility reactions are the trainees’ perceived usefulness of the training. C. Learning 1. Declarative learning is acquiring facts and knowledge 2. Procedural learning is translating facts and information into behaviour. D. Behaviour 1. Behaviour is the display of KSAs on the job. Teaching Tip Table 9.4 looks at ways that evidence is gathered directly or indirectly in the workplace. E. Results 1. Hard data: indicators such as quality, quantity, time, and cost. 2. Soft data: employee motivation and engagement, customer satisfaction, etc. Teaching Tip And the Survey Says ... looks at some statistics on ROI measurement. F. Returns 1. Return on expectations (ROX) is a holistic measurement of all the benefits (both qualitative and quantitative) realized from a training program or initiative. 2. Return on investment (ROI) is a financial metric comparing the monetary benefits of a program to the investment in the program itself. Teaching Tip Revel has a widget interactive where students select eight statements and determine whether each represents ROX or ROI. Figure 9.5 examines ROI and the Benefit-Cost Ratio (BCR). Tips for Trainers lists the steps in determining ROI. G. Diversity Training Programs Teaching Tip Diversity Matters looks at D&I metrics that can be used for considering ROI.

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IV.

Major Models of Training Evaluation A. Kirkpatrick 1. The Kirkpatrick model has four levels: reaction, learning, behaviour, results. B. Kirkpatrick/Phillips Model 1. The Kirkpatrick/Phillips model adds one more level: return. C. Brinkerhoff Success Case 1. The model deliberately looks at the most, and least, successful participants of a program and examines their situations in detail. Teaching Tip There is a visual of three other evaluation models so that students can see what metrics they use. a. CIPP: Context, Input, Process, Product. b. Kaufman: Resources/Reaction, Objectives, Impact, Benefits, Effectiveness. c. Anderson: Learning, Benchmark / Capability, ROX, ROI.

Measurement Tools for Training and Evaluation A. Surveys 1. Surveys often use questionnaires and rating scales but work with other tools as well. Teaching Tip Figure 9.7 gives an example of a short survey questionnaire that could be used for smaller training sessions. B. Questionnaires 1. Questionnaires are inexpensive and practical, and they provide fast results and easy analysis. Teaching Tip Revel has an interactive where students evaluate problems with six questions from a questionnaire. C. Tests 1. Measure changes in knowledge and skills without the distraction of observing employees. D. Interviews 1. Conducted face to face or online, and they allow you to ask employees questions (as with other tools), but you can answer their questions and delve deeper into their responses. E. Focus Groups

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1. Facilitated discussions among a small group of trainees to explore reactions, learning, and transfer of training F. Observation 1. Observing employees as they perform a task, process, or team activity. G. Records and Reports 1. Examples include customer sales, clients served, support tickets solved, units made, or customer satisfaction ratings. H. Work Samples 1. Measure a simulation in which an individual demonstrates competency in a situation parallel to that at work under realistic and standardized conditions VI.

Data Collection Evaluation Designs • All evaluations are trying to involve one or more of these three comparisons: a. Trainee states relative to a preset criterion b. Trainee changes c. Trainee states relative to non-trained people A. Determining Whether Outcomes are Appropriate 1. There are five main areas of concern with the appropriateness of outcomes: relevance, reliability, discrimination, practicality, and validity. 2. Threats to Validity: alternative explanations, to whether those changes were due to the training or some other factor. Teaching Tip Table 9.4 looks at nine internal threats to validity and four external threats to validity. B. Types of Evaluation Designs 1. The main ways to control the threats to validity that we identified are through pre- and post-tests, comparison (control) groups, and random assignment. Pre-tests establish a baseline that can be compared to a measure after the training. 2. Post only: outcomes are collected after the training program. 3. Post with comparison: after the training program outcomes are collected with the learners and with another group that did not attend the training. 4. Pre-post: outcomes are collected with the same test before and after the training. 5. Pre-post with comparison: data are collected before and after training from a group that attended training and a group that did not. 6. Time series: training outcomes are collected at various intervals before and after training.

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VII.

Additional Metrics to Measure Training Effectiveness • According to research, the most common metrics are: a. completion of courses b. employee satisfaction with training c. learning expenditure per employee d. learning hours per employee e. learning expenditure as a percentage of payroll f. cost per learning hour received g. percentage of expenditures for external services h. average percentage of learning hours outsourced i. averaged percentage of learning content by content area j. average percentage of learning hours provided by different delivery methods (instructor-led, technology-based) Teaching Tip The photo caption shows the metrics used by Unilever’s: • turnover and the effect on average employee tenure and skill levels • skill assessments and their connections to performance ratings • time until peak skill levels (proficiency) reached • the effect of onboarding on skill acquisition A. Performance Metrics 1. Although activity metrics help to evaluate the success of implementation and participation, performance metrics reflect the impact of training on the business and could include a. job proficiency b. time to job proficiency c. instructor performance d. impact on business goals e. turnover, retention, and recruitment trends. Teaching Tip The photo caption shows the metrics used by Ingersoll Rand: • Increased Learning Management System (LMS) adoption (unique visitors, hits, page views) • Reduction in training time • Reduced need for LMS support staff • Increased reporting/visibility on learner progress • Improved eCommerce training revenue B. KPIs and Analytics 1. KPIs provide qualitative and quantitative answers instead of basic yes/no responses such as with the following questions:

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a. Did employees learn anything of value? b. Did the training increase their job proficiency? c. Did it contribute toward performance-related business results? Teaching Tip The photo caption discusses another way to determine the impact of your training programs: measure results against your company’s key performance indicators (KPIs). Prior to training, gather baseline data on productivity (e.g., number of assignments completed, length of time taken to complete assignments) and accuracy (e.g., assignments completed without errors). Other metrics such as sales goals, customer retention, and profitability can be used as well. These metrics should be evaluated again after the employee has completed the training program. • Did sales go up after the employee learned new sales techniques? • Did client retention numbers increase after the employee completed customer service training? • Is the employee getting more work done with fewer mistakes after being trained on how to use new software?

End of the Chapter Content Key Terms affective reactions: Trainees’ likes and dislikes of a training program declarative learning: Acquisition of facts and knowledge formative evaluation: Data about various aspects of the training program during program design and development procedural learning: Translation of facts and information into behaviour return on expectations: A holistic measurement of all the benefits (both qualitative and quantitative) realized from a training program or initiative summative evaluation: Data about various aspects of the training program after delivery training evaluation: The process of measuring training outcomes to determine the effectiveness of training. utility reactions: Trainees’ perceived usefulness of the training

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Discussion Questions and Suggested Answers 1. How would you overcome the various barriers to evaluation? Provide specific examples. Barriers fall into three many areas: human, contextual, and evaluation. Human barriers for the evaluator would be lack of expertise, inability to access key stakeholders, and amount of interactions with others. Human barriers for stakeholders include the perceived threat of evaluation results, lack of interest or accountability, and political problems. Contextual barriers include policies, ethical concerns, limited resources (time, money), the time and effort involved in evaluation, overlap with other programs, and the age/maturity of the program. Evaluation barriers include a lack of methods, tools or models, the lack of a common cost framework, data relevancy and specificity, and the format and timing of reports. Answers will vary (specific examples). Refer to Table 9.2 Barriers to Evaluation. LO 9.1 Define training evaluation and discuss the rationale for and resistance against evaluation. 2. What is the difference between formative and summative evaluation? Provide an example of each type for time management training of call centre representatives. Formative evaluation takes place during program design and development and focuses on the process. Formative techniques try to catch problems early on and fix them before they negatively impact learning. This evaluation looks at the whole program to ensure it is well organized and running smoothly and that trainees are satisfied and learning. Summative evaluation takes place after program delivery and focuses on the outcome. Summative post-training techniques look at the effectiveness of a training and the extent to which trainees have changed as a result of the training. Formative evaluation focuses more on qualitative data, while summative looks more at quantitative data. Refer to Figure 9.2 Formative Evaluation for Art-Making Program. LO 9.2 Understand the differences between the different types of training evaluations.

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3. What is the difference between learning and behaviour? Learning measures the knowledge, skills, and abilities (KSAs) acquired through training without the component of performance on the job. It is commonly assessed through testing recall; however, simply learning something does not necessarily mean that it will be applied on the job or that its link with performance will be understood. Behaviour is the display of KSAs on the job. Assessing whether learning has transferred to the job in the form of behaviour is the first test of how well training really “works”. LO 9.2 Understand the differences between the different types of training evaluations. 4. What soft data would you collect for a lifeguard? A security guard? Answers will vary. Soft data are measures of beliefs, attitudes and perceptions, such as motivation or selfefficacy. For each position you could collect data on work habits, work climate, attitudes, etc. LO 9.2 Understand the differences between the different types of training evaluations. 5. Which tools would you use to evaluate training for each of Phillips’s five levels? Level one can be measured with surveys, questionnaires, interviews and focus groups. Level two can be measured with every tool except records and samples. Level three can be measured with every tool except tests. Level four can be measured with questionnaires, interviews, and records and reports. Level five can be measured with interviews and records and reports. Refer to Figure 9.6 Phillips ROI Model Level. LO 9.4 Describe the various measurement tools that are available for training evaluation. 6. What jobs are not suitable for the following evaluation tools a. Observation b. Work samples c. Tests Answers will vary. LO 9.4 Describe the various measurement tools that are available for training evaluation.

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7. What is the difference between reliability and validity? Reliability is the degree to which outcomes can be measured consistently over time. This is not impacted by test characteristics (wording) or the test environment (noise). Validity is the certainty with which you can attest that improvements are due to the training. It determines whether the results are likely to apply to other people and situations. LO 9.5 Determine which data collection evaluation designs are appropriate for various situations. 8. Why might performance metrics be used instead of activity metrics? Although activity metrics help to evaluate the success of implementation and participation, performance metrics reflect the impact of training on the business. Some common performance metrics are: • job proficiency • time to job proficiency • instructor performance • impact on business goals • turnover, retention, and recruitment trends LO 9.6 Discuss the metrics used to measure training effectiveness.

End of Chapter Features In Their Own Words: Lessons learned from the Experts discuss key evaluation aspects for small businesses and non-profit organizations who may not have the time and resources to conduct more elaborate evaluations. Students could discuss which of the checklist were suitable for formative evaluations, summative evaluations, or both. Trainer’s Checklist provides a template to be used as a self-evaluation checklist Students could watch a video of a training presentation on YouTube and apply the checklist to the trainer. Technology and the Trainer’s Job looks at an artificial intelligence algorithm that evaluates McGill University neurosurgery residents on their surgical ability. The algorithm determines whether the virtual surgeon is an expert, a beginner, or somewhere in between, based on a study of 250 simulated operations by 50 different people.

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Students could discuss other uses of AI in training. Case: Sip Smart! Sip Smart! is an educational program to help elementary school students in Grades 4, 5, and 6 make healthy drink choices and to reduce consumption of sugar-sweetened beverages (SSBs). They used a detailed evaluation process which was created to ensure that the following goals were met: • Using evaluation to improve effectiveness and ensure that program design and delivery were aligned with the program’s goals • Communicating the evidence of effectiveness so the program could grow beyond a pilot, continue to receive support, and be implemented in provincial schools • Building sustainability into the program (the initial program was a two-year pilot only Instructor Notes Students can discuss the pros/cons of SipSmart!’s approach and other ways that evaluation could have been conducted. Discussion Questions and Suggested Answers 1. What were some of the lessons learned from the project? • • • • •

Teacher feedback from the first pilot led them to split the program into level one (Grades 4 and 5) and level two (Grade 6). Teachers and facilitators suggested simplifying the drink diary and providing tools to lead students in how to fill out the diary. Facilitators indicated that three sessions weren’t enough for all the content, so it was split into five shorter lessons. Pages were reorganized, and the content layout was changed. Observation led to more coaching for some facilitators.

2. What were some general benefits of evaluation in this case? The evaluation proved that the program was implemented successfully and affected the students’ knowledge and consumption of sugar-sweetened beverages. After the six-month follow-up of students, evaluators noted that that the students’ knowledge was diminishing, and the decrease in the consumption of sugar-sweetened beverages observed during the program did not persist. The recommendation was made that the program be lengthened, with more support and follow-up with teachers.

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Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider some training that you have received. Try and apply the first three levels of the Kirkpatrick model to evaluate that training. 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to giving effective feedback. Describe the key points of the article and detail how you might be able to adopt some of the suggestions in training evaluation. 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • What are the main differences between the types of metrics presented in the chapter? • What other metrics can be used for training evaluation? 4. Training costs. One of the best ways to increase training returns is to manage training budgets more effectively and reduce training costs. Students could do research to determine some practical ways to reduce costs. Here are some possible sources: Andreottis N. (2017). Training budget 101: How to effectively manage your training costs. eLearning. https://www.efrontlearning.com/blog/2017/07/training-budget-minimizetraining-costs.html Handzhiev, B. (2017, October 23). 8 practical ways to reduce employee training costs. eLearning Industry. https://elearningindustry.com/reduceemployee-training-costs-8-practical-ways Lamp A. (2018, October 24). How to reduce employees training costs without sacrificing quality. Training Journal. https://www.trainingjournal.com/articles/features/how-reduce-employeetraining-costs-without-sacrificing-quality Pratt, M. K. (2009, October 10). 6 ways to train your employees on the cheap. ComputerWorld. https://www.computerworld.com/article/2550285/6-waysto-train-your-employees-on-the-cheap.html Robertson N. (2020). How to train employees without wasting money. BDC. https://www.bdc.ca/en/articles-tools/employees/manage/pages/how-stopwasting-money-employee-training.aspx

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Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform. This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation. The final task in the simulation relates to Chapter 9. Students must select an appropriate training evaluation method and determine what variables to be measured on how they will be measured. They must also identify what barriers to evaluation they anticipate and plan to overcome them.

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CHAPTER 10 EMPLOYEE, LEADERSHIP, AND CAREER DEVELOPMENT Part 1: Chapter Overview Chapter 10 adds the development dimension of training and development, and looks at it from an employee, leadership, and career perspective. The chapter looks at management broadly to understand the functions, roles, skills, and characteristics that make up some of the key components of development. We discuss the main approaches to employee and leadership development and explain the implementation of a leadership development program. We also look at career development and succession planning. Learning Outcomes LO 10.1 Clarify the relationship between training and development. LO 10.2 Understand the main functions, roles, skills, and characteristics of managers. LO 10.3 Explain the main approaches to employee and leadership development. LO 10.4 Discuss the implementation of a leadership development program (LDP). LO 10.5 Describe career planning and development. LO 10.6 Describe the succession planning process. Detailed Outline I.

Vignette: Canadian Armed Forces (CAF)

The Canadian Armed Forces (CAF) and the U.S. military are renowned for their training expertise. The CAF has always embraced a simple premise—distributed leadership. Every member of CAF must be able to accept the mantle of leadership at any time, and under any circumstance. Like the CAF, the U.S. military uses a long-term, continuous, and consistent approach to developing leadership competence for all members. Both militaries expect vertical development by everyone learning the role of their supervisor, whereas many traditional leadership development programs focus only on horizontal development—developing new knowledge, skills, and abilities (KSAs). Horizontal development is very worthwhile but combining with vertical development leads to progressive growth by building on prior knowledge. Teaching Tip Figure 10.1 looks at the CAF’s professional development opportunities. Students can discuss why it is so important for the military to leave no stone unturned. II.

The Relationship Between Training and Development 1. Development has a longer-term focus that does not look at current performance gaps but instead helps employees prepare for the future through education, experiential learning, self-development, and interpersonal relationships.

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2. Employee development ties in most directly with training; it may have some focus on future roles but concentrates more on upgrading an employee’s current skill set for their existing role. Teaching Tips Table 10.1 illustrates some of the main differences between training and development. Trainer’s Checklist looks at five actions that will help ensure that effective development occurs. The photo caption discusses how the CAF creates development plans. Leaders in the Canadian Armed Forces typically begin with an assessment of strengths and weaknesses and then agree on challenging assignments that will enable the individual to develop. The next step is to provide the necessary resources and coaching. III.

The Main Functions, Roles, Skills, and Characteristics of Managers A. Functions 1. Planning 2. Organizing 3. Leading 4. Controlling B. Roles 1. Interpersonal a. Figurehead b. Leader c. Liaison 2. Informational a. Monitor b. Disseminator c. Spokesperson 3. Decisional a. Entrepreneur b. Disturbance handler c. Resource allocator d. Negotiator Teaching Tip Figure 10.3 Mintzberg’s Management Roles shows examples of each of the ten roles. C. Skills and Characteristics 1. Technical skills 2. Conceptual skills

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3. Interpersonal skills Teaching Tips Revel features a drag and drop interactive on Katz’s framework. Top 10 looks at the Canadian Armed Forces (CAF) leadership traits. IV.

Main Approaches to Employee and Leadership Development • Like any training initiative, development activities go through the same process of needs analysis, identifying objectives, choosing activities to meet those objectives, and evaluating the development program. A. Education Teaching Tip Figure 10.4 Educational Development Options looks at the advantages and disadvantages of the most popular educational options. CAE Courses looks at the five courses that make up the Canadian Society of Association Executive’s Certified Association Executive (CAE) designation. Technology and the Trainer’s Job looks at the rise of the Personal Learning Cloud (PLC). B. Experiential and Action Learning 1. Job Redesign a. Job enlargement broadens the scope of a job with different tasks to be performed. b. Job enrichment involves expands the depth of the role with additional responsibility for planning, organizing, and controlling tasks of the job. 2. Job Rotation a. The systematic movement of employees from job to job. Teaching Tip The photo caption discusses L’Oreal’s use of job rotation for more than 100 managers. The rotations tend to remain within one of four tracks— manufacturing, development, finance, and supply chain—although some participants explore two tracks. Participants who are put into a rotation that is not working out for them can change it, and all the young managers come together periodically to network and meet with senior leaders. C. Upward, Downward, and Lateral Moves • Promotions are advancements into roles that feature greater challenges, responsibility, and authority, often with an increase in compensation.

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• Downward moves could be demotions for poor performance, but they could also be used for cross-functional development. • Lateral moves provide different job assignments for employees. 1. Temporary Assignments 1. Sometimes referred to as stretch assignments, these are commonly used with employees approaching or in mid-level management positions. 2. Volunteer Assignments a. Can be used for development of soft skills such as teamwork, consensus building, and conflict resolution. Teaching Tip The photo caption looks at the City of Fredericton and their strong links between the business community and the volunteer sector. It offers many benefits for companies, such as enhancing visibility, image, and reputation in the community. One of the greatest benefits is employee development. Organizations see an increase in teamwork and relationship building among employees, as well as developing interpersonal, leadership, and problemsolving skills. D. Self-Development 1. 360-Degree Feedback a. Gives leaders clear feedback on their performance and abilities from a 360-degree view: themselves, peers, employees, managers, and possibly external stakeholders, such as customers and suppliers. Teaching Tip The boxed feature looks at sample 360-degree feedback questions. E. Personality Tests 1. Often used in developing leadership candidates and for analyzing leadership styles and their impact on the work environment and individual performance. a. Strength Deployment Inventory (SDI) b. Myers-Briggs Type Indicator (MBTI) c. True Colours d. Emotional Intelligence (EQ) F. Assessment Centres 1. Through a series of group and individual exercises that mimic the leadership role and environment, candidate behaviours are observed and assessed. 2. Some of the common tools used are as follows: • In-box assessment—A real-life scenario is presented in which the candidate must explain how they would deal with each element of the scenario.

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• • •

Role plays—These could be individual or group exercises to put a candidate in a stressful situation where they must think on their feet. Testing—This examines the candidate’s knowledge or technical skills, personality, logical ability, verbal reasoning, problem-solving, or judgment. Presentations—The candidate delivers a presentation in front of assessors.

Teaching Tip The example looks at assessment centres for a college or university professor. Scenario—The professor could be asked what they would do if a student submitted work that was plagiarized. The professor would provide a detailed breakdown of every step they would take to resolve the issue. Role play—With an assessor, the professor could role play a situation about dealing with students (e.g., coaching), colleagues (e.g., collaborating), or academic coordinators (e.g., steps in developing a course). Testing—The professor would have to demonstrate technical understanding of a learning management system like BrightSpace or Blackboard. Presentations—The professor could be given a topic in advance to prepare and would then present the topic as if they were presenting the topic to students. G. Performance Appraisals 1. They can also be used for training and development purposes, in which an individual development plan (IDP) is created to assist employees in goal setting and individual development that will serve to advance their career and developmental opportunities. Teaching Tip A sample Individual Development Plan is provided. H. Interpersonal Relationships I. Mentoring 1. Mentors help the participant learn more about senior positions, the organization, and the industry. Teaching Tip In Their Own Words: Lessons Learned from the Experts looks at key tips to make a mentoring program successful.

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A. Coaching 1. Coaches focus more on teaching as part of development to assist participants with problems and challenges. 2. Coaching can also assist with • Career development: Assessment of where an individual’s career is and where it might go next • Retaining high-potential employees: Demonstrating a commitment to developing key executives and internal talent • Managing leadership transitions: Helping executives make the transition to a new role • Developing coaches: Developing the individual capabilities of coaches as well Teaching Tip The photo caption looks at an innovative personal productivity coaching program called “Getting Things Done.” General Mills suggests that coaches create a checklist of key milestones: • Setting expectations at the outset of the coaching assignment to ensure that the stakeholders understand the purpose of the coaching engagement. • Managing the process by setting a schedule of periodic check-ins and creating a set of questions to be used for these check-ins. • Evaluating success by determining the standards and methods to assess the program. V.

Implementation of a Leadership Development Program (LDP) • Leadership development encompasses formal and informal training and employee development programs designed to assist in developing leadership skills. Teaching Tips Table 10.2 lists some of the most popular leadership development activities. And the Survey Says . . . looks at the effectiveness of leadership development, by dimension. •

The Center for Creative Leadership has identified four trends for future leadership development programs: a. Vertical development. Many programs focus on developing fundamental skills and competencies needed to perform well at one’s current level in various functions. A stronger emphasis will be placed on building employees’ leadership capacity at a vertical level, building on previous competency. b. Individual ownership. HR has traditionally been very involved in sponsoring and coordinating leadership development initiatives, but

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the shift is toward employees who can determine their own training agenda. c. Collective leadership. Fewer management levels and less hierarchy will require leadership skills to be more widely distributed across the workforce. d. Innovation. To meet the demands of the new environment, leaders need to be more adaptable, flexible, and creative. Teaching Tip Table 10.3 examines various types of leadership development activities used by organizations and research on the change in importance of those activities over a medium-term period. A. Reasons Why Development Programs Fail 1. Leadership development programs will not be successful if they fail to measure activity and results, choose the wrong competencies, treat it as an event, and neglect to collect the feedback of subordinates. VI.

Career Planning and Development • Career development is an employee-driven process of development and progression within an organization. A. Career Mapping 1. Career maps help employees think strategically about their career paths and how to proactively progress toward their career goals. a. The first step is self-assessment, in which the manager assists the employee in exploring their strengths and weaknesses in terms of KSAs and experiences. b. The second step in career mapping involves identifying other positions within the organization that meet the employee’s interests, whether horizontally or vertically. c. The last step in career mapping is to explore other job opportunities within the organization as they become available. Teaching Tip Table 10.4 lists career anchor preferences by gender. B. Career Ladders and Paths 1. There are several types of career ladders and paths, including dual ladders, horizontal paths, accelerated and decelerated paths, and encore paths. 2. There are four career path profiles: a. Climbers. Advance by taking on varied assignments, working long hours, networking, and seeking greater visibility. b. Hedgers. Use any career tactic available to advance inside/outside their organization. c. Scanners. Monitor the job market closely and are poised to change jobs as they arise.

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d. Coasters. Inactive or do little to seek career advancement. Teaching Tip Revel features a worked example of an employee planning for their first career development discussion, including the common questions they could prepare for. VI.

Succession Planning • It identifies and prepares future leaders, helps keep the organization running smoothly when jobs are vacated, and creates opportunities for development and promotion for any employee. Teaching Tips Figure 10.7 Continuum of Succession Processes looks at the continuum from basic to comprehensive. Figure 10.8 The Succession Management Process illustrates the three phases of succession management. A. The Succession Management Process 1. Preparation involves asking a lot of questions before planning a development strategy. A strategy needs to be put in place before planning and development can occur. 2. Planning must start with broad top management support. Development needs to be integrated with the actual work as much as possible (through experiential learning and job assignments) instead of decoupling and treating it as a separate event. 3. Development plans start with employee self-assessment combined with 360-degree feedback. The personal accountability needs to be established at the outset. Development must be tied with the organization’s strategy for it to have long-term success. B. The Nine-Box Grid 1. One way to identify high-potential leaders is through a nine-box grid that rates individuals based on performance (low, medium, and high) and potential (low, medium, and high). C. Succession Management in Small and Medium Enterprises 1. To solve their leadership difficulties, SMEs need to find their own version of leadership development programs within their budgets and customized to their own workforce. Teaching Tip Table 10.5 Succession Management for SMEs looks at some key opportunities and challenges.

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End of the Chapter Content Key Terms horizontal development: Development of new knowledge, skills, and abilities (KSAs). vertical development: Development of competencies by presenting successively more complex stages to participants.

Discussion Questions and Suggested Answers 1. What is an example of vertical and horizontal development for a law clerk? Vertical development occurs when competencies develop through successively more complex stages to participants. It includes developing more complex and sophisticated ways of thinking and helps law clerks move into leadership roles. Horizontal development features the development of new knowledge, skills, and abilities (KSAs). A law clerk must be up to date on all changes to legislation. It includes acquiring more information. LO 10.1 Clarify the relationship between training and development. 2. What is an example of each of the four functions of management for a call centre manager? Call centre managers need to make sure that call centre goals and objectives are met by delegating responsibilities to employees and providing timelines and completion standards. It requires checking on the efforts of individuals to make necessary adjustments to keep plans aligned with organizational or departmental goals. Call centre managers must organize the centre into various activities: customer service, technical support, supervision, etc. Organizing also involves establishing systems and processes to ensure that these efforts are coordinated and organized effectively and efficiently. Call centre managers must inspire their employees to follow the vision, mission, and values of the organization. They create buy-in at every level and support their employees and recognize their contributions. Call centre managers must spend a lot of time controlling—monitoring the activities of the organization and its employees to ensure that they contribute positively to meeting organizational goals and objectives. Controlling involves establishing monitoring mechanisms, resolving performance gaps, and solving problems that hinder the progress toward organizational goals.

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LO 10.2 Understand the main functions, roles, skills, and characteristics of managers. 3. What is the main difference between Mintzberg’s informational and decisional roles? Informational roles involve developing relationships and contacts that provide rich sources of information which can be used for the benefit of the organization. Decisional roles involve taking the various sources of information acquired from their interpersonal relationships and making decisions to solve organizational problems or exploit opportunities. LO 10.2 Understand the main functions, roles, skills, and characteristics of managers. 4. When would you use coaching instead of mentoring? Developing a coaching program requires focusing on one-on-one leadership development to expand an individual’s skill set. Coaching can also assist with career development, retaining high-potential employees, managing leadership transitions, and developing other coaches. LO 10.3 Explain the main approaches to employee and leadership development. 5. What personality tests have you taken? Did you agree with the results? Answers will vary. Three popular tests are the Strength Deployment Inventory (SDI), the Myers-Briggs Type Indicator (MBTI), and True Colours. LO 10.3 Explain the main approaches to employee and leadership development. 6. How do you overcome the obstacles to leadership development programs? To help with overcoming obstacles, organizations need the right metrics to measure the effectiveness of leadership development programs and activities. It is useful to track activity metrics such as the number of participants and volume of content, as well as overall participant satisfaction. But the most important metrics are the measurement of learning and application of leadership skills to various job situations. That data will help justify the business impact of developing leaders as well as return on investment considerations. LO 10.4 Discuss the implementation of a leadership development program (LDP). 7. What career anchors are most important to you? Why? Answers will vary.

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The career anchors are lifestyle, pure challenge, autonomy/independence, service, technical/functional, entrepreneurial creativity, managerial competence, security/stability. Refer to Table 10.4 Career Anchor Preferences by Gender. LO 10.5 Describe career planning and development. 8. Which quadrants in the nine-box grid are most ready for succession management? The four boxes in the top right of the grid are most ready for succession management: High potential / Medium performance

High potential / High performance

Medium potential / Medium performance

Medium potential / High performance

LO 10.6 Describe the succession planning process.

End of Chapter Features Tips for Trainers: Mindsets Students could discuss the four mindsets presented (growth, open, promotion, and outward) and how they could be applied to a leadership development program. Diversity Matters: Leadership Development Students could discuss what it means to be an ally. They could also discuss the strategies for developing female leaders and suggest other strategies that might also work. Case: Fire Services The case looks at leadership and professional development in fire services in Canada. Instructor Notes Students could discuss what would be contained within each of the four pillars, and how the competency pillar would differ in other industries. Students could use the Acts Ethically as an example and develop a competency map for one of the other components. See Figure 10.9 City of Richmond Fire Department Competency Framework and the RFR Leadership Competency Map. Discussion Questions and Suggested Answers 1. One of the challenges in fire houses is that senior leaders may be promoted based on seniority and might have less education than members of their team. What leadership development would you suggest for a senior leader who may only be 5–10 years away from retirement? Copyright © 2022 Pearson Canada Inc.

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Answers will vary. 2. What were the similarities and differences between the Canadian and American models? Both models feature three of the same four pillars: training, education, and experience. The Canadian model’s fourth pillar is competency development and the US’s fourth is self-development. The US model is more individualized and the Canadian model more focused on specific competencies for all members. Case: PepsiCo The case discusses Pepsi’s Leadership Assessment and Development (LeAD) program. It presents seven competencies: 1. strategic mindset 2. smart innovation 3. talent development 4. global acumen 5. inclusive culture 6. collaborating beyond boundaries 7. delivering the right results Instructor Notes Students could discuss what makes up each of the seven PepsiCo competencies before assessing themselves on each of them. Discussion Question and Suggested Answers 1. Which of the PepsiCo competencies is your strongest? Weakest? Student answers will vary.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the management roles and functions. Which are you strongest in and which do you need the most development? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to succession planning in small businesses. Describe the key points of the article. 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • What are the main differences between employee and career development? • Is there an ideal split between training and development? How does that split change over time as an employee advances in the organization?

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4. Leadership training. Should organizations invest in it? Is the cost worth the output? Resources: Bear, M., Finnström, M., & Schraeder, D. (2016, October). Why leadership training fails—and what to do about it. Harvard Business Review. https://hbr.org/2016/10/why-leadership-training-fails-and-what-to-do-about-it Center for Creative Leadership. (n.d.). 4 reasons to invest in leadership development. Center for Creative Leadership. https://www.ccl.org/articles/leading-effectively-articles/hr-pipeline-4-reasonsto-invest-in-leadership-development/ Center for Creative Leadership. (n.d.). Leadership development works—we have proof. Center for Creative Leadership. https://www.ccl.org/articles/leadingeffectively-articles/3-keys-making-leadership-development-work/ Courtney, F. (2015, October 16). 6 big benefits of leadership training. eLearning Industry. https://elearningindustry.com/6-big-benefits-of-leadership-training

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CHAPTER 11 MANAGING DIVERSITY, ETHICS, AND CORPORATE SOCIAL RESPONSIBILITY Part 1: Chapter Overview Training can help change attitudes and behaviour, but systemic organizational change is needed in an organization trying to break away from harassment and unethical behaviour. Chapter 11 starts by looking at managing diversity through training and development and the key aspects of the multi-generational workforce. The chapter continues with a look at approaching diversity, ethics, and corporate social responsibility (CSR) collectively. Promoting ethical and inclusive behaviour helps attract top talent, which in turn allows the organization to create more innovative products and services that have value for diverse communities. The chapter concludes with a look at the impact of ethics and corporate social responsibility on training. Learning Outcomes LO 11.1 Explain how organizations can manage diversity through training and development. LO 11.2 Examine the impact of a multi-generational workforce on training and development. LO 11.3 Describe the elements of an ethical culture. LO 11.4 Evaluate ethics training and its impact on creating an ethical workplace. LO 11.5 Examine the impact of corporate social responsibility on training and development. Detailed Outline I.

Vignette: Ford Motor Company

The vignette concludes with a discussion of how organizations can support a positive workplace culture: • Start with an anti-discrimination and anti-harassment policy that is comprehensive, clear, and communicated regularly to staff (via newsletters, podcasts, posters, lunch-and-learn events, etc.). • Provide a whistleblowing system and other procedures for complaints that are accessible to all employees to report harassment and discrimination without fear of punishment (an ethics hotline and email). • Conduct frequent training for employees on the organization’s harassment policy and how to use the complaint/reporting system. • Conduct training for managers and supervisors on how to identify potential risk factors and consider what actions to take that may reduce or prevent the risk of discrimination and harassment.

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Students can discuss the content of the supervisory training, as well as any other training and development opportunities to create an ethical and inclusive culture. II.

Managing Diversity Through Training and Development 1. The purpose of diversity training is to create lasting change in employee behaviour and help create an inclusive organizational culture. 2. Two types of coaching have shown promise in diversity training: a. Perspective taking involves walking in someone else’s shoes. b. Goal setting features participants setting specific, measurable, and challenging (yet attainable) goals related to diversity in the workplace (e.g., challenging inappropriate comments about marginalized groups). Teaching Tips Table 11.1 Coaching Inclusivity for Leadership Development shows some potential areas of focus for diversity coaching. Table 11.2 Developing Underrepresented Groups discusses how coaching is also used to accelerate development for underrepresented employee groups such as minorities and women. The photo caption illustrates that cultures can have tendencies, as generations do. Monochronic cultures (pictured in blue on the map) prefer doing one thing at a time, while polychronic cultures (red on the map) like to do multiple things at once. While many people within those cultures could be either blue or red, or a mix, these tendencies impact how employees interact in those countries. A. Link Between Diversity Management, Ethics, and CSR 1. Promoting ethical and inclusive behaviour helps attract top talent, which in turn allows the organization to create more innovative products and services that have value for diverse communities. 2. Community, ethics, and diversity initiatives require consistency and ongoing investment of time and resources to be effective. Teaching Tips And the Survey Says . . . shows the correlation between the number of female board directors in Fortune 500 companies and higher philanthropic donations. The photo caption shows how SaskTel has used diversity hiring strategy for attracting and recruiting a representative workforce, mirroring the demographics of the changing provincial population. They work to integrate diversity and inclusion into all aspects of their business. SaskTel’s employee networks are encouraged to participate in socially driven activities which promote diversity and inclusion as well as highlighting SaskTel’s values and community focused spirt for the next generation of employees.

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B. Legal Issues Concerning Training 1. The Forbes Human Resources Council advises addressing these important and often overlooked issues during training to stop legal issues before they begin: a. Employee manual coverage b. Anti-harassment and discrimination c. Dating in the workplace d. Expectations in an inclusive culture e. New manager training Teaching Tip Revel has an interactive table with a list of situations that may result in legal action where students select that training issue to match with the situation. III.

Training and Development in a Multi-Generational Workforce A. Traditionalists 1. Traditionalists have worked hard and sacrificed for their experience, qualifications, and credentials. They are loyal, quality-focused, and value authority and respect. B. Baby Boomers 1. Baby Boomers value the concepts of “team” and “teamwork,” and tend to be ambitious and optimistic, motivated by development that leads to more important responsibilities. C. Gen X 1. Gen Xers are collaborative, with a strong work ethic that drives execution and brings new ideas to reality. D. Gen Y 1. Millennials want to move forward in their abilities and their career progression is flexible and may involve job hopping to find the recognition and responsibility they seek. E. Gen Z 1. Digital natives would prefer to access training on the go or even at places other than work. They want to be independent and make their own mistakes, but they also want to learn from a more senior employee. Teaching Tip Revel features an interactive: Top 10 Myths about Generation Z.

IV.

Elements of an Ethical Culture 1. Four pillars of an ethical culture: values, decision making, incentives, and norms. 2. The Society for Human Resource Management (SHRM) describes an ethical workplace culture as one that gives priority to employee rights, fairness in

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procedures, equity in pay and promotion, and tolerance and compassion in the treatment of customers and employees. A. Strong Versus Weak Cultures 1. In weaker ethical cultures, employees feel less engaged and are not interested in the ethical actions are demanded by the organization. In stronger cultures, employees believe that ethical actions are not only the right thing to do, they make business sense as well. Teaching Tip Table 11.3 looks at the likelihood of misconduct in weak and strong ethical cultures. B. Benefits of an Ethical Culture 1. Studies show that organizations that work to build and maintain ethical workplace cultures are more financially successful and have more motivated, productive employees. Because employees are happier, turnover rates are low and misconduct declines. C. Obstacles to Building an Ethical Culture 1. Organizational leaders will face many ethical dilemmas, including bribery, corruption, and anti-competition issues. 2. Research has shown that most common dilemmas were the result of competing interests, misaligned incentives, clashing cultures, and a reactive focus. Teaching Tip Table 11.4 lists some common ethical danger zones. D. Improving the Ethical Climate 1. Employees need to know where they stand. Creating an ethical code of conduct can be a smart strategy, and organizations also need to communicate what matters to them. 2. The nonprofit Institute for Global Ethics says strong ethics programs cover five elements: responsibility, respect, fairness, honesty, and compassion. V.

Ethics and Training and the Impact on Creating an Ethical Workplace 1. Ethics training programs help employees and managers clarify their own ethical principles and choose the right path when confronted with ethical dilemmas. A. Purposes of Ethics Training 1. Many organizations focus on mandatory compliance and limiting legal liabilities, but ethics training must go beyond that to shape employee attitudes and behaviours as well as organizational culture. B. Components of an Ethics and Compliance Program

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Teaching Tips Figure 11.2 looks at six elements of an ethics and compliance program. Figure 11.3 poses ten questions for examining the ethics of a business decision. VI.

Impact of Corporate Social Responsibility (CSR) on Training and Development (T&D) 1. One key goal of CSR is to align the various social and environmental activities an organization undertakes with its the mission and values. 2. Philanthropic CSR programs are not designed to generate profit or improve operational performance. 3. Strategic CSR looks at delivering social and environmental benefits that improve the efficiency and effectiveness of an organization’s business model and value chain. 4. Transformative CSR features organizations creating new forms or ways of doing business to address social or environmental challenges. Teaching Tip Figure 11.4 Theatres of CSR looks at philanthropic, strategic, and transformative CSR. A. Benefits of CSR Teaching Tip Figure 11.5 looks at the top benefits of organization’s CSR activities across all three theatres. B. The Relationship Between CSR and T&D Teaching Tips Diversity Matters looks at promoting CSR. Table 11.5 lists individual CSR-related leadership competencies.

End of the Chapter Content Key Terms perspective taking: viewing a situation from another person’s point of view. value chain: A set of activities that a firm operating in a specific industry performs to deliver a valuable product or service for the market. Copyright © 2022 Pearson Canada Inc.

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Discussion Questions and Suggested Answers 1. What should companies do to ensure that underrepresented groups take top management positions? Provide support for your recommendations. Answers will vary. One of the best ways to develop inclusivity is through accountability, guidance, and feedback from a trained coach. Managers need to be engaged in solving the problem, such as mentoring underrepresented groups, and examining organizational systems and processes to weed out systemic discrimination. LO 11.1 Explain how organizations can manage diversity through training and development. 2. What is the difference between perspective taking and goal setting? Provide an example where each would be appropriate. Answers will vary. Perspective taking is coaching that involves employees “walking in someone else’s shoes” or looking at the challenges faced by a marginalized minority. Goal setting is coaching to motivate job performance, which has proven successful in diversity training. LO 11.1 Explain how organizations can manage diversity through training and development. 3. How can organizations ensure that diversity, ethics, and corporate social responsibility are integrated to maximize their effectiveness? Community, ethics, and diversity initiatives require consistency and ongoing investment of time and resources to be effective. Making a commitment to responsible business practices that will benefit the community is a long-term organizational change process. It starts from the top, and all organizational activities, including training and development, must consider how diversity, ethics, and CSR can be incorporated with measurable and long-lasting results. LO 11.1 Explain how organizations can manage diversity through training and development. 4. Describe a potential legal issue that training could prevent. What type of training would work best in that situation? There are many legal issues that training can help with:

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Employee manual coverage—training can include a detailed review of all employee policies and procedures, including ethical codes of conduct. Harassment and discrimination—prevent legal issues by clarifying the organization’s policies and procedures. Dating in the workplace—train employees on organizational expectations using scenarios where dating in the workplace can cause issues. Ethical and diversity issues—go beyond the policies and procedures to train employees on values and behaviours that support organizational goals. New managers—train them on the do’s and don’ts of management to prevent issues with their employees. LO 11.1 Explain how organizations can manage diversity through training and development. 5. What type of training might appeal to Millennials but not Gen Zers? Millennials want on-demand learning from peers as well as industry experts. Letting them train one another is empowering for them. They want targeted, personalized content with great flexibility. Training can be set up so that a Gen Y employee can identify their personal goals and challenges and then select training content that caters specifically to those needs. Gen Zers also enjoy flexibility but prefer to access training on the go or even at places other than work. They want to be independent and make their own mistakes, but they also want to learn from a more senior employee. LO 11.2 Examine the impact of a multi-generational workforce on training and development. 6. Find a mission statement and/or list of values for a company you work for or would like to work for. Are there any elements missing from an ethical or diversity standpoint? Answers will vary. LO 11.3 Describe the elements of an ethical culture.

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7. How can you help employees navigate each of the ethical danger zones in Table 11.4? Answers will vary. The ethical danger zones are conflicting goals, fear of retaliation, avoidance, rationalization, lowered thresholds, and euphemisms. Refer to Table 11.4 Ethical Danger Zones. LO 11.3 Describe the elements of an ethical culture. 8. What CSR leadership competencies do you possess? Explain your answer. Answers will vary. Refer to Table 11.5 Individual CSR-Related Leadership Competencies. LO 11.5 Examine the impact of corporate social responsibility on training and development. End of Chapter Features Tips for Trainers Students could discuss other ways for eLearning to be used for diversity, ethics, or corporate social responsibility training. In Their Own Words: Lessons Learned from the Experts She offers her tips for Gen Z learning design. Students could try to generate tips that would apply to the other four generations in the chapter. Trainer’s Checklist: Sample Training Program/Ethics Workshop Students could come up with a checklist for corporate social responsibility or diversity workshops. Technology and the Trainer’s Job: 3D Simulations Students could discuss other uses for 3D training solutions, and other training solutions to solve the manufacturing skills gap. Case: Workplace Threats and Violence Taking care of employees is an element of CSR, and the rise of workplace threats and incidents has organizations taking a closer look at their threat- and crisis-management

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plans, policies, and training. Threat training benefits all employees but is especially important for managers and supervisors, who have a greater responsibility to keep the workplace safe. Instructor Notes The case provides practical instructions for: • how to prevent workplace violence • how to report suspicious behaviour • how to conduct employee separations • how to respond to an active threat Students could discuss what other actions organizations could do to provide a safer workplace for their employees. Class discussion could look at the potential content in the training sessions for supervisors and for employees.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the organizational culture of an organization that you currently work for or worked for in the past. In what ways had the organization tried to promote ethics? Diversity? Corporate social responsibility? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to the effectiveness of diversity training. Describe the key points of the article and detail how it could be improved. Some resources for students: Chang, E. H., Milkman, K. L., Zarrow, L. J., Brabaw, K., Gromet, D. M., Rebels, R., . . . Grant, A. (2019, July 9). Does diversity training work the way it's supposed to? Harvard Business Review. https://hbr.org/2019/07/does-diversitytraining-work-the-way-its-supposed-to Cioca, I. A. (2017, September 18). Does diversity training work? Time for an evidence-based answer. Science for Work. https://scienceforwork.com/blog/diversity-training-effectiveness/ Dobbin, F., & Kalev, A. (2016, July-August). Why diversity programs fail. Harvard Business Review. https://hbr.org/2016/07/why-diversity-programs-fail 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • Should diversity training be mandatory or voluntary? Why?

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•

What are the main benefits of diversity for organizations?

4. Diversity training. How can coaching be used in diversity training? Lindsey, A., King, E., Membere, A., & Cheung, H.K. (2017, July 28). Two types of diversity training that really work. Harvard Business Review. https://hbr.org/2017/07/two-types-of-diversity-training-that-really-work

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CHAPTER 12 THE FUTURE OF TRAINING AND DEVELOPMENT Part 1: Chapter Overview Chapter 12 discusses how training and development professionals must adapt to change and ensure that employees have a relevant skill set to thrive in this new environment. It starts by looking at the shift to lifelong learning, moving away from what and how to who and why. Neuroscience helps us understand how employees learn, which moves training to a more active and continuous type of learning. The chapter discusses how technology and analytics are changing training and development, and the components of a personalized learning environment. The chapter concludes with a discussion on soft skills and the changing role of training and development professionals. Learning Outcomes LO 12.1 Explain the impact of lifelong learning and neuroscience on training and development. LO 12.2 Discuss how technology and analytics are changing workplaces. LO 12.3 Describe the elements of a personalized learning environment. LO 12.4 Understand the increased focus on soft skills. LO 12.5 Describe the changing role of training and development professionals. Detailed Outline I.

Vignette: Wearable Technology

The vignette looks at wearable technology and its use in training and performance support. The benefits for training are varied: access to live experts and resources, assessment of training needs, tracking compliance, and monitoring transfer of training. Students can discuss other uses beyond onboarding and coaching. They can also try to come up with some other benefits apart from safe access to resources, interactive training, and real-time feedback. II.

Lifelong Learning and Neuroscience A. Impact on Organizations 1. Organizations will have to move away from relying solely on traditional training and provide continuous professional development. Employers must develop different upskilling initiatives to retain employees and grow internal talent for jobs of the future. Organizations may have to reshape work environments to support lifelong learning. Teaching Tip In Their Own Words: Lessons Learned from the Experts offers eight tips for becoming a lifelong learner.

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B. Neuroscience and Learning 1. Advances in neuroscience are increasing the ability to study the brain and its functioning, which in turn helps us understand how we learn. Teaching Tips Revel features a hotspot interactive looking at the three areas involved in the brain’s processing of learning. Figure 12.1 shows the three areas involved in the brain’s processing of learning: the neocortex, hippocampus, and amygdala. C. Implications for Training and Development Professionals Teaching Tip Table 12.1 looks at neuroscience implications for training and development. III.

How Technology and Analytics Are Changing Workplaces • Advances such as artificial intelligence, automation, and data analytics are reshaping all jobs and sectors of the economy. A. AR and VR • Augmented Reality (AR) is an interactive experience in which real-world objects are augmented. Virtual Reality (VR) is a simulated environment with computer-generated experiences. 1. Obstacles: cost prohibitive for smaller organizations; PC-based devices are expensive and bulky, while mobile devices may be limited in necessary features such as gyroscopes, magnetometers, accelerometers, and touchscreen sensors; lack of a simple plug-and-play option. 2. Training and Development Uses: both VR and AR can simplify onboarding processes and enable collaboration among teams and remotely based employees; VR can be effective in teaching skills and riskmanagement tasks or in performing complicated sequences, AR can be a game changer in providing just-in-time learning. B. Artificial Intelligence (AI) 1. AI’S Impact on Training and Development a. AI can help simulate the environments in which we work. b. Combining AI with adaptive learning creates systems that can determine an individual’s competency in a specific area. c. AI systems can be trained to search for relevant material and store it in a readable format. Teaching Tip The photo caption describes how banks were using AI ineffectively. Research found that junior analysts in investment banking were being isolated from senior partners as those partners interpreted algorithm-assisted company

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valuations in mergers and acquisitions. The junior analysts compiled AI reports on companies of interest and passed them to the senior partners for analysis of the algorithms, to reduce the risk of mistakes from junior partners and to maximize senior partners’ efficiency. It provided some short-term gains in efficiency, but it moved junior analysts away from challenging, complex work, making it harder for them to learn the entire valuation process and diminishing the firm’s future capability. C. Automation 1. A research paper by RBC predicted that 50% of Canadian jobs will be disrupted by automation by 2025. Teaching Tip Diversity Matters looks at automation’s impact on women. D. Big Data 1. Big data involves collecting data about users’ activities, analyzing trends from the data, and linking those trends to business goals. 2. Experience API Application Programming Interface collects data about online and inperson training experiences. IV.

Elements of a Personalized Learning Environment A. Why Personalize? 1. The growth of personalized learning is being fueled by a focus on results, continuous improvement, and respecting employee individuality. Teaching Tip Trainer’s Checklist provides questions to ask for personalizing training. B. How to Personalize 1. Organizations can create video libraries hosting internal and external content. 2. Mentoring and apprenticeships are older techniques that adapt perfectly to personalized, adaptive learning. 3. Breaking lessons into small parts, steps, or blocks allows learners to focus on each element individually. C. Just-in-Time Learning 1. JIT learning moves away from training at pre-defined intervals and embeds continuous feedback into a real-life learning application. Teaching Tip And the Survey Says . . . looks at the forgetting curve.

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Increased Focus on Soft Skills Teaching Tip Figure 12.2 provides five tips to prepare for future skills. A. Strategies to Develop Soft Skills Teaching Tip Table 12.2 lists ten strategies organizations can use for developing soft skills.

VI.

The Changing Role of Training and Development Professionals • Trainers must close today’s skills gaps while identifying and developing the skills needed tomorrow A. Building HR Competencies 1. Training and development professionals need to expand their strategic HR knowledge (e.g., through professional development such as the CPHR, CHRP/L/E, or SHRM designations). B. T&D Competencies Teaching Tips Revel features a worked example looking at the CPHR Learning and Development Competencies: • 70100 Identify organizational learning priorities aligned with the business strategy, using key stakeholder involvement to ensure appropriate learning and optimal return-on-investment. • 70500 Develop an organizational culture where learning occurs at different levels by making learning a part of everyday work activity to enhance individual, team, and organizational effectiveness • 70600 Develop initiatives through which leaders learn mentoring and coaching skills to support learning and development priorities of employees. Table 12.3 looks at HR jobs of the future. Figure 12.3 shows a comparison of HRPA, CPHR, and SHRM competency frameworks. Figure 12.4 looks in detail at learning and development from the HRPA competency framework. Top 10 looks at skills needed for 2021 and beyond.

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End of the Chapter Content Key Terms just-in-time (JIT) learning: Learning the core of what you need to learn, applying it to work situations and refining the learning with immediate feedback. neuroplasticity: The brain’s ability to change at any age. volition: The process of the brain in decision making.

Discussion Questions and Suggested Answers 1. How are organizations changing to support lifelong learning? Organizations may have to reshape work environments to support lifelong learning. Topdown learning is being replaced by individualized learning experiences that empower employees to follow their own career learning path. Traditional learning focused on pushing content, whereas lifelong learning requires employees to “pull” relevant learning content at the specific time of need, as part of the natural flow of work. LO 12.1 Explain the impact of lifelong learning and neuroscience on training and development. 2. How can trainers stimulate an emotional response in employees prior to learning? Answers will vary. Active learning can involve all three brain regions, starting with volition in the neocortex, where a decision is made to learn because of an emotional response triggered from the amygdala. LO 12.1 Explain the impact of lifelong learning and neuroscience on training and development. 3. Give a specific example of the type of feedback necessary to trigger prediction error? How would it work for you? Answers will vary. Feedback for incorrect answers triggers prediction error where we update our false beliefs or memories because our predictions are incongruent with the feedback.

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Refer to Table 12.1 Neuroscience Implications for Training and Development. LO 12.1 Explain the impact of lifelong learning and neuroscience on training and development. 4. Provide some examples of how AR and VR could be used in training fast food employees, lifeguards, and call centre agents. Answers will vary. VR and AR allow the added dimensions of the sense of space, direction, and movement. Both VR and AR can simplify onboarding processes and enable collaboration among teams and remotely based employees. While VR can be effective in teaching skills and risk-management tasks or in performing complicated sequences, AR can be a game changer in providing just-in-time learning. LO 12.2 Discuss how technology and analytics are changing workplaces. 5. What tasks from your current or past jobs could be performed through automation? Answers will vary. LO 12.2 Discuss how technology and analytics are changing workplaces. 6. Provide an example of personalizing training for one of your current or past jobs. Answers will vary. Learning experiences can be customized to fit each employee’s personal needs, learning style preferences, retention speed, and passions. Refer to Trainer’s Checklist: Questions for Personalizing Training. LO 12.3 Describe the elements of a personalized learning environment. 7. What is the difference between personalized learning and just-in-time learning? Along with the concept of personalizing learning is the idea that learning should happen when it is most relevant for the employee and their role. Just-in-time (JIT) learning is about learning the core of what you need to learn, applying it to work situations, and refining the learning with immediate feedback. Start with the minimum learnable amount and focus on applying that.

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LO 12.3 Describe the elements of a personalized learning environment. 8. Pick a soft skill that you are most interested in developing. Put together a plan to strengthen that skill over the next 30 days. Answers will vary. Refer to Table 12.2 Developing Soft Skills. LO 12.4 Understand the increased focus on soft skills. 9. Consider the list of the Top 10 Skills Needed for 2021 and Beyond. Which do you need to develop the most? What skill would you add to the list? Answers will vary. 1. Complex problem-solving Anticipating issues and providing solutions 2. Critical thinking Interpreting data into meaningful analysis 3. Creativity Overcoming challenges, thinking outside of the box 4. People management Supplying the people skills lacking in AI 5. Coordinating with others Effective communication and collaboration 6. Emotional intelligence Empathy, curiosity, and active listening 7. Judgment and decision making Interpreting vast sources of data effectively 8. Service orientation Offering value to internal and external clients 9. Negotiation Seeking win–win situations 10. Cognitive flexibility Switching mindsets to adapt to changes Refer to Top 10 Skills Needed for 2021. LO 12.5 Describe the changing role of training and development professionals. End of Chapter Features Tips for Trainers: How to Facilitate On-Demand Learning Students could discuss how employers could provide on-demand learning for diversity and inclusion skill development. Technology and the Trainer’s Job Students could discuss whether Amplifire could be used in other industries. Case: RCMP and LAPD The RCMP was in some hot water over the use of Clearview AI’s facial recognition technology, which used billions of personal photos from social media and turned them into a database for more than 600 law enforcement agencies in Canada and the U.S. Copyright © 2022 Pearson Canada Inc.

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The Ontario Provincial Police also used facial recognition technology in four units— child sexual exploitation, anti-human trafficking, digital forensics, and cybercrime. The Los Angeles Police Department (LAPD) uses an algorithm to determine the locations of its beat assignments for its officers. The ethics of “predictive policing” is also controversial, but dozens of police forces are relying on it. The LAPD’s PredPol system breaks the city up into 500-foot “boxes,” and directs officers to those boxes through crime probabilities. Instructor Notes The use of AI and algorithms is a controversial topic. It might be interested to show students how much of their social media information is available to employers and law enforcement agencies. Discussion Questions and Suggested Answers 1. Should privacy rights trump protection of vulnerable parties such as children? Answers will vary. 2. How could the LAPD have more success with PredPol? Answers will vary. There was a lack of training provided, but there may be more systemic issues involved such as whether the program is either effective or ethical.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the on-demand nature of training that you have received at work or at school. In what ways have the organizations that you have worked for tried to promote continuous learning? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to soft skills training. Describe the key points of the article and detail how you might be able to develop some of the key soft skills. Some weblinks which could be shared: https://www.mckinsey.com/business-functions/organization/our-insights/theorganization-blog/how-to-develop-soft-skills

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Chapter 12: The Future of Training and Development

https://www.learnupon.com/blog/soft-skills-training/ https://www2.deloitte.com/au/en/pages/economics/articles/soft-skills-businesssuccess.html https://elearningindustry.com/soft-skills-online-training-program-focus 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics. • What is a future trend that you think will impact training and development? • What future training applications do you see for VR and AR? 4. Police training: Students might be interested in the Edmonton Police Services and their one-day mental health training program from years ago. The training strategy made the police officers confront actors that depicted mental illness. The police officers faced scenarios that were imitated to real-life scenarios where police officers face people with mental instability such as depression, alcoholics or overdosed. • A depressed and violent person with a weapon. • A psychotic person experiencing hallucinations. • An awkward behaving person in public. • A person collapsed due to alcohol. • A couple arguing about gambling addiction. • An overdosed person. Further Reading Uddin, T., Saadi, A., Fisher, M., Cross, S. & Attoe, C. (2020). Simulation training for police and ambulance services to improve mental health practice. The Journal of Mental Health Training, Education and Practice, 15(5), 303–314. https://doi.org/10.1108/JMHTEP-042020-0020 Krameddine, Y.I., Demarco, D., Hassel, R., & Silverstone, P.H. (2013). A novel training program for police officers that improves interactions with mentally ill individuals and is cost-effective. Frontiers in psychiatry, 4(9). https://doi.org/10.3389/fpsyt.2013.00009

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