This document contains Chapters 8 to 9 CHAPTER 8 – CHAPTER EXERCISES Chapter Exercise 8.1 Conducting a Needs AssessmentJeffrey D. Kudisch, Stephanie A. Myers, and Joyce E. A. Russell Objective. The purpose of Exercise 8.1 is to give the student practice in identifying organizational training needs. The exercise requires the student to integrate material from Chapter 4 (Work Design and Analysis) and serve in the capacity of interviewer and consultant. Description. This is a rather simple exercise that requires about two hours of out of class preparation in addition to reading the chapter. Part A requires students to divide up into groups of two to three, choose a job that they are familiar with, and collect job analysis information*. One of the primary purposes for gathering this information is to generate a list of possible training topics to be used in conjunction with the structured interview (Form 8.1.1). Next, students should conduct several interviews with employees from the target job. The interviews may be conducted individually or in groups. The time it takes to complete this part of the exercise may vary by interviewee (e.g., some respondents will offer more information than others). The questions on Form 8.1.1 are designed to take students through all three phases of a needs assessment (organizational, task, and person analyses). At the end of the interview, students should hand out the list of training topics to the interviewees so that interviewees can select (1) those 10 areas that are most critical to successful job performance, and (2) those areas in which training would be beneficial to job performance. [*As an alternative strategy, you may want to encourage students to use the job analysis data they collected in Exercise 4.1, Developing a TAQ, or some other exercise. This should reduce the preparation time, allowing students more time to concentrate on conducting the interviews.] Following the interviews, students are asked to assume the role of management consultant and summarize their findings and recommendations to the VP of Human Resources. Although not mentioned in the exercise instructions, you may want to set aside time (5 10 minutes) for each group to present a brief summary to the class. We recommend that both Exercise 8.1 Assessment Questions and Exercise 8.1 Supplemental Assessment Questions be used to facilitate in class group discussions. Together the questions should heighten students' awareness of relevant "process" issues. In addition, some questions are designed to get students to think about subsequent follow up activities (e.g., designing a five year training plan). Exercise 8.1 Assessment Questions 1. How might you use the information you obtained from the needs assessment to develop a five year training plan (e.g., what courses should be offered, who should take these courses, etc.). See Table 8.1.1 for an example plan for a university police department. 2. What would you suggest as a follow up activity in collecting needs assessment information? Why? A logical follow up activity would be to design and administer a needs assessment questionnaire using the information gathered during the interview process. The use of a questionnaire offers the following advantages: (1) less time consuming than face to face interviews; (2) anonymity of respondents may yield more accurate responses; and (3) this method can be used to quickly tap the thoughts and opinions of a large number of employees in the organization. 3. What are the advantages of using a structured interview format for the needs assessment as opposed to using a nonstructured format? A structured interview format allows for the standardization of data collection, prevents the interviewee from deviating on tangents, and ensures that all of the important information is collected from each group or individual. 4. Why is it important to include future oriented questions in the needs assessment? Jobs are not static across time. The use of future oriented questions is important in order to identify potential changes in the job, equipment used, etc. The information obtained through such questions becomes critical in the design and development of a future training plan (e.g., see example in question 1). 5. What are some of the issues that you should consider when deciding whether to conduct the interviews on an individual or group basis? There are few disadvantages associated with conducting group interviews, including: (1) one or two individuals may dominate or inhibit the discussion so that the responses from group interviews may be biased or one sided; and (2) some people may be inhibited from talking in a group situation. In the latter case the interviewer may find it necessary to use additional "probing" questions in order to solicit the opinions of nontalkative individuals. On the other hand, a group design has several advantages, including: (1) opposing viewpoints may encourage discussion; (2) may enable interviewees to gather more complete information; and (3) data collection may be less time consuming and thus more cost- effective than conducting individual interviews. 6. What is the difference between conducting an organizational analysis, a task analysis, and a person analysis? An organizational analysis is conducted in order to assess system wide aspects of the organization that may affect the design and implementation of training programs. Compared to the other types of needs analysis, it has the broadest scope. Types of information gathered during such an analysis might include the design of the organization, organizational goals, attitudes toward training (e.g., climate), and potential constraints to the design of any training system (top management support, human, physical, and financial resources). An organizational analysis is also useful for determining which areas in the organization (e.g., departments, regions) might benefit from training. A task analysis is conducted in order to determine what activities/duties are performed in a particular job or group of jobs. Information is also collected regarding how critical each duty is to successful performance. Other information collected at this level of inquiry includes data regarding KASOCs needed to carry out the job tasks and duties. Finally, when implementing training programs, one needs to decide who actually needs training and development. This is because employees differ with respect to the skill and ability levels they bring to an organization. Simply requiring all employees to attend training can be a waste of time and money. Hence, a person analysis is conducted in order to better identify individual training needs. Table 8.1.1 UNIVERSITY POLICE DEPARTMENT – TRAINING NEEDS ASSESSMENT 5 YEAR PLAN PHASE 1 : Meet with UPD training department representatives to become familiar with the client, to uncover climate issues, and to gather organizational material (e.g., past needs assessment surveys, job descriptions, training curriculums and materials, etc.). PHASE 2: Develop and pilot structured interview form. PHASE 3: Analyze pilot results in an effort toward identifying issues to be included in a Needs Assessment Questionnaire. Develop (e.g., derive content valid task information using SME panels; construct scales) and distribute questionnaire to a random, representative sample of officers. PHASE 4: Analyze questionnaire data. Be sure to identify training deficiencies and excesses of those KASOC's deemed critical. Also, acquire relevant organizational information (e.g., strategic planning; manpower planning, etc.) to ensure that training parallels organizational objectives, goals, etc. PHASE 5: Conduct training utility analysis to ensure that future-training efforts will be cost effective. Use this information to sell training agenda and acquire top management support. PHASE 6: Design the training curriculum according to questionnaire specifications. This includes developing training objectives, choosing materials and instructional methods, trainers, facilities/location, etc. Be sure to deal with areas of resistance and those climate/external issues (e.g., lack of supervisory support) that, if overlooked, would undermine training effectiveness. PHASE 7: Train the trainers. PHASE 8: Set up evaluation mechanisms. Use the training objectives as criteria for monitoring training outcomes (hopefully successes!). Revise and modify training programs as needed. Exercise 8.1 Supplemental Assessment Questions 1. Why is it important to use a representative sample when conducting a needs assessment? It is important to make sure that the responses obtained from the needs assessment process are not biased by factors such as small sample sizes or overrepresentation of one group of employees (e.g., mostly managers, employees with longer tenure in the organization, dissatisfied employees, etc.). 2. Why is it important to assess training climate as part of the needs assessment? (1) In the event of an unsupportive climate, change management efforts may need to precede the design and development of training programs. (2) Employees' attitudes about training may affect their motivation to learn in the training program, as well as their motivation to transfer what they learned in training back to the job. (3) The attitudes of others (e.g., supervisors, peers, and subordinates) will likewise affect trainees' motivation to learn and transfer. 3. Why were some of the questions phrased so that interviewees provided responses from a fellow worker's point of view (e.g., "If you ask a fellow worker to give his or her opinion regarding training in this firm, what would the response likely be")? The interview format does not afford the interviewee with anonymity in providing his/her responses. This could ultimately affect how he/she responds, especially in the situation where sensitive issues arise. By phrasing the question in this manner, the interviewee may be more willing to respond in a less socially desirable manner, resulting in more accurate information. 4. Were some questions more difficult than others for interviewees to answer? If so, how did you deal with the situation? It is common for respondents to experience difficulty when answering interview questions because they may not understand the intent or meaning of a question. Thus, it is the interviewer's responsibility to (1) provide clarification and (2) use follow up or "probing" questions when encountering such situations. 5. Were some of the interviewees reluctant to participate in the needs assessment process? What are some organizational factors that may make interviewees less willing/eager to participate? What are some individual factors? Organizational factors that would inhibit individuals from participating include lack of top management support, poor training climate, etc. Individual factors that would inhibit individuals from participating include fear of retaliation for providing negative responses, lack of understanding about the purpose of the needs assessment, fear of change, etc. 6. Did you find that occasionally the interviewees provided "discrepant or divergent" responses to questions? If so, how did you deal with this information? It is common to find discrepant information when comparing responses from several interviews. In such circumstances, it is appropriate to (1) probe with additional questions, and (2) identify factors that may explain the difference in opinions (e.g., differences in tenure, gender, organizational level, department, etc.). Chapter Exercise 8.2 Rainyday Insurance Adjusters Company Steven M. Barnard and Joyce E. A. Russell (IM Notes prepared by Joyce E. A. Russell) Objective . The purpose of Exercise 8.2 is to provide students with information about a case, and have them diagnose the situation to determine whether training is needed, and if so, what type of training. This is important if students are to understand how to conduct a training needs assessment. Description . This exercise will require about 1 hour of out-of-class preparation in addition to reading the chapter. Students will first read the case background information, and then complete Form 8.2.1. This Form requires their diagnosis of the situation in terms of major problems, causes of the problems, and recommendations for dealing with the issues. Following their individual work (Part A), students are instructed to work in groups during class time to discuss their responses to Form 8.2.1. Each group of about 4-6 members should provide recommendations for the company, which will be presented to the CEO (class professor). These suggestions should consist of a short-term plan (within the month) and a longer-term plan (within the next six months). Students will also describe the benefits and drawbacks associated with their recommendations. The professor can have groups present their recommendations to the class as a whole. He or she can lead a discussion regarding what the primary problems were in the case, the causes of those problems, and the recommended solutions. The advantages and disadvantages of each plan should be discussed. Exercise 8.2 Answers to Form 8.2.1 1. What do you see as the major problems at Rainyday Insurance Adjusters Company? Based on increased growth in the company, the firm has implemented new computers to enable claims processors to have speedier turnaround and higher capacity. However, since the installation of the new computers, the firm has experienced 1) increased voluntary turnover, 2) decreased productivity, and 3) increased errors among claims processors. In addition, 4) conflict between the more tenured and newer employees seems to exist. These problems are quite serious since customer complaints have increased leading the CEO of Rainyday to worry over lost business. 2. What are the causes of those problems? Employees are dissatisfied, especially more tenured employees. It seems with the installation of the new computers, employees did not feel properly trained to use them. Additionally, when new systems are implemented in organizations, often employees may initially resist the changes, especially if they have not been involved in the process of the change. The more tenured employees at Rainyday may have been more favorable to the new systems if they had been consulted about the new computers or given more accessible opportunities for training. The older employees did not view the computer training that was offered to the employees very positively since they would have to go back to school with students who were significantly younger. This can be intimidating to "students older than average" who have not been in a school setting for some time. More experienced employees may feel threatened about attending school with students who are considerably younger, especially to learn about the newer computers which may intimidate them. Newer employees, on the other hand, are somewhat dissatisfied with not being able to get the help they need from more experienced employees. In both cases, it seems that a major change such as the implementation of new computers could have been handled in a more effective manner to get the support of more experienced employees so that they would want to learn the new skills and would feel comfortable training the newer employees. 3. What steps should be taken to better understand the performance problems at Rainyday? That is, what would you do to conduct a more thorough needs assessment to better pinpoint the problems? Step 1. Interview a larger sample of both newer and older employees about the problems and causes to make sure you have a representative sample of information. Step 2. Develop a comprehensive survey based on findings from the interviews. Survey the entire group of claims processors about their views on the training as well as their general work attitudes (e.g., morale, intention to quit the company, satisfaction with the social relationships, satisfaction with the work itself, satisfaction with supervision). Step 3. Summarize the findings from the interviews and surveys to determine the full scope of issues and problems in existence among the claims processors, and the causes of those problems. 4. Provide several suggestions for addressing the problems in the claims department at Rainyday. Short-term (within the next month): 1. Ask all employees what assistance they need so that they are able to use the new computers (make sure to determine if there are differences in their opinions - for example, newer employees may need one type of help and more experienced employees may need a different type of assistance). 2. Have a meeting with the "informal leaders" among the claims processors to get their input on what should be done. 3. With the support and participation of more senior employees, institute a "buddy system" whereby more senior employees are paired with newer employees so that each can teach the other how to work with the computers. Older employees can teach new employees about general work-related issues, while newer employees can assist older employees in how to use the new computers. 4. If suggested by employees, provide some in-house training on the new computers during an acceptable time or employees. Solicit input from employees. Perhaps have the local high school teacher teach their course at Rainyday for only Rainyday employees so they do not have to attend training with high school students. Longer-term (within the next six months) 1. Incorporate into the performance appraisal and/or compensation system the mentoring now provided by older employees. In this way, older employees may see that assisting newer employees is measured and rewarded so that they will see the incentive for mentoring new employees. Also, incorporate into the performance appraisal and reward systems a way to measure and reward employees for fewer errors using the new computers. Be sure that any rewards that are used are those that employees value (e.g., time off, money, prizes). 2. In the future, be sure to include a representative sample of employees into discussions of major organizational changes. Chapter Exercise 8.3 Backwoods Mail Order Company Steve Long IM Notes prepared by Joyce E. A. Russell Objective . This case provides students with information about a case, and has them diagnose the situation to determine whether training is needed, and if so, what type of training. This is important if students are to understand how to conduct a training needs assessment. Description . This exercise will require about 1 hour of out-of-class preparation. First, students will read the background information on the company provided in Exhibit 8.3.1. This will enable them to complete Form 8.3.1, which requires their ideas for a training program to use, include learning objectives and the training evaluation system. In class, students should work in small groups (about 4-6) to review their responses to Form 7.3.1. They should also draft out their ideas for a reaction measure that can be used to determine trainees' reactions toward the training program. They should be encouraged to provide a written draft of their reaction form. The small group discussion should take 30 - 45 minutes of class time. The professor can follow up the small group discussion with an in-class discussion. If Exercise 8.1 or Exercise 8.2 has already been discussed in previous classes, then the professor should focus primarily on the training program that students have developed for Exercise 7.3 as well as the evaluation plans. The previous exercises address needs assessment; hence the class would not need to discuss this topic again for this case. Exercise 8.3 Answers to Form 8.3.1 1. Write several clear, measurable objectives for the training to be delivered to the employees in the customer order group. The general objectives of the training have been articulated by the supervisor, Gerald Banks as the following: At the end of training: 1). Trainees should be more effective in filling customers' orders. 2). Trainees should be better able to answer customers' questions. 3). Trainees should be more polite in dealing with customer problems and complaints. These general objectives would be used to develop the actual training plan. The specific objectives might be stated as: At the end of training, trainees should: 1). Fill customers' orders correctly 95% of the time (currently they are entering the data incorrectly, and 54% of the errors of merchandise returns are due to mistakes in entering orders). 2). Answer customers' questions correctly 95% of the time (currently, they are not very knowledgeable about the products and hence provide erroneous information to customers). 3). Have fewer customer complaints reported about them (perhaps 50% fewer complaints registered). 2. Develop a recommendation for the training plan that includes the training techniques that should be used and the length of training. Students may choose any number of techniques (see Chapter 8 for the full listing of techniques). What is most important is that they have selected techniques that they can defend (i.e., they can provide some rationale for the techniques they have chosen, along with the pros and cons of the techniques). In general, techniques that require more active learning by trainees are preferable (e.g., small group discussion, videos, role plays, simulations). Be sure that students have not relied solely on the lecture method, yet it can be used for part of the training. Given that the training focuses on filling customer's orders, answering questions, and reducing customer complaints, it seems that some combination of lecture, small group discussion, and role-plays or behavior modeling should be used. Lecture can be used periodically to describe the products of the firm so that employees are more knowledgeable about the products. Role-plays or behavior modeling (using videos of correct performance) can be used to teach trainees how to answer customers' questions and respond to complaints (two different modules of training). With regard to length, this can vary as well. Student plans should be evaluated in terms of realism and rationale. For example, if students choose to use role-plays, videos, and small group discussions in their training plan, and yet they state that the training can be conducted in an hour, this is not very realistic. In general, when the more experiential techniques are chosen, more time may be needed in order to allow trainees time to engage in the exercise. For this case, if lecture, role-plays, and small group discussions are used to teach several difference modules (filling orders, handling questions, handling complaints), then about 1-2 days of training may be appropriate. 3. Offer a plan for evaluating the training program. Describe the criteria that will be used and the design you will employ. Students should address the use of criteria such as: reactions, learning, behavior, and results as noted in the chapter. (See Chapter 8 and Kirkpatrick, 1996 for more details and examples that can be illustrated to the class on the four types of criteria). Specific criteria that can be used to address the learning objectives include: Percentage of cases in which customer orders are filled correctly Percentage of time customer questions are answered correctly Reduction in customer complaints Any number of designs can be implemented (see Chapter 8 for more details and examples). It is recommended that students employ the true experimental designs, which require both randomization and the use of control groups. This may be difficult in an organization, however, and students should be prepared to discuss the pros and cons of suggesting an evaluation plan which does or does not have randomization and control groups (e.g., difficulties in internal validity and determining if training is the reason for any change in behaviors). NOTES. Some references that might assist students in designing an evaluation plan include the following. These are also excellent sources that students might need in industry to determine the bottom-line financial effectiveness or return-on-investment of various programs. Kirkpatrick, D. L. (1996). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler Publishers. Phillips, J. J. (1996). Accountability in human resource management. Houston, TX: Gulf Publishing. Phillips, J. J. (1997). Handbook of training evaluation and measurement methods (3rd edition). Houston, TX: Gulf Publishing. Phillips, J. J. (1997). Return on investment. Houston, TX: Gulf Publishing. Chapter Exercise 8.4 Development and Evaluation of a Training Program for Graduate Student Instructors Objectives. The purpose of Exercise 8.4 is to have students apply the principles of sound training development and evaluation to a problem with which they should have both knowledge and motivation. Students will serve as members of a task force charged with determining whether there is a need to establish a special training program for graduate students before they begin their undergraduate teaching and, if so, to outline the steps to be taken in the development of such a program. Description . This exercise provides an opportunity for the student to apply the systems model of training to a problem with which they may be familiar. The Individual Analysis should take no longer than one hour after the student has read Chapter 8. Steps 1 and 2 of the Group Analysis should take no longer than 30 minutes of in class time. Allow 15 to 20 minutes of time in Part C for group presentations to determine the extent to which the consensus views of the groups agree on the chronology. Make certain that the group understands that the chronology must consider the special circumstances of the problem and that a chronology that simply lists headings from Chapter 8 is not acceptable. For example, the group must go beyond "organizational analysis" as an initial step in the "needs assessment" to determine whether there is a legitimate need to place an emphasis on training here. Get them to focus on the options available for "Organizational analysis" and the identification of what would be most effective in this particular situation. Table 8.4.1 presents the recommended chronology for events in response to the provost's memo. Although this chronology is not the only way in which to proceed, the consensus positions of the groups should approximate this chronology. Before you begin the Group Analysis, you should repeat the charge of the task force to provide the context for the chronology. Table 8.4.1 also repeats the five task requirements of the task force. Table 8.4.1 Answers to Form 8.4.1 Chronology of Steps for Training Program Development and Evaluation Task Force Responsibilities 1. Determine whether there is a need for training. 2. If so, outline the objectives and content of training. 3. Develop policy regarding training attendance. 4. Identify the specific techniques to be used. 5. Provide a plan for ensuring that the training will be effective; how will the training be evaluated? Chronology 1. Conduct needs assessment: Organizational analysis : if available, review student evaluation and course data (student dropouts, test scores) to determine if there is a problem (i.e., test the theory whether graduate students or particular graduate students are ineffective instructors) and whether the problem(s) should be focused on graduate students, all faculty, faculty/students within certain disciplines, etc. If no student evaluations are available, a new performance appraisal form could be constructed based on a job/task analysis. Job analysis is needed if there is no acceptable student evaluation form available for use as a needs assessment or if such data are required to construct skill based, performance tests for the person analysis. Otherwise student evaluation data can focus on particular tasks, behaviors, and/or outcomes and such data could pinpoint where the training should be emphasized. For example, in this particular case, it was determined that first time graduate students had particular problems in communication issues related to instruction. This is where training should be emphasized. Person analysis should be used to assess who in particular needs training. Since this is probably a skill problem, performance tests (e.g., one or more prepared lectures, test development) are the best approach to determining the particular individuals who should be trained. The alternative is to have a mandatory training program, but even so the person analysis can be used to focus in on particular training needs. Another less favorable option is to identify the instructors in need of training based on student evaluations, but this approach assumes that the "damage" has already been done or we should allow it to happen before we take action. Some form of person analysis usually results in more efficient training since such an analysis should enable people to “test” out of the training if they pass some form of valid test that determines their readiness. 2. Derive instructional objectives: Identify observable action, measurable criteria, and conditions of performance . Instructional objectives and content should be derived from discrepancies identified in the results of either job analysis or student evaluations and person analysis (e.g., problems in oral explanation, grading, lecture organization). See the text guidelines for setting objectives. 3. Identify specific techniques to be used. Experiential training techniques are recommended such as an apprenticeship program where graduate students (or those identified as in need of training) are assigned to assist an accomplished professor in the class to which the graduate students will be assigned in the next semester. The principles of behavioral modeling should be established in the training. See the discussion on page 271- “Behavioral modeling is an excellent approach for training trainers and educators where a “master” teacher can serve as the model for the future trainer or teacher or someone who is having difficulties in the classroom. For example, many graduate programs assign a new grad student to a “star” professor who is teaching a course that the grad student will teach in the near future.” 4. Evaluate trainee readiness from training. In addition to reactive measures, student-learning measures should be developed which correspond closely (or match) the pretest measure used to identify those in need of training. If student evaluation data are available on graduate students who have not been trained, we have a "posttest" only control group design using the evaluation data on the graduate students who have not been trained as the "control." While instructors are not "randomly assigned," you could match for class assignment in order to control one major confounding variable. Why would you not use a more sophisticated evaluation design? If you determined that you indeed had a problem in terms of graduate student preparedness, it would be unethical to establish a pretest posttest control group design in which some of the graduate students who had been identified as unprepared to teach were then allowed to teach in order to empirically illustrate the effects of the training. Such a design could be employed if it was impossible to train all graduate students and some of untrained were required to teach. In the absence of pretest data or an organizational analysis clearly indicating a problem, a random assignment to control or trained groups would be ethical and acceptable; however, justification for the training would then be questionable. Critical Questions Related to the Assignment 1. What data should we study (or collect) to determine whether this training is needed? See the discussion on Organizational Needs assessment (page 252). While Provost Richter indicated “a number of concerns were raised about the quality of teaching,” you either need to collect new data or study archival data to test this theory and alternative theories. Before the University invests in the development (and use) of a new training program for some (or all) of its graduate students, organizational analysis will determine if the investment is worthwhile. Training should be justified by valid data, not anecdote, speculation or theory. 2. If we do training, what specific experimental design do you recommend and what evaluative criteria should we use? Since we are now assuming the organizational analysis has validated the theory, there are data (e.g., student evaluations, undergraduate GPAs) that could be used as “Control” group data providing you can determine that the experimental group (the graduate students who go through the training) are equivalent in all important respects. A matched design where you identify a “control” grad student who taught the identical class as an “experimental” (trained) student before s/he aught the same class would give the analysis more control. 3. A colleague has recommended the Self-Directed Learning Readiness Scale (SDLRS). Why would we do this? What does this scale predict? See the discussion on the SDLRS on page 264- “employees with higher SDLRS scores were successful in relatively unstructured learning situations in which more responsibility rests on the learners.” A short version of the SDLRS (the Self-directed learning assessment) can also be completed (See Exercise 8.5) 4. What specific types of training should be done? Be specific. While several approaches could be pursued, behavioral modeling using “Master” teachers is an excellent approach. See the discussion on page 271- “Behavioral modeling is an excellent approach for training trainers and educators where a “master” teacher can serve as the model for the future trainer or teacher or someone who is having difficulties in the classroom. For example, many graduate programs assign a new grad student to a “star” professor who is teaching a course that the grad student will teach in the near future.” Also, point out that recent evidence of lecture-based training indicates strong support as well. Chapter Exercise 8.5 Self- Directed Learning Assessment The concern with developing self-direction in learning is ubiquitous throughout higher education and workplace human resource development efforts. The increasing understanding that the unprecedented growth in information and technology, accompanied by rapid social, political and economic change, demands continuous learning and problem-solving by each individual in order to maintain individual and organizational competency. In response to this whitewater of change, it seems logical that our educational institutions and our workplace human resource development efforts must transition from deliverers of content to developers of self-directed lifelong learners who have a strong information base from which to grow.
Objectives: The purpose of this questionnaire is to have students complete a short version of the Self Directed Learning Readiness Scale (SDLRS), also called the Learning Preference Assessment (LPA).Upon completion, students will be given a score interpretation based on the research related to the SDLRS.
Instructions: The following items are sample items taken from the SDLRS. The measure is designed to assess your learning preferences and your attitudes toward learning. On-line Feedback for students Score = 20-60 - Low SDLRS
Score = 61-69 - Below average SDLRS
Score= 70-78 - Average SDLRS
Score = 79-87 - Above average SDLRS
Score = 88 (or higher) - High SDLRS
Questions for Further Discussion:
1. What does the SDLRS predict? Page 264- Respondents with High SDLRS scores are more likely to be higher-level managers, to be more effective performers, to possess greater creativity, and to have a higher degree of life satisfaction. High SDLRS scorers are also more effective in fast-changing jobs and thrive in relatively unstructured learning environments where the learner has more responsibility for meeting objectives and learning. 2. Could a company use scores on this instrument to make staffing decisions or to select particular people for training?
Very little validity data for these purposes; response faking is probable. Other methods have stronger validity for selection (e.g., Five Factor model). It is also important to note that the items in Ex 8.5 represent only a sample of the SDLRS. The validity and reliability studies have been done on the full instrument. To access more information about the SDLRS and a bibliography of studies, students should go to www.guglielmino734.com. To take the full assessment, go to www.lpasdlrs.com
Sample version © Guglielmino & Associates, 2008. Reprinted with permission. All rights reserved. CHAPTER 9 – CHAPTER EXERCISES Chapter Exercise 9.1 Attitudes About Older People Barbara Hassell Objective. The purpose of Exercise 9.1 is to develop an awareness of stereotypes, both positive and negative, about older people. Through discussion, misperceptions may be clarified and individuals provided with accurate information about older people. Description. This exercise may be used in conjunction with several different topic areas in Human Resource Management. In addition to Chapter 9, the exercise may be used with (Chapter 3) material related to Equal Employment Opportunity laws (specifically the Age Discrimination in Employment Act), and in the chapters related to human resource planning, recruitment, selection, interviews and performance appraisal (Chapters 5, 6, or 7). For example, negative stereotypes regarding older people's physical abilities may affect the types of jobs or the training programs for which they are considered. Because the Individual Analysis (Part A) only requires about 10 minutes to complete, it may be done either outside of class or in class, prior to discussion. Answers to the questionnaire should then be provided in class. Scoring is simple and straightforward: odd numbered questions are true; even numbered questions are false. Table 9.1.1 provides documentation for the quiz. About 30 minutes should be set-aside for Group Analysis (Part B). One method of promoting discussion is to have the students form small groups to discuss their answers with each other, arriving at consensus within their own group. Individual groups would then compare answers and discuss their opinions with the instructor. After the groups discuss each statement, the instructor would then provide the correct answer with appropriate documentation. After quiz answers have been provided, students should then proceed to Step 2 in Part B. One use for the "Facts on Aging" Quiz is to identify stereotypes that are the most widely held. Early studies using the quiz found that items 7, 11, 16, 19, 21, and 24 are the most commonly held misperceptions. All but number 19 are negative stereotypes. It may be interesting to see how many individuals answered these items incorrectly to see if students today have changed their perceptions since the quiz was developed 15 years ago. Students could be encouraged to look at how those stereotypes were developed and maintained. What kind of contact, both personal and professional, have students had with older people? The greater the frequency and variety of interactions with older people, the more accurate the perceptions. How have older people been portrayed in the media? How does the level of education of their parents or grandparents affect their beliefs? How does the age of the individual taking the quiz affect their responses? Past research indicates that, in general, age has a positive relationship to positive stereotypes about older people. The consequences of stereotypes about older workers frequently have a negative impact in the workplace. Older employees may be bypassed for certain types of jobs or training opportunities in the mistaken belief that they are not interested in or capable of learning new skills. Lapses in performance may be attributed to age problems rather than to lack of resources or other factors such as inadequate training, loss of motivation, poor supervision. Some supervisors may give older workers higher performance evaluations than their performance warrants because the supervisor feels sorry for the older worker or believes the older worker cannot take negative feedback. This develops into a "vicious" circle because the older worker does not receive the proper feedback to improve performance, thereby helping to "validate" the negative stereotype of the performance of older workers. Table 9.1.1 Documentation for "Facts on Aging" Quiz* 1. False. Less than 10% of older people are disoriented, senile, or demented. 2. True. Yes. While there is considerable individual variation, on average sensory processes (vision, hearing, taste, smell, and touch) don't work as well as people get older. The eye lens, for example, is less able to change shape so as to adjust to close and far objects, and the size of the pupil narrows so as to let in less light. Hearing loss begins at age 20, and for many involves growing inability to hear higher frequencies as sensory receptors in the ear and nerve cells in the auditory pathway to the brain are lost. Taste buds become less sensitive with aging, and after age 80 more than 75 percent of older adults show major impairment in their sense of smell. Many of these normal changes can be compensated for through increasingly sophisticated assistive devices (hearing aides, glasses, etc.) and through modifications of the older person's environment. 3. False. Studies have shown that interest in, and capacity for, sexual relations continues well into the 70s and 80s for healthy individuals. 4. True. On average, lung capacity tends to begins decline at age 30. 5. False. Research indicates little difference, by age group, on tests measuring "happiness" or life satisfaction. 6. True. Physical strength does decline by 15 to 46% from young adulthood to age 65 and older). About one-third of muscle mass is lost by age 80. 7. False. Less than 5% of persons 65 years or older reside in long stay institutions. By age 75 and older, only 7% require long term health care. 8. True. Drivers aged 65 and older have fewer accidents per driver than those under 65. For older drivers, the accident rate per 100 drivers is about the same as for middle aged drivers, but much lower than the rate for drivers under 30. 9. False. Studies of older workers show age is positively correlated with effectiveness when measuring general performance and/or accuracy for non-physical jobs. When speed is measured, older workers may perform at lower rates. Older workers have less turnover and absenteeism, and fewer accidents than younger workers. 10. True. (If we define “aged” as age 75 or older). 11. False. Older people adapt to changes in physical ability, retirement, widowhood, etc. Politically and socially, their attitudes tend to change with society's attitudes. 12. True. Compared to when they themselves were younger or to younger people, older people usually take longer to learn. The increase in learning time, however, more readily may be explained by lack of motivation, illness, learning style, or lack of practice rather than chronological age. It is also true that older workers have more difficulty adjusting to changes in technology. 13. False. Studies show that older people can learn new things, provided that the learning environment is appropriate. Older people simply may need more time and practice. 14. True. While reaction time does slow, the actual decrease is usually a fraction of a second, which does not affect performance in most activities. 15. False. Older people vary as much, if not more, within their age group as young people do. 16. True. Only 21% say their routine is boring or monotonous. One study found that 87% of older people stated they had not been bored in the past week. 17. False. About two-thirds of people age 75 or older live with their spouse or family, live within easy visiting distance with close relatives, and have relatively frequent contacts. 18. True. Probably to some extent because older workers perform jobs which are less dangerous. 19. False. In 2009, only 13% of the population was 65 or older. In 2030, when all of the baby boomers will be 65 and older, nearly one in five U.S. residents is expected to be 65 and older. This age group is projected to increase to 88.5 million in 2050, more than doubling the number in 2008 (38.7 million).This may increase to 22% by the year 2030. 20. True. Studies of attitudes toward the aged among heath and human service professionals indicate that they tend to believe the negative stereotypes and prefer to work with children or younger adults. 21. False. In 2007, less than 10% of older people had incomes below the poverty linel. 22. True. Over 78% of older people work or would like to have some type of work, either in the home or on a volunteer basis. About 10 of those over age 65 work outside the home; 25% are retired, but would like to work; 17% are homemakers; and 19% would like to do volunteer work. Recent economic events and changes in pension policies have increased the need for older Americans to work. 23. False. In general, the present generation of older persons has been more religious all their lives than the younger generations have been. However, “baby-boomers’ are not as religious as their parents were. 24. True. In one study, about 75% of those 65 and older said they were never or rarely angry. Another study showed 90% of older people said they hadn't been angry the past week. 25. False. In the year 2010, the health and economic status of older people in the U.S. compared to younger people will be higher than it is now. Essentially, the difference between older and younger people on measures of health, income, occupation, and education are narrowing. Medicare has been most helpful to older workers for their health and general well-being. 26. True. Older workers tend to be as tolerant as others. 27. False. Accuracy tends to be higher for older workers while , speed is lower for older workers. 28. True. Health care costs for an employer are based on a per person basis. 29. False. Older workers generally have less absenteeism. 30. True. Mental acuity is present well beyond retirement age. *Modified and up-dated from E. Palmore, Facts on aging. The Gerontologist, 17 (1977, p. 315. Used with permission. Chapter Exercise 9.2 Career Development Self-Assessment Exercise Objectives. The purpose of Exercise 9.2 is to give students an opportunity to look inward and ask themselves the general question, "Who Am I?" Increasing one's self-knowledge is a critical first step in career planning. Description. After completing this exercise, students should be able to describe their work interests, preferences, values, strengths, skills, and goals in an effort to better understand themselves. Often, individuals do not take the time to explore these issues, which makes them less prepared for managing their own careers. Also, when they become managers, if they encourage their subordinates to engage in self-assessments, they will be helping them to develop and grow on the jobs. The Individual Analysis (Part A) should require about 30-35 minutes of out-of-class preparation in addition to reading the chapter. You should encourage students to respond to issues on Form 9.2.1 as candidly as possible. Also, students may find it helpful to refer to Chapter 8 (Training and Development) for identifying tools that may help them achieve their goals and action plans. About 30 minutes should be set-aside for Group Analysis (Part B). Possible responses to the two issues to be addressed during the class discussion are presented below. Issue 1 . Self-assessments enable individuals to understand their own career and work goals, values, preferences, and experiences. It also gives them an opportunity to outline their short- and long-term career goals and action plans, and to identify obstacles they may encounter. For organizations, self-assessments enable the firm to have a better appreciation of the interests and preferences of their employees. This information should assist employers in placing individuals in appropriate positions, and providing training opportunities for them. Managers who have a greater understanding of their subordinates' career goals should be better able to meet their needs and objectives. Issue 2 . Self-assessments are often the first tools to be employed in organizations as part of career development systems for firms. They can be initially used to get employees to begin thinking about their own career goals and preferences so that they are more effective at planning their own career progress. It should be pointed out to students that an effective career development system utilizes both career planning tools (e.g., self-assessments) and career management techniques. The system should be able to meet the needs of both individuals and the organization. Exercise 9.2 Assessment Questions 1. What did you learn about yourself that you did not realize before? Students should learn more about their own values, work preferences, attitudes, and career goals. By writing these down, they should have a better appreciation for some of these personal career-related issues. Try to get them to discuss which aspects of themselves they weren't familiar with (e.g., rank ordering of values, work preferences). 2. How important are your career and work in your total life? Why is this important to realize? Students should be able to address how important work is to them in their overall life. They should look at how important their different roles are (e.g., career, home, family, leisure activities, and community participation, religious). 3. How can completing a self-assessment assist you in preparing a résumé or interviewing for a job? By completing a self-assessment, they should have a better understanding of their own goals, priorities, and preferences. As a result, they should be able to better articulate these issues in an interview setting. They should also be better able to highlight their specific strengths, and interests in their resume they prepare. 4. What will you do to follow-up on this self-assessment? Students should develop an action plan to continue to explore their own career-related issues. They may consider keeping a diary, conducting future self-assessments, and soliciting feedback from others about their own career preferences (i.e., asking others how they see them with respect to values, preferences, and goals). Chapter Exercise 9.3 Career Development at Technochip Computers Lillian T. Eby and Joyce E. A. Russell IM Notes prepared by Joyce E. A. Russell Objective . The purpose of Exercise 9.3 is to help students gain more experience in analyzing cases. In particular, students are expected to examine the case and determine the career issues of importance for employees. The exercise requires students to utilize information from the chapter in order to determine which career programs are in place at TechnoChip Computers. Description. This exercise requires about 2 hours of out-of-class preparation for students to read the assigned exhibits and to complete the questions in Form 9.3.1. Following completion of these steps, students are expected to work in small groups in class (about 4-6 students per group), and review each other’s responses to Form 9.3.1. After reviewing their responses, they should reach consensus on the appropriate career development tools to use in the sales division of TechnoChip Computers. If they also discuss the timeline for implementation of their career tools and the advantages and disadvantages of their suggestions, then it may take about 3--45 minutes of in-class time for their small group discussions. Professors may want to lead the entire class in a discussion of the following: 1. Career issues and concerns facing sales employees and team leaders 2. Career tools and interventions that can be used to assist sales employees and team leaders 3. Relative advantages and disadvantages of the career tools selected. Exercise 9.3 Answers to Form 9.3.1 1. For each of the following groups of employees in the sales division at TechnoChip Computers, first identify their career-related concerns as noted from the survey results. Then provide some recommendations for each group to meet career or job-related needs. A. Telephone sales employees: 1. Concerns: a. Plateauing and Dissatisfaction with Job Challenges - A percentage of these sales employees felt that they were plateaued or bored in their jobs. Their jobs require them to stay at the company headquarters to make phone calls to new or current customers. While they have some variety in their work (different customers), most of their day is spent in one activity (talking to customers on the phone). b. Job Security - a percentage of employees were fearful about losing their jobs. This was probably because the firm had been declining in annual sales and their customer base and some employees were worried about losing their jobs. 2. Recommendations: a. Analyze the job to determine if more skill variety can be built into the job. Ask employees for their input. b. If possible, alleviate employees' concerns about losing their jobs. B. On-site sales employees: 1. Concerns: a. Plateauing and Dissatisfaction with Job Challenges - A percentage of these sales employees felt that they were plateaued or bored in their jobs. They do, however, have a little more variety in their jobs than do phone sales employees since they travel to different customers' sites to meet. b. Job Security - a percentage of employees were fearful about losing their jobs. This was probably because the firm had been declining in annual sales and their customer base and some employees were worried about losing their jobs. c. Job-induced tension and work-family stress - employees reported work-related stress, particularly due to all the travel involved in their jobs. 2. Recommendations: a. Analyze the job to determine if more skill variety can be built into the job. Ask employees for their input. b. If possible, alleviate employees' concerns about losing their jobs. c. The work should be analyzed to see if there are any ways to cut down the travel required on the job, perhaps having phone sales employees conduct the local travel (that would give them more challenge, and would enable on-site sales employees to reduce some of their total travel time). FOR ALL SALES EMPLOYEES: 1. Concerns: a. Promotional opportunities - this was one of the biggest concern of all employees, since the only possible promotional move was to become a team leader and there were few expected retirements among team leaders (and hence few openings available). b. Career Guidance, development, and coaching - all employees expressed dissatisfaction with the career guidance they received from the organization. This was the biggest concern among employees. 2. Recommendations: a. To address the promotional opportunities, the organization may want to establish a pay system which recognizes improvements on the job such as attending training courses, increasing customer sales, bringing in new accounts or retaining a larger customer base, etc. The idea may be to try to establish a dual-ladder system so that sales employees can remain in sales while being promoted up their own ladder so that they do not have to move into management to be promoted. b. To address career guidance provided to employees, team leaders need to receive training on how to be career coaches. In addition, the organization should allocate one member of its HR staff to be responsible for providing career assistance to employees in each location. This HR staff member can receive assistance from the corporate office of HR. A career resource center can also be established which describes career opportunities in the organization as a whole (e.g., opportunities for training and promotions in other locations, etc). C. Team Leaders: 1. Concerns: a. Role Clarity and Training as Coaches. They have previously been managers who were renamed as team leaders. They were not given much training in what their new roles as team leaders refers to. They have not received the training they need to serve as career coaches. In addition, their performance as team leaders has been evaluated based on meeting sales quotas and not their work as career coaches. b. Job-induced stress. Team leaders reported a fair amount of work-related stress. 2. Recommendations: a. Team leaders should be given training on what their new roles as team leaders are (i.e., what activities it involves). In addition, team leaders need to receive training on how to provide career guidance and coaching to sales employees. The performance appraisal system and reward system should also be altered so that team leaders are evaluated and compensated based on the quality of coaching they provide to their employees (in addition to meeting sales quotas and other critical tasks). To determine their effectiveness in coaching, their employees should be surveyed to assess their views of their leaders. b. Much of the stress that is experienced by team leaders is probably due to role ambiguity and work overload. Once they have received training on their new roles, stress should be alleviated. Also, the division or operations manager could hold periodic sessions with team leaders to discuss ways to work more efficiently to reduce their feelings of work overload. Positive Aspects: Some aspects of the job were viewed positively by sales employees including the following: a. Autonomy - Employees felt like they had autonomy on their jobs (i.e., some freedom and discretion in how they do their jobs). b. Participation in decision-making - the majority of employees felt like they were able to give input in their jobs, although 40% were either neutral or disagreed. 2. Describe the advantages and disadvantages to your recommendations as well as a timeline for when they should be implemented. Immediate Solutions (within the next month): a. Meet with team leaders to clarify their roles. b. Begin training with team leaders as career coaches. c. Educate employees about the career assistance provided by the corporate organization. Longer-term Solutions (within the next six months - one year): a. Develop a dual-career ladder system to enable sales employees to move up in the organization without having to move into management. b. Alter the performance appraisal system and reward system for team leader so that they are rewarded and compensated for serving as career coaches. c. Examine how the sales jobs can be altered to provide more challenge to phone employees while cutting back on travel and stress by on-site employees. 3. How would you assess whether the programs you have recommended for employees are perceived positively or improve attitudes after they are implemented? (Hint: Review the evaluation section in Chapter 8). Should additional surveys be conducted with sales employees and their team leaders? If so, how often and what types of questions should be asked? What would you do with those data? Employees should be surveyed after six months to assess their attitudes on the same dimensions that were assessed initially (see dimensions on Exhibit 9.3.3). This data should be compared with the initial survey results to look at any changes in attitudes among phone sales employees, on-site employees, and team leaders. 4. Review TechnoChip's mission statement, strategic objectives, and the survey feedback results. Based on what you learned in Chapter 8, identify the training needs for each of the following groups of employees. Training needs for all sales employees would involve learning how to retain customers, develop new accounts, and improve relations with customers. The training would have some similar components for both types of sales employees, although the training for on-site sales employees may require more interactions (face-to-face) with potential customers. 5. For each specific training need you identified, what types of training methods would be appropriate to incorporate into the training? (Hint: review the description of training methods and techniques in Chapter 8). Training for phone sales should involve role-plays where employees are involved in phone calls with customers (employees could play the role of customers, while others would play the role of employees). Training for on-site employees would be similar, but would involve face-to-face interactions. Training for team leaders should focus on their roles as career coaches. Behavioral modeling with role-plays could be used. 6. Some of the employee attitude problems TechnoChip is facing may be due to the fact that when current employees were hired the job was very different than it is today. What steps can TechnoChip management take before hiring future sales employees and team leaders to be sure the applicants have a realistic assessment of what the job is like? (Hint: Think about what you learned in the previous chapters about job analysis, recruiting, and selecting employees). Future employees should be educated on the new role of sales employees (working in teams) that is very different than the role of the typical sales employee for a firm (individual work). Current sales employees and team leaders could be used in the interview process to educate applicants about the work and to provide a realistic preview of the job. Solution Manual for Human Resource Management John H. Bernardin, Joyce E. A. Russell 9780078029165, 9780071326186
