Armstrongs Essential Human Resource Management Practice Armstrongs Essential Human Resource Management Practice 1st Edition Michael Armstrong - Solutions

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Picture a person who you think is an effective communicator. What did that per- son do that you found to be effective?
In your opinion, what can trainers and instructional designers do to help corpo- rate leaders better understand and value the role of instructional design in effec- tive training?
What most surprised you from the results of the survey presented in this article?
Describe what you picture the job of instructional designer to be like.
Assessment: How will trainee learning be assessed?85
Trainer role: How is the trainer facilitating/guiding learning?
Time: When are trainees learning?
Location: Where are trainees learning?
Grouping: With whom are trainees learning?
Materials and resources: With what are trainees learning?
Activities: How are trainees learning?
Content: What is being learned?
Objectives: What are the specific goals for training?
How do you feel about attending training sessions or classes scheduled early in the morning? After lunch? What can a trainer do to maximize the chances that such a session will be effective?
What experiences have you had with online learning or training programs? How about with technology-enhanced learning, for example, where a traditional classroom also makes use of online discussions or other web-based applica- tions? In your view, how can technology best be used to provide effective
What are the advantages of holding a training program on-site? Off-site?
What are the advantages of designing an HRD program in-house versus purchas- ing programs from vendors?
Describe the relative merits of using a trainee's coworkers as potential trainers. What should be done to ensure that a coworker is an effective trainer?
Why are behavioral objectives and lesson plans important to effective HRD inter- ventions? What role should objectives play in the design, implementation, and evaluation of HRD programs? How can objectives be of values to trainees?
What are the three essential features of an effective HRD or training program objective? Why is each one so important? Discuss training or classroom experi- ences that you have had where objectives either did or did not follow the recom- mendations made by Robert Mager and others.
What is your response to "The Attack on ISD" (presented in the boxed insert)? If you were an HRD professional seeking to conduct a needs assessment, how would you respond to each of these issues?
Why is needs assessment so often not performed in many organizations? How could an HRD professional encourage a reluctant manager or executive to approve the time and resources necessary for a needs assessment before select- ing and implementing an HRD program?
Why should HRD needs, once identified, be prioritized? What are the benefits, if any, of obtaining the participation of a variety of organization members in the prioritization process?
Compare the discussion of employee knowledge, skills, abilities, and other char- acteristics (KSAOs) with the section Competency Modeling on employee competencies. How are employee competencies similar to KSAOS? What differ- ences can you see between these terms? How might competencies be of value
One important source of person needs assessment information is the potential trainees' own opinions about their developmental needs. What are the advan- tages and disadvantages of relying on such self-reported information as part of a person needs assessment?
Briefly describe the pros and cons of using performance appraisal information when conducting a person needs analysis. Do you think that HRD professionals should use performance appraisals to enhance the value of the information obtained from a person analysis? Support your answer.
Suppose you have been asked to perform a task analysis for the job of dis- patcher in a city police department. Which method(s) of task analysis do you think would be most appropriate for analyzing this job? Support your choice(s).
What is the relationship between organizational needs analysis and strategic planning?How can tying HRD programs to an organization’s strategic plan make it easier to justify requests for resources to develop and deliver HRD programs?
Why is needs assessment information critical to the development and delivery of an effective HRD program?
Write out one action that you can take at this time pertaining to note-taking in a class you are presently taking. Make a specific, measurable goal, for example, "For the next month, I will review my class notes from the previous week before the first class each week."
Looking at the list of bullet points in the blog concerning ways that instructors can assist students in developing their note-taking skills, which ones do you like the most? Are there any you personally do not like, and if so, why?
What is your own experience concerning taking your own notes for a class ver- sus relying on slides or notes provided by the instructor? Do you have a prefer- ence? Can you tell if you learn better using one approach or the other?
For your game idea (in Question 2), seek to write one learning objective usir the following framework: "After completing this game, trainees will be able (fill in the blank). Success will be determined by (fill in the blank).
Come up with at least one idea of how a game could be used in a course you an presently taking (or have recently completed). Brainstorm the type of game yo might use, for example, Jeopardy, Monopoly, Settlers of Catan. What might b some ways to promote learning from this game?
What did you find that was interesting or surprising in this article?
Supervisors and coworkers are often asked to serve as trainers. Although they may be experts on the material they are teaching others, many times they are novices when it comes to understanding how others learn. Based on the material presented in this chapter, what three things do you think
Learning strategies are used by learners to rehearse, organize, elaborate, and comprehend new material. From the learning strategies discussed in this chap- ter, select two that you have used. For each one, identify how you applied it and how it helped you learn more effectively.
Research by David Kolb and others suggests that individuals have different learning styles. How would a manager who has a convergent learning style and a manager who has a divergent learning style differ in their approach to learn- ing? Suppose you are going to conduct training sessions designed to
A common stereotype about older workers is that they find learning difficult. Does research from the field of gerontology support or disprove this ster- eotype? Explain. What two findings or recommendations do you feel super- visors should follow to ensure effective training experiences for older
Identify and discuss the factors that can affect whether training transfers back to the job. Which two factors do you feel are the most important to ensure transfer? Support your choices.
Few HRD professionals would disagree that practice plays an important role in learning and retention. Using your knowledge of the conditions of practice, what sort of practice do you think would be most effective for training mechanics in a new installation procedure for automobile air
Robert Gagn and others have argued that traditional principles of learning (such as contiguity and association) are not sufficient for designing effective training programs. State the reasoning behind this argument. What does research in instructional psychology and cognitive psychology offer as a
Explain the role that trainability plays in the effectiveness of an HRD program or intervention. Briefly describe the options available to assess the trainability of employees.
Compare and contrast the pedagogical and andragogical approaches to instruc- tion. Suppose the president of a local hospital asks you to design a program to increase employee awareness of sexual harassment and train participants in ways to deal with harassment complaints. Which principles (from
What "impact" or outcomes of this team building effort are presented in this arti- cle? What would you like to see used in a team that you are currently a part of?
List the "five pillars of teamwork" mentioned in this article. How might these concepts be useful, either to student or work teams that you are familiar with?
What did Kleindl and her team do to promote trust and collaboration among the 40 members of the Microsoft Business Solutions (MBS) group?
List at least two of the myths concerning passionate workers that are presented in this article. What is your reaction to the statements made in this article con- cerning these myths?
Describe at least two of the behaviors of passionate workers that are mentioned in this article. What is your personal reaction to these behaviors?
Describe at least two of the ways to cultivate worker passion that are mentioned in this article. What is your personal reaction to these ideas?
If you had to pick only one of these theories, which one would you say MOST r BEST describes the personal motivation of others in your class? Briefly explain why.
If you had to pick only one of these theories, which one would you say MOST or BEST describes your personal motivation? Briefly explain why.
After completing these summaries, rate the extent to which you feel that each of the these theories explains what motivates your own work behavior, using the following scale: Not Limited Some Considerable Great At All Extent Extent Extent Extent Need theories (Maslow, 1 2 3 4 5 Alderfer, Herzberg)
Assume that you have been asked to design a portion of the orientation program that your organization is using for new employees. How might the three con- cepts from expectancy theory (expectancies, instrumentality, and valence; see Figure 2.3) be used to increase the motivation of these new
Recall a time at work or school when you found it difficult to motivate yourself to complete a required task (such as starting a report or studying for an exami- nation). Using two different motivation theories, explain why this lack of motiva- tion may have occurred.
Briefly describe three ways that coworkers can affect an employee's behavior at work.
Why do people with low self-efficacy perform more poorly in training programs than those with high self-efficacy? What might be done to address problems with low self-efficacy?
The HRD manager for a chicken processing plant has come to you for advice. Even though all employees in the plant recently completed a safety training pro- gram, the accident rate has not improved. In particular, the manager has found that employees are not wearing safety gear (goggles, shoes with
Compare and contrast the need-based and cognitive-based approaches to under- standing motivation.
Suppose you are the HRD manager for a large electric/utility company. The quarterly report shows a 25 percent decrease in participation in management development programs over the same quarter last year. The number of man- agers employed by the company has not changed, and the company's profits
Suppose that you are the recruitment manager for a medium-sized bank. One of your best recruiters appears to be unmotivated lately. The number of recruits the recruiter brings in is normally above the average for effective performance but has fallen below the standard for the past two weeks. What
Select a familiar problem that you have encountered in the workplace. Use the model of employee behavior presented in this chapter to seek to explain why this problem exists. Be specific.
Describe at least three ways that factors in the external environment can influence employee behavior. If you were an HRD professional involved with an action team that was charged with evaluating the likely success of a proposed downsizing of your organization, what factors would you want to
Do you think this training could work in other hospitals? How about in other organizations you are familiar with?
Describe and respond to at least three of the "results and lessons learned" that are presented in this article.
Describe what was done in this training program, that is, what did Florida Hospi- tal do to increase the cultural competency of their employees?
Select an organization you know or have worked for. How does this organization compare to what you read in this article? What would you like to see used in the organization you selected from this article?
What is your reaction to this article, that is, what do you like here? What would you like to know more about these organizations?
Pick any two of the organizations highlighted in this article. First, what is highlighted about each organization's commitment to employee learning and development?
Where do they see the HRD field going in the next five to ten years?
What has changed in their job over the past five to ten years?
What do they do in their job?
Which challenges to HRD professionals discussed in this chapter will directly affect your present or future working environment? What additional challenges do you foresee affecting HRD?
A manager states that "HRD must become more strategic." What does this state- ment mean, and what can HRD professionals do to practice "strategic HRD?"
Briefly describe an HRD effort in a familiar organization. Was it successful? If so, why? If not, what contributed to its failure?
What qualities do you think an HRD professional must possess to be effective in an organization of approximately 1,000 employees? How might your answer be different for an organization with 10,000 employees? Support your answers.
In your opinion, what HRD skills or competencies does an HRD manager need? How are these skills and competencies learned?
Do supervisors have HRD responsibilities? If so, how do they coordinate these with HRD professionals?
See the employee off the premises. Some companies use security guards as escorts but this is rather heavy-handed, although it might be useful to have someone on call in case of difficulties.
Ensure that the employee clears their desk and has no opportunity to take away confidential material or use their computer.
Be polite but firm. Read out what you have written down and make it clear that it is not open for discussion.
Write down what you are going to say in advance, giving the reasons and getting your facts, dates and figures right.
Keep the meeting formal and organized.
Check results. Monitor the implementation of the plan.1 If possible, meet when the office is quiet, preferably on a Friday.
Take action. Plan what you are going to do, establish goals and success criteria, and put the plan into effect.
Weigh and decide. Analyse the facts to identify the causes of the problem. Consider any alternative solutions to the problem, and decide which is likely to be the most successful.
Get the facts. Make sure that you have all the information or evidence you need to understand exactly what the problem is.
Have any problems in attaining the objectives been identified, and has action to overcome these problems been agreed?
How will the achievement of objectives be measured?
Has a time limit for their achievement been agreed?
Are they realistic and attainable?
Are they challenging?
Are the objectives specific?
Do objectives support the achievement of team and corporate objectives?
Are standards and targets clearly related to the key result areas in the role profile?
Have the objectives been agreed after an objective-setting process carried out jointly by the manager and the individual?
Has the objective-setting process been based on an agreed and up-to-date role profile which sets out key result areas?
Consider what you can learn from them about effective and less-effective leadership behaviours. In the light of this, assess where you could usefully modify your own leadership behaviours.
Assess each of them using the checklist.
Think about or observe any managers whom you have worked for or with.

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Armstrongs Essential Human Resource Management Practice Armstrongs Essential Human Resource Management Practice 1st Edition Michael Armstrong - Solutions

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