Solution Manual for Effective Training, 5/E 5th

Edition : 0132729040

To download the complete and accurate content document, go to:

https://testbankbell.com/download/solution-manual-for-effective-training-5-e-5th-editio
n-0132729040/
Solution Manual for Effective Training, 5/E 5th Edition : 0132729040

CHAPTER 6

CASE QUESTIONS

You are assigned the challenge of designing the training program for the temporary
CSS employees who must complete training before they become permanent CSS
employees.

Tip: From the case information, it is clear that the KSAs lacking in the 18 people selected
without the full complement of desired competencies, are those associated with problem solving
and customer service. Thus, these should be the areas of focus in the questions.

1. What are the training objectives for the CSS training program? Indicate how these are tied
to the KSA requirements. Assume that all trainees have college degrees but need KSAs in all
other areas listed in the Qualifications section.

The purpose of this question is to have students make the connection between the KSAs required
for a job and the duties and responsibilities of the job.
Customer service duties would include the following: (see top of page 259)

• Monitor and insure that customers perceive that customer service staff treats them with
courtesy, respect, tact, and a sincere desire to meet their needs.
Related KSAs: Ability to communicate accurately and pleasantly with customers.
• Provide mediation and resolution to customer complaints and requests within delegated
authority limits and consistent with departmental policies. Communicate to customers
departmental policies and procedures.
Related KSAs: Effective conflict management skills. Ability to communicate moderately
to highly complex policies, procedures, and regulations, and ensure customer
understanding of these while working under pressure.
• Identify processes and procedures in the department that are causing problems for groups
of customers (not individuals) and work with department management toward their
improvement.
Related KSAs: Problem solving skills, communication skills

From the description of the duties and responsibilities, students should write training objectives
that specify what the customer service trainees would be able to do at the conclusion of training,
the conditions under which they would be able to do these things, and the standard of
performance expected. Students’ objectives can be expected to vary considerably, depending on
how they intend to measure training’s effectiveness.

2. Based on the training objectives provide a training agenda, indicating the time
allocated and order of modules in your program.

The intent here is to get students thinking about what different types of training will be required,
how they should be sequenced, and how long each component will take to complete. Here it is
probably best to provide the customer service training modules first (e.g., communication,

Visit TestBankBell.com to get complete for all chapters

conflict resolution). This training can be used as a foundation for the problem solving training
and it will likely be perceived by trainees as more directly related to the job. Once this set of
KSAs has been learned, the connection with problem solving should become more evident.

3. For each module, describe the goals of the module and the training methods you will use to
accomplish it. Provide your rationale.

In answering this question, students should refer back to the training objectives to identify what
each module is supposed to accomplish. One or more of the training modules should address
each training objective. Equally important is the student’s ability to match training methods with
training objectives. That is, they should be using a method that is good at accomplishing the
objective. Table 6.9 might be a good resource in doing this.

4. How will you evaluate whether each person in your training program has mastered the
knowledge and skill levels needed to perform as a CSS? Describe the types of questions you
would ask of those supervising the CSS employees graduating from your training program.

The first part of this question looks at the overall evaluation strategy—which of Kirkpatrick’s
levels does the student think should be evaluated and how will they conduct the evaluation. The
second part of the question focuses on the transfer of learning issue. Students should use their
training objectives to develop the types of questions they would ask of the supervisors. Again,
the importance of training objectives should be recognized here. The student should realize that
they have gone a long way toward answering this question with their answer to question one.

EXERCISES

1. Your instructor will assign you (or your group) one of the methods from the chapter. Contact
the HRD department of a local business. Indicate that you are learning about training and would
like to know if they use the method in their training programs. If so, ask if you can schedule a
time to observe the method being used. If they don’t use the method or if you are unable to
observe it, try another company until you are successful. While observing the method, take
careful notes about how the method is used. On a date specified by your instructor the class will
report their observations about the methods.

Tips: Students have mixed results here. It is sometimes difficult to arrange to sit in on a training
session, but in some larger organizations the training is sometimes taped and they are able to
watch the taped version. An easier version of this is to have the students interview the trainer on
his use of the method. This requires the students to prepare a set of interview questions ahead of
time.

2. In small groups develop a role play. First determine the objective of the role play. It should be
a very limited objective, which can be achieved in 15-20 minutes. Then develop all aspects of a
role play that will achieve your objective.

Tips: This exercise has two parts, first development of the objective, then the role play. Remind
students of the characteristics of a good training objective 1) a clear description of the behavior
that will demonstrate learning has occurred, 2) the conditions under which the behavior will
occur, and 3) the standard(s) that apply to the behavior. It might be useful to provide the students
with some areas from which to choose a role play. These might include, a conflict situation they
have faced recently, a managerial decision making process, counseling a subordinate about
continual tardiness, a trainer providing feedback to a disruptive trainee, and so on. Remind them
to keep the scenario short so that the role play process can be completed in the time limit.

3. Take 10 minutes to think about your best classroom based learning experience and list the
things that made it such a good experience. When the 10 minutes are up use an additional 10
minutes to think of your worst classroom based learning experience and list the factors that
made such a bad experience. At the end of this time the instructor will ask you to share your
experiences.

Tips: If there is time you should have them do this individually then form small groups and
generate group lists. From this you can generate an overall list. This list can then be kept for the
discussion in the next chapter, especially as it relates to effective use of the lecture method.

WEB RESEARCH

Use the Internet to identify the types of games and business simulations that are available. From
your research select four of these that have different learning content objectives. Prepare a one-
to two-paragraph description of each.

Tips: This is, again, an exercise that requires students to familiarize themselves with accessing
information about training on the Internet. You might want to provide students with some hints
about where they could begin their search. You could, for example, suggest they first go to the
American Society for Training and Development home page at www.astd.org. You might also
provide them with whatever periodical search engines are available to students on your schools
system.

QUESTIONS FOR REVIEW

Supervisors often resist taking on the role of coach. What can organizations do to
encourage supervisors to be effective coaches?

Organizations can encourage supervisors to be effective coaches by providing training and

giving supervisors the necessary support. The supervisor must be given an opportunity to
understand the trainee’s job, the KSAs, and the resources required to meet performance
objectives. The supervisor must also be made aware of the trainee’s current level of performance.
The supervisor must be given the time and the training so that they can meet with trainees and
conduct meetings in which performance objectives are set. Training will also be required so that
supervisors are trained to make plans/schedules for achieving performance objectives. The
supervisor must also be given time and training so they can demonstrate to the trainee at the
work site how to achieve the objectives, observe the trainee perform, and provide feedback. For
supervisors to be coaches requires a serious investment by the organization into supervisor
training and also increased time spent in interpersonal contact for the supervisor.
Solution Manual for Effective Training, 5/E 5th Edition : 0132729040

2. Go through the different instructional methods and sort them into those you think would be
most useful in training someone on the technical aspects of the job and those that would be most
useful in the more social aspects of their job. Provide the rationale for your decisions.

When training someone on the technical aspects of their job, Simulation/Cases, Behavioral
Modeling, and OJT (JIT, Apprentice, and Coaching) would be appropriate training methods.
When training for the social aspects job, Simulation/Cases, Role Play, Behavioral Modeling, and
OJT (Coaching) would be appropriate training methods.

3. Why are classroom-based training programs (lecture/discussion, role play, games, etc.) used
so much more than individualized approaches to training? Do you think this choice is
appropriate?

Classroom based training programs are used much more than individualized approaches to
training because of cost. For an example look at answer one. The costs of individual training are
much higher than classroom based training. Cost is a valid consideration of any training
program. As long as the training program is achieving the required results, and if it can be done
in a cost efficient manner, than it is desirable. The goal of training is to have employees
performing at the required level. As long as this is achieved, the training has been successful.

Visit TestBankBell.com to get complete for all chapters