You’ve learned about the different traditional training methods in Chapter 7. Based on your experience teaching someone (e.g. to ride a bike, or teaching a child to read, or demonstrating to someone...

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  1. You’ve learned about the different traditional training methods in Chapter 7. Based on your experience teaching someone (e.g. to ride a bike, or teaching a child to read, or demonstrating to someone how to fix something, or teaching a new employee), reflect on the method that you used (was it effective and efficient? Why or why not?), and explain if you would have done it using a different method.

  2. With reference to the chapter on Technology-Based Training Methods (Chapter 8, Noe, 2017), how would you develop an effective online learning program for a company (you may use your own company as an example)? What are some important considerations?

  3. What is your experience with the assessment tools that are mentioned by Noe (Chapter 9), and what are your thoughts about it? If you have not experienced any of the assessment tools, provide your analysis on at least two of the assessment tools covered in Chapter 9 (think of what challenges there might be, and how might a company use the assessment results).

  4. double-spaced,not including the cover and reference pages with 1-inch margins (on all sides),with 12-size fonts. Please use APA format (review the APA section of theCiting Your Sources).





noe43746_fm_i-xxii.indd i� 01/03/19��03:27�PM Employee�Training� and�Development Final PDF to printer noe43746_fm_i-xxii.indd ii� 01/03/19��03:27�PM Final PDF to printer noe43746_fm_i-xxii.indd iii� 01/03/19��03:27�PM Employee�Training� and�Development Eighth�Edition Raymond A. Noe The Ohio State University Final PDF to printer noe43746_fm_i-xxii.indd iv� 01/03/19��03:27�PM mheducation.com/highered EMPLOYEE�TRAINING�&�DEVELOPMENT,�EIGHTH�EDITION Published�by�McGraw-Hill�Education,�2�Penn�Plaza,�New�York,�NY�10121.�Copyright�©2020�by�McGraw-Hill� Education.�All�rights�reserved.�Printed�in�the�United�States�of�America.�Previous�editions�©2017,�2013,�and� 2010.�No�part�of�this�publication�may�be�reproduced�or�distributed�in�any�form�or�by�any�means,�or�stored�in� a�database�or�retrieval�system,�without�the�prior�written�consent�of�McGraw-Hill�Education,�including,�but�not� limited�to,�in�any�network�or�other�electronic�storage�or�transmission,�or�broadcast�for�distance�learning. Some�ancillaries,�including�electronic�and�print�components,�may�not�be�available�to�customers�outside�the� United�States. This�book�is�printed�on�acid-free�paper. 1�2�3�4�5�6�7�8�9�LCR�21�20�19 ISBN�978-1-260-04374-7�(student�edition) MHID�1-260-04374-6�(student�edition) ISBN�978-1-260-14034-7�(loose-leaf�edition) MHID�1-260-14034-2�(loose-leaf�edition) Associate�Portfolio�Manager:�Laura Hurst Spell Marketing�Manager:�Lisa Granger Content�Project�Managers:�Maria McGreal; Keri Johnson; Karen Jozefowicz Buyer:�Susan K. Culbertson Design:�Matt Backhaus Content�Licensing�Specialist:�Jacob Sullivan Cover�Image:�@Shutterstock/Rawpixel.com Compositor:�SPi Global All�credits�appearing�on�page�or�at�the�end�of�the�book�are�considered�to�be�an�extension�of�the�copyright�page. Library of Congress Cataloging-in-Publication Data Names:�Noe,�Raymond�A.,�author. Title:�Employee�training�and�development�/�Raymond�A.�Noe,�the�Ohio�State�  University. Description:�Eighth�edition.�|�New�York,�NY:�McGraw-Hill�Education,�[2020] Identifiers:�LCCN�2018054647�|�ISBN�978–1–26–004374–7�(alk.�paper) Subjects:��LCSH:�Employees—Training�of. Classification:�LCC�HF5549.5.T7�N59�2020�|�DDC�658.3/124--dc23�LC�record�  available�at�https://lccn.loc.gov/2018054647 The�Internet�addresses�listed�in�the�text�were�accurate�at�the�time�of�publication.�The�inclusion�of�a�website�does� not�indicate�an�endorsement�by�the�authors�or�McGraw-Hill�Education,�and�McGraw-Hill�Education�does�not� guarantee�the�accuracy�of�the�information�presented�at�these�sites. Final PDF to printer noe43746_fm_i-xxii.indd v� 01/03/19��03:27�PM To�my�supportive,�curious,�and�sometimes�disruptive�writing� companions:�Chester,�Milo,�and�Lucky Final PDF to printer vi noe43746_fm_i-xxii.indd vi� 01/03/19��03:27�PM Traditionally,�training�and�development�were�not�viewed�as�activities�that�could�help�com- panies�create�“value”�and�successfully�deal�with�competitive�challenges.�Today,�that�view� has�changed.�Companies�that�use�innovative�training�and�development�practices�are�likely� to� report�better� financial�performance� than� their� competitors� that�do�not.�Training�and� development�also�help�a�company�develop�the�human�capital�needed�to�meet�competitive� challenges.�Many�companies�now�recognize�that�learning�through�training,�development,� and�knowledge�management�helps�employees�strengthen�or�increase�their�skills�in�order� to�improve�or�make�new�products,�generate�new�and�innovative�ideas,�and�provide�high- quality�customer�service.�Also,�development�activities�and�career�management�are�needed� to�prepare�employees�for�managerial�and�leadership�positions�and�to�attract,�motivate,�and� retain� talented�employees�at�all� levels�and� in�all� jobs.�An�emphasis�on� learning� through� training,�development,�and�knowledge�management�is�no�longer�in�the�category�of�“nice�to� do”—such�an�emphasis�is�a�“must�do”�if�companies�want�to�gain�a�competitive�advantage� and�meet�employees’�expectations. Businesses� today� must� compete� in� the� global� marketplace,� and� the� diversity� of� the� workforce�continues�to�increase.�As�a�result,�companies�need�to�train�employees�to�work� with� persons� from� different� cultures,� both� within� the� United� States� and� abroad.� Tech- nologies,�such�as�social�media,�and�tablet�computers,�such�as�the�iPad,�offer�employees� access�to�learning�whenever�and�wherever,�eliminating�the�costs�associated�with�bringing� employees�to�a�central�location�for�training.�Given�the�pace�of�business�and�employees’� often�heavy�workloads,� long�training�sessions�are�no�longer�desirable.�There�is�a�strong� movement�for�training�to�be�available�in�short�modules�that�are�accessible�on�an�as-needed� basis.�At�the�same�time,�the�challenge�is�ensuring�that�this�type�of�training�includes�the� necessary�conditions�(practice,�feedback,�self-pacing,�etc.)�for�learning�to�occur.�Through� the�blended�learning�approach,�companies�are�seeking�the�best�balance�between�private,� self-paced,�as-needed,�on-demand�technology-based�training�and�methods�that�allow�inter- personal�interaction�among�trainees�and�an�opportunity�to�apply�what�they�have�learned� online�to�issues�and�problems�they�are�facing�at�work�(such�as�classroom�instruction�or� active� learning).� Employees� from� Generation� Z� and� the� millennial� generation� are� well� versed� in� informal� learning,�especially� through�collaboration�facilitated�by�social�media� such�as�Facebook�and�Twitter.�Also,�their�gaming�experiences�lead�them�to�expect�that� learning� experiences� will� be� fun,� multidimensional,� and� challenging� and� will� provide� immediate�feedback�and�rewards. The�role�of�training�has�broadened�beyond�training�program�design.�Effective�instruc- tional� design� remains� important,� but� training� managers,� human� resource� experts,� and� trainers�are�increasingly�being�asked�to�create�systems�to�motivate�employees�to�learn,� not�only�in�programs�but�informally�on�the�job;�create�knowledge;�and�share�that�knowl- edge�with�other�employees�in�the�company.�Training�has�moved�from�an�emphasis�on�a� one-time�event�to�the�creation�of�conditions�for�learning�that�can�occur�through�collabora- tion,�online�learning,�traditional�classroom�training,�or�a�combination�of�these�methods.� There�is�increased�recognition�that�learning�occurs�informally�as�well�as�via�technology-� aided� training� outside� the� boundaries� of� a� formal� training� course.� Developments� in� Preface Final PDF to printer Preface vii noe43746_fm_i-xxii.indd vii� 01/03/19��03:27�PM artificial� intelligence�and�augmented� reality� applications� for� training�and�development� are�helping�make�this�possible. Due�to�rapidly�changing�business�environments�and�competition�that�can�quickly�cause� profits�to�shrink�and�skill�needs�to�change,�companies�don’t�provide�job�security�to�employ- ees�and�employees�don’t�expect�it.�Many�employees�are�job�hopping�to�find�more�challeng- ing�and�interesting�work�or�to�maximize�the�value�that�they�can�get�for�their�skills�in�the�job� market,�and�they�are�not�interested�in�making�a�long-term�commitment�to�any�company.� As�a�result,�both�employees�and�companies�are�concerned�with�developing�future�skills�and� managing�careers.�Companies�want�a�workforce�that�is�motivated�and�productive,�has�up- to-date�skills,�and�can�quickly�learn�new�skills�to�meet�changing�customer�and�marketplace� needs.�Despite�the�prevalence�of�job�hopping,�companies�want�to�provide�a�work�environ- ment�and�training�and�development�opportunities�that�will�help�them�be�the�employer�of� choice�for�talented�employees.�Employees�want�to�develop�skills�that�not�only�are�useful� for�their�current�jobs,�but�also�are�congruent�with�their�personal�interests�and�values.�Given� the�increasing�time�demands�of�work,�employees�are�also�interested�in�maintaining�balance� between�work�and�nonwork�interests. The�chapter�coverage�of�Employee Training and Development�reflects�the�traditional�as� well�as�the�broadening�role�of� training�and�development� in�organizations.�Chapter�One,� “Introduction� to�Employee�Training�and�Development,”� covers� the� role�of� training�and� development� in� companies.� Chapter� Two,� “Strategic� Training,”� discusses� how� training� practices�and�the�organization�of�the�training�function�can�support�business�goals.�Because� companies�are�interested�in�reducing�costs,�the�amount�of�resources�allocated�to�training� is�likely�to�be�determined�by�the�extent�that�training�and�development�activities�help�the� company�reach�business�goals.�Topics�related�to�designing�training�programs�are�covered� in� Chapters� Three� through� Six.� Chapter� Three,� “Needs� Assessment,”� discusses� how� to� identify�when�training�is�appropriate.�Chapter�Four,�“Learning�and�Transfer�of�Training,”� addresses�the�learning�process�and�characteristics�of�a�learning�environment.�The�chapter� also�emphasizes�what�should�be�done�in�the�design�of�training�and�the�work�environment� to�ensure�that�training�is�used�on�the�job.�Chapter�Five,�“Program�Design,”�provides�prac- tical� suggestions� regarding�what�can�be�done� to� facilitate� learning�and� transfer�of� train- ing� before,� during,� and� after� a� course� or� program.� The� role� of� knowledge� management� in� facilitating� learning� and� transfer�of� training� is� also�discussed.�Chapter�Six,� “Training�� Evaluation,”�discusses�how�to�evaluate�training�programs.�Here,�the�student�is�introduced�to� the�concepts�of�identifying�cost-effective�training,�evaluating�the�return�on�investment�of�train- ing�and�learning,�and�determining�if�training�outcomes�related�to�learning,�behavior,�or�perfor- mance�have�been�reached.�The�emerging�use�of�big�data�and�analytics�to�show�the�relationship� between� learning� and� business� results� is� also� discussed.� Chapters� Seven� and� Eight� cover� training�methods.�Chapter�Seven,�“Traditional�Training�Methods,”�discusses�presentational� methods�(e.g.,�lecture),�hands-on�methods�(e.g.,�on-the-job�training�and�behavior�modeling),� and�group�methods�(e.g.,�adventure� learning).�Chapter�Eight,�“Technology-Based�Training� Methods,”� introduces�new� technologies� that�are�being�used� in� training.�These� technology- based�training�methods�include�e-learning,�mobile� learning,�social�media,�simulations,�seri- ous�games,�massive�open�online�courses�(MOOCs),�virtual�reality,�augmented�reality�(AR),� artificial�intelligence�(AI),�and�blended�learning.�Chapters�Seven�and�Eight�both�conclude�by� comparing�training�methods�on�the�basis�of�costs,�benefits,�and�learning�characteristics. Final PDF to printer viii Preface noe43746_fm_i-xxii.indd viii� 01/03/19��03:27�PM Chapter�Nine,� “Employee�Development�and�Career�Management,”� introduces�devel- opmental� methods� (assessment,� relationships,� job� experiences,� and� formal� courses).� In� addition,�the�use�of�development�plans�to�help�employees�succeed�in�their�self-directed�or� protean�careers�is�highlighted.�Topics�such�as�succession�planning�and�onboarding��are�dis- cussed.�Chapter�Ten,�“Social�Responsibility:�Legal�Issues,�Managing�Diversity,�and�Career� Challenges,”� emphasizes� the� role� that� training� plays� in� helping� companies� improve� the� communities�where�they�are�located�by�increasing�the�skill�level�of�the�workforce,�helping� provide�jobs,�and�taking�actions�to�help�all�employees�grow�and�develop,�regardless�of�their� personal�characteristics�or�career�challenges.�The�chapter�also�discusses�compliance�with� laws�that�affect�training�and�development,�training�partnerships,�managing�diversity,�cross- cultural�preparation,�and�how�companies�can�help�employees�deal�with�career�challenges� such� as� balancing� work� and� life,� coping� with� career� breaks� such� as� taking� time� off� for� family�or�required�military�service,�job�loss,�and�retirement.�Finally,�Chapter�Eleven,�“The� Future�of�Training�and�Development,”�looks�at�how�training�and�development�is�evolving� and�might�be�different�five�or�even�ten�years�from�now. Employee Training and Development�is�based�on�my�more�than�30�years�(gulp—I’m�old!)� of�teaching�training�and�development�courses�to�both�graduate�and�undergraduate�students.� From� this� experience,� I� have� realized� that� managers,� consultants,� trainers,� and� faculty� working�in�a�variety�of�disciplines�(including�education,�psychology,�business,�and�indus- trial�relations)�have�contributed�to�the�research�and�practice�of�training�and�development.� As�a�result,�the�book�is�based�on�research�conducted�in�several�disciplines,�while�offering� a�practical�perspective.�The�book�is�appropriate�for�students�in�a�number�of�programs.�It� suits�both�undergraduate�and�master’s-level�training�courses�in�a�variety�of�disciplines. DISTINCTIVE FEATURES This�book�has�several�distinctive�features.�First,�my�teaching�experience�has�taught�me�that� students�become�frustrated�if�they�do�not�see�research�and�theory�in�practice.�As�a�result,� one�distinctive�feature�of�the�book�is�that�each�chapter�begins�with�a�real-life�vignette�of� a�company�practice�that�relates�to�the�material�covered�in�the�chapter.�Many�examples�of� company�practices�are�provided�throughout�the�chapters.�Each�chapter�ends�with�a�real-life� case�and�related�questions�that�give�students�the�opportunity�to�apply�the�chapter’s�content� to�an�actual�training�or�development�issue. A�second�distinctive�feature�of�the�book�is�its�topical�coverage.�The�chapters�included�in� Part�Two,�“Designing�Training,”�relate�to�training�design�(needs�assessment,�training�meth- ods,�learning�and�transfer�of�training,�and�program�design�and�evaluation).�Instructional� design�is�still�the�“meat�and�potatoes”�of�training.�Part�Three,�“Training�and�Development� Methods,”�covers�the�more�exciting�part�of�training�and�development—that�is,�training�and� development�methods.�But�as�the�role�of�managers�and�trainers�broadens,�they�are�increas- ingly�involved�in�helping�all�employees�grow,�develop,�and�cope�with�career�challenges,�as� well�as�preparing�high-potential�employees�for�leadership�positions.�For�example,�manag- ers�and�trainers�need�to�understand�generational�differences�in�employees’�career�needs,� career� paths,� cross-cultural� training,� diversity,� outplacement,� and� succession� planning—� topics� that� fall� outside� the� realm� of� instructional� design.� These� topics� are� covered� in�� Part�Four,�“Social�Responsibility�and�the�Future.” Final PDF to printer Preface ix noe43746_fm_i-xxii.indd ix� 01/03/19��03:27�PM The� book� begins� with� a� discussion� of� the� context� for� training� and� development.�� Part�One�includes�chapters�that�cover�the�economic�and�workplace�factors�that�are�influ- encing�trends�in�the�training�profession.�One�of�these�trends�is�that�companies�are�empha- sizing� learning� through� formal� training� and� development,� knowledge� management,� and� informal�learning.�In�addition,�these�chapters�discuss�the�need�for�training,�development,� and�learning�to�become�strategic�(i.e.,�to�contribute�to�business�strategy�and�organizational� goals).� Why?� In� successful,� effective� training,� all� aspects� of� training—including� training� objectives,�methods,�evaluation,�and�even�who�conducts�the�training—relate�to�the�business� strategy.�More�and�more�companies�are�demanding�that�the�training�function�and�training� practices� support�business�goals;�otherwise,� training�may�be�outsourced�or� face� funding� cuts.�Although�students�in�business�schools�are�exposed�to�strategic�thinking,�students�in� psychology�and�education�who�go�on�to�become�trainers�need�to�understand�the�strategic� perspective�and�how�it�relates�to�the�organization�of�the�training�function�and�the�type�of� training�conducted. Not�only�has�technology�changed�the�way�we�live�and�the�way�work�is�performed,�but� it�also�has�influenced�training�practices.�As�a�result,�one�chapter�of�the�book�is�devoted� entirely� to� the� use� of� technologies� for� training� delivery� and� instruction,� such� as� online� learning,�social�media,�mobile� learning,�gamification,�virtual�and�augmented�reality,�and� artificial�intelligence. The�book�reflects�the�latest�“hot�topics”�in�the�area�of�training�and�development.�Some� of�the�new�topics�discussed�in�the�book�are�the�flipped�classroom,�microlearning,�adaptive� training,�big�data�and�workforce�analytics,�augmented�reality�(AR),�artificial� intelligence� (AI),� knowledge�management,�massive�open�online� courses� (MOOCs),�mobile� learning� (using�smartphones),�reverse�mentoring,�and�unconscious�bias�training.�Each�chapter�con- tains�the�most�recent�academic�research�findings�and�company�practices. FEATURES DESIGNED TO AID LEARNING Employee Training and Development�provides�several�features�to�aid�learning: �1.� Each�chapter�lists�objectives�that�highlight�what�the�student�is�expected�to�learn�in�that� chapter. �2.� In-text�examples�and�chapter�openers�feature�companies�from�all�industries,�including� service,�manufacturing,�retail,�and�nonprofit�organizations. �3.� Discussion�questions�at�the�end�of�each�chapter�help�students�learn�the�concepts�pre- sented�in�the�chapter�and�understand�potential�applications�of�the�material. �4.� Important�terms�and�concepts�used�in�training�and�development�are�boldfaced�in�each� chapter.�Key�terms�are�identified�at�the�end�of�each�chapter.�These�key�terms�are�impor- tant�to�help�the�student�understand�the�language�of�training. �5.� Application�assignments�are�useful�for�the�students�to�put�chapter�content�into�practice.� Most�chapters�include�assignments�that�require�the�student�to�use�the�World�Wide�Web. �6.� Cases�at�the�end�of�each�chapter�and�at�the�end�of�each�of�the�four�parts�of�the�book� help�students�apply�what�they�have�learned�to�training�and�development�issues�faced�by� actual�companies. �7.� Name�and�subject�indexes�at�the�end�of�the�book�help�in�finding�key�people�and�topics. Final PDF to printer x Preface noe43746_fm_i-xxii.indd x� 01/03/19��03:27�PM WHAT’S NEW IN THE EIGHTH EDITION I�want�to�personally�thank�all�of�you�who�have�adopted�this�book!�Based�on�the�comments� of� the� reviewers�of� the� seventh�edition�and� training� research�and�practice,� I�have�made� several�improvements.�Some�important�changes�in�the�eighth�edition�of�Employee Training and Development�stand�out: �•� Each�chapter�has�been�updated�to�include�the�most�recent�research�findings�and�new� best�company�practices.�New�examples�have�been�added�in�each�chapter’s�text. �•� All� the� chapter� opening� vignettes� are� new.� For� example,� the� opening� vignette� for� Chapter� Eight� highlights� how� PayPal� is� using� social� media,� Twitter,� and� MOOCs�� for�training. �•� This�edition�offers�new�and�expanded�coverage�of�topics�related�to�training�for�nontradi- tional�employees,�learning,�program�design,�training�methods,�evaluation,�development,� and�the�future�of�training.�From�the�learning�and�program�design�perspective,�expanded� and�new�coverage�is�provided�on�microlearning,�root�cause�analysis,�how�to�help�train- ees�remember�training�content,�training�international�audiences,�and�content�curation.� The�use�of�new�and� increasingly�popular� training�delivery�and� instructional�methods� and�support�tools,�including�massive�open�online�courses�(MOOCs),�the�flipped�class- room,� serious�games�and�gamification,�mobile� learning,� virtual� reality� (VR)�and�aug- mented�reality�(AR),�and�artificial�intelligence�(AI),�is�discussed.�From�a�development� and�career�perspective,� this�edition�provides�new�and�expanded�coverage�of�different� types�of�career�management�approaches,�reverse�mentoring�and�different�forms�of�men- toring,�use�of�technology�for�matching�mentors�and�protégés,�and�the�potential�detri- mental�effects�of�using�the�nine-box�grid�for�development�and�succession�planning.�In� training�evaluation,�the�fundamentals�remain�important�but�there�is�also�an�increased� interest�in�and�use�of�big�data�and�workforce�analytics�to�show�how�learning,�training,� and�development�contribute�to�talent�management�and�the�company’s�“bottom�line.”� As�a�result,�in�the�evaluation�chapter�we�discuss�how�the�logic�model�can�be�used�for� identifying�relevant�training�outcomes,�Net�Promoter�Scores�(NPS),�and�big�data�and� how�companies�are�using�it�to�answer�important�questions.�Finally,�new�technologies� have�the�potential�to�radically�alter�how�and�when�we�learn�and�substitute�performance� support�for�learning.�As�a�result,�in�the�last�chapter�of�the�book,�we�discuss�the�implica- tions�of�wearables,�artificial�intelligence,�automation,�the�Internet�of�things�(IoT),�Tin� Can�API,�and�neuroscience�research�for�the�future�of�training�and�development.�The� implications�of�the�needs�and�learning�preferences�of�the�multigenerational�workforce,� especially�the�millennials,� for�training�and�development�are�discussed�throughout�the� book�(e.g.,�reverse�mentoring,�development�opportunities,�increased�use�of�games�and� social�collaboration�for�learning). �•� Each� chapter� ends� with� discussion� questions� and� application� assignments,� many� of� which�are�new�or�have�been�updated�for�this�edition. �•� Each�chapter�concludes�with�new�or�updated�brief�cases�that�illustrate�a�training,�devel- opment,�or�learning�issue�faced�by�a�company.�The�case�questions�ask�students�to�con- sider�issues�and�make�recommendations�based�on�the�chapter�content. �•� To�help�students�better�understand�the�connections�between�topics,�the�book�is�organized� into�four�different�parts.�Part�One�focuses�on�the�context�for�training�and�development� Final PDF to printer Preface xi noe43746_fm_i-xxii.indd xi� 01/03/19��03:27�PM and�includes�a�chapter�devoted�to�strategic�training.�Part�Two�includes�coverage�related� to� the� fundamentals� of� designing� training� programs.� Chapters� in� Part� Two� focus� on� needs�assessment,�learning�theories�and�transfer�of�training,�program�design,�and�train- ing�evaluation.�Part�Three�focuses�on�training�and�development�methods�and�includes� chapters�devoted�to�traditional�training�methods,�e-learning,�and�the�use�of�new�training� technologies�such�as�social�media�and�mobile�learning.�The�chapters�in�Part�Four�cover� employee�development�and�career�management�and�the�role�of�training�and�learning�in� helping�companies�increase�their�social�responsibility.�This�includes�following�laws�and� regulations�that�relate�to�training,�as�well�as�managing�diversity�and�helping�employees� cope�with�career�challenges�such�as�balancing�work�and�life,�career�breaks,�identifying� and� moving� along� a� career� path,� preparing� for� retirement,� and� coping� with� job� loss.� Finally,�this�part�provides�a�look�at�the�future�of�training�and�development. �•� Each�part�includes�a�case�designed�to�help�students�apply�what�they�have�learned�in�the� chapters�to�a�real�company�issue. INSTRUCTOR AND STUDENT RESOURCES The�Connect�Management�Instructor�Library� is�your�repository�for�additional�resources� to�improve�student�engagement�in�and�out�of�class.�You�can�select�and�use�any�asset�that� enhances�your�lecture. The�Connect�Instructor�Library�includes: �•� Instructor�Manual �•� PowerPoint�files �•� Test�Bank Manager’s�Hot�Seat:�Now�instructors�can�put�students� in�the�hot�seat�with�access�to�an� interactive�program.�Students�watch�real�managers�apply�their�years�of�experience�when� confronting�unscripted�issues.�As�the�scenario�unfolds,�questions�about�how�the�manager� is�handling�the�situation�pop�up,�forcing�the�student�to�make�decisions�along�with�the�man- ager.�At�the�end�of�the�scenario,�students�watch�a�post-interview�with�the�manager�and�view� how�their�responses�match�up�to�the�manager’s�decisions.�The�Manager’s�Hot�Seat�videos� are�now�available�as�assignments�in�Connect. Final PDF to printer noe43746_fm_i-xxii.indd xii� 01/03/19��03:27�PM You’re in the driver’s seat. Want to build your own course? No problem. Prefer to use our turnkey, prebuilt course? Easy. Want to make changes throughout the semester? Sure. And you’ll save time with Connect’s auto-grading too. They’ll thank you for it. Adaptive study resources like SmartBook® help your students be better prepared in less time. You can transform your class time from dull definitions to dynamic debates. Hear from your peers about the benefits of Connect at www.mheducation.com/highered/connect Make it simple, make it affordable. Connect makes it easy with seamless integration using any of the major Learning Management Systems—Blackboard®, Canvas, and D2L, among others—to let you organize your course in one convenient location. Give your students access to digital materials at a discount with our inclusive access program. Ask your McGraw-Hill representative for more information. Solutions for your challenges. A product isn’t a solution. Real solutions are affordable, reliable, and come with training and ongoing support when you need it and how you want it. Our Customer Experience Group can also help you troubleshoot tech problems—although Connect’s 99% uptime means you might not need to call them. See for yourself at status.mheducation.com Students—study more efficiently, retain more and achieve better outcomes. Instructors—focus on what you love—teaching. SUCCESSFUL SEMESTERS INCLUDE CONNECT 65% Less Time Grading ©Hill Street Studios/Tobin Rogers/Blend Images LLC For Instructors Final PDF to printer noe43746_fm_i-xxii.indd xiii� 01/03/19��03:27�PM Effective, efficient studying. Connect helps you be more productive with your study time and get better grades using tools like SmartBook, which highlights key concepts and creates a personalized study plan. Connect sets you up for success, so you walk into class with confidence and walk out with better grades. Study anytime, anywhere. Download the free ReadAnywhere app and access your online eBook when it’s convenient, even if you’re offline. And since the app automatically syncs with your eBook in Connect, all of your notes are available every time you open it. Find out more at www.mheducation.com/readanywhere No surprises. The Connect Calendar and Reports tools keep you on track with the work you need to get done and your assignment scores. Life gets busy; Connect tools help you keep learning through it all. Learning for everyone. McGraw-Hill works directly with Accessibility Services Departments and faculty to meet the learning needs of all students. Please contact your Accessibility Services office and ask them to email [email protected], or visit www.mheducation.com/about/accessibility.html for more information. “I really liked this app—it made it easy to study when you don’t have your text- book in front of you.” - Jordan Cunningham, Eastern Washington University Chapter 12 Quiz Chapter 11 Quiz Chapter 7 Quiz Chapter 13 Evidence of Evolution Chapter 11 DNA Technology Chapter 7 DNA Structure and Gene... and 7 more... 13 14 ©Shutterstock/wavebreakmedia For Students Final PDF to printer xiv noe43746_fm_i-xxii.indd xiv� 01/03/19��03:27�PM The� author� is� only� one� of� many� important� people� involved� in� writing� a� textbook.� The� eighth�edition�of�this�book�would�not�have�been�possible�without�the�energy�and�expertise� of��several�others�from�McGraw-Hill�Education�and�Editors�Inc.�Wes�Ellis,�developmental� �editor,�and�project�managers�Maria�McGreal,�Mithun�Kothandath,�and�Venkat��Raghavan�S� deserve�my�gratitude�and�thanks�for�their�patience�and�expertise�in�following�the�insertions� and�changes�I�made,�and�for�ensuring�that�my�ideas�made�sense�and�my�writing�was�clear,� concise,�and�easy�to�understand. I�take�full�responsibility�for�any�errors,�omissions,�or�misstatements�of�fact�in�this�book.� However,�regardless�of�your�impression�of�the�book,�it�would�not�have�been�this�good�had� it�not�been�for�the�manuscript�reviewers.�Special�thanks�to�these�people,�who�provided�me� with�detailed�comments�that�helped�improve�the�eighth�edition�of�the�book�for�students� and�instructors.�These�reviewers�include Acknowledgments Denise H. Barton Wake Technical Community College Kristopher Blanchard Upper Iowa University Kathryn Stepp Tinius Amberton University Edward Ward Saint Cloud State University Kristi Yowell McDaniel College Final PDF to printer xv noe43746_fm_i-xxii.indd xv� 01/03/19��03:27�PM Raymond A. Noe The Ohio State University Raymond�A.�Noe�is�the�Robert�and�Anne�Hoyt�Designated�Professor�of�Management�at� The�Ohio�State�University.�Before�joining�the�faculty�at�Ohio�State,�he�was�a�professor�in� the�Department�of�Management�at�Michigan�State�University�and�the�Industrial�Relations� Center� of� the� Carlson� School� of� Management,� University� of� Minnesota.� He� received� a� B.S.� in�psychology�from�The�Ohio�State�University�and�M.A.�and�Ph.D.�degrees� in�psy- chology�from�Michigan�State�University.�Professor�Noe�conducts�research�and�teaches�all� levels� of� students—from� undergraduates� to� executives—in� human� resource� management,� training� and� development,� performance� management,� and� talent� management.� He� has� published�articles� in� the�Academy of Management Annals, Academy of Management Jour- nal, Academy of Management Review, Human Resource Development Quarterly, Journal of Applied
Answered Same DayApr 04, 2021

Answer To: You’ve learned about the different traditional training methods in Chapter 7. Based on your...

Jose answered on Apr 05 2021
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The University of Queensland
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Management
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Human Resource Management
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Due Date: 5/4/2021
28/03/2020
1. You’ve learned about the different traditional training methods in Chapter 7. Based on yo
ur experience teaching someone (e.g. to ride a bike, or teaching a child to read, or demonstrating to someone how to fix something, or teaching a new employee), reflect on the method that you used (was it effective and efficient? Why or why not?), and explain if you would have done it using a different method.
We know the fact that training always helps for improving the performance of the people and it also helps for reducing the wastages. Employees can be called the valuable assets of the organization and for teaching the new employees about the current practices and working style of the organization we can use different methods. For improving the learning and skill level of the employee it is better to use on the job training methods. OJT helps for learning the practices quickly followed by the organization and it can be called the formal methods where we will get the support of the existing staff and supervisors. Most of the international companies are using on the job training for helping the new employee familiarize with the company policies and practices (Kodwani et al 2018). The method that we used for providing training to the new employee was effective and on the job training helps the company for providing customized training to the new employees and OJT also helped for providing actual tools and actual job tasks to the new employee. We understand that on the job training was effective because compared to other methods it was economical and helps for getting maximum output from the employees.
For providing training to the new employee we can also use self-directed learning methods, in this training method trainer act as a facilitator and the learning process is controlled by the trainee. It provides an opportunity for the new employee to understand everything productively and it also helps for identifying his or her roles and responsibilities in the organization. In this training method, the trainer provides different materials such as databases, training courses, and seminars and it helps for understanding the process and functions in the organization. While analysing the company Google we can understand that they are using self-directed learning methods for improving the hidden skills and abilities of the new employees.
2. With reference to the chapter on...
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