TROY Online
Course Syllabus
HRM-4483 Human Resource Development
Term – 5 2017
For course syllabus posted prior to the beginning of the term, the instructor reserves the
right to make minor changes prior to or during the term. The instructor will notify
students, via e-mail or Blackboard announcement, when changes are made in the
requirements and/or grading of the course.
TROY Online Courses at Troy University
All TROY Online courses at Troy University utilize the Blackboard Learning System. In
every TROY Online course, students should read all information presented in the
Blackboard course site and should periodically check for updates-at least every 48
hours. Remember: This is not a “correspondence course” in which a student may
work at his/her own pace. Each week there are assignments, online discussions,
online activities and/or exams with due dates. Refer to the schedule at the end of
the syllabus for more information.
Instructor Information
Instructor:
Office Hours:
Martie R. Schrimsher
T: 12:00 – 5:00
W: 12:00 – 5:00
Telephone:
E-mail:
334-448-5184
mschrimsher@troy.edu
Course Description
This course focuses on the theory and practice in human resource training and
development applied to organizational settings. It demonstrates how HRD fits into the
strategic planning process; and shows the important relationships between
organizational development (OD) practitioners and trainers. It provides an overarching
model of the training process, with a more detailed model of each phase of the process.
This makes it easy to see how each phase connects and contributes to achieving
training objectives. It also provides a small-business perspective to training and how it’s
HRM-4483 Human Resource Development
Martie R. Schrimsher
Page 1
implemented. This course provides a step-by-step process for developing learning
objectives11. It also, shows how to integrate learning and design theory into the
creation of training programs. This course also incorporates both micro and macro
theories of design perspectives into the design of training. Cases will be used to
provide an example of how one would develop an actual training program
A breakdown of each weeks assignments is under the heading of “Weekly
Activities”.
Course Objectives:
To provide basic knowledge of the principles of training and human development to
apply to real-world situations, in preparation for entry-level management positions.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
1.
2.
3.
4.
5.
6.
Plan a human-resource training program in an organizational setting.
Explain the major training principles and how to design an effective training
program.
Explain the role of mentorship and coaching in developing human resources.
Appraise training using advanced concepts and techniques of developing human
potential.
Discuss the effect of trainee demographics, job complexity, and changes in
technology on training.
Conduct a needs analysis to determine the appropriateness for a training
intervention.
Course Prerequisites
Prerequisite: Pre-Business Core, MGT 3300
Specific Course Requirements
Typical TROY Online requirements apply: weekly assignments, exams, & discussion
boards.
HRM-4483 Human Resource Development
Martie R. Schrimsher
Page 2
Entrance Competencies
Basic computer skills are required. A reliable computer and internet access is
necessary…computer problems are your responsibility. I assume the students in this
class can read and write at a college junior level. Failure to comprehend the material
and communicate that understanding in an intelligible way will result in lower grades.
Required Textbooks
Effective Training Systems, Strategies, and Practices, 5th edition, authors: P. Nick
Blanchard and James W. Thacker; publisher: Pearson. ISBN: 978-0-13-272904-8.
The official bookstore for Troy University is Barnes and Noble (B&N). Students can now
order textbooks within Blackboard, Trojan Web Express or on the B&N website at
http://shoptroytrojans.com/. For further instructions on how to order your course
materials go to “How to Order Textbooks”.
Students should have their textbook by the first week of class. Not having your textbook
is not an acceptable excuse for late work. Students who add this course late should
refer to the “Late Registration” section for further guidance.
Supplementary Materials
An occasional news story that is relevant to the class may be required reading, links will
be provided.
“Attendance” Policy
In addition to interaction via Blackboard and e-mail contact, this syllabus serves as the
“initial briefing.” Although physical class meetings are not part of this course,
participation in all interactive, learning activities is required. Check the class on a
regular basis (every other day is suggested).
Submitting Assignments
Any specific instructions for submitting assignments will be given for each assignment.
Read all announcements and directions carefully. Pay special attention to due dates!
Late assignments will not be graded unless an extension was requested in
advance and approved. See next item for details.
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Martie R. Schrimsher
Page 3
Make-Up Work Policy
Missing any part of this schedule may prevent completion of the course. If you foresee
difficulty of any type (i.e., an illness, employment change, etc.) which may prevent
completion of this course, notify the instructor as soon as possible. Failure to do so will
result in failure for an assignment and/or failure of the course. (See “Attendance”
Policy.) If I have not heard from you by the deadline dates for assignments, exams, or
forums, no make-up work will be allowed (unless extraordinary circumstances exist,
such as hospitalization). Requests for extensions must be made in advance and
accompanied by appropriate written documentation.
“Computer problems” is not an acceptable excuse.
Method of Evaluation
Three (3) exams worth 100 points each.
Ten (10) open book chapter quizzes worth 10 points each.
One (1) Discussion Board worth 45 points.
Life Styles Questionnaire worth 45 points.
Ten (10) Case Analysis and Questions worth 30 points each.
Three (3) Questions For Review worth 30 points each.
792-880
A
704-792
B
616-704
C
528-616
D
Grades will be assigned on a percentage basis: 90% of available points will be required
for an A; 80% of available points will be required for a B; 70% of available points will be
required for a C; 70% of available points will be required for a D; less than 60% of
available points will result in an F. There may be no extra points. Do the work.
Examination Schedule and Instructions
All exams will be open-book with the exception of the Final Exam and will consist of a
combination of true-false, multiple-choice. As per SCOB policy, one of the tests will be
proctored.
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Martie R. Schrimsher
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FINAL EXAM – MUST BE PROCTORED!!!!!
Exams will be available for a seven-day period; Sunday – Sunday, including the
Proctored exam. Grades will not be provided until after the due date. See the Course
Schedule in the end of this syllabus for the dates the exams will be available.
The exams will be delivered online via Blackboard. They will be located in the Weekly
Modules. The exams will be timed and automatically submitted at the end of the time
period. See the exam instructions for the time limit. Although the exams are openbook, the sensible student will study for the tests like they are closed book. THE FINAL
EXAM MUST BE PROCTORED AND YOU WILL NOT BE ALLOWED TO USE ANY
OF YOUR NOTES OR BOOK.
The Quizzes will be delivered in the same manner and will be located in the Weekly
Modules. Quizzes will consist on 10 questions and you will have 10 minutes to
complete each one.
Late Registration
Students who register during the first week of the term, during late registration, will
already be one week behind. Students who fall into this category are expected to catch
up with all of Week #1 and Week #2's work by the end of Week #2. No exceptions,
since two weeks constitutes a significant percentage of the term's lessons. Students
who do not feel they can meet this deadline should not enroll in the class. If they have
registered, they should see their registrar, academic adviser, GoArmyEd or Military
Education officer to discuss their options. Also note that late registration may mean you
do not receive your book in time to make up the work you missed in Week #1. Not
having your book on the first day of class is not an excuse for late work after the
deadlines in the Course Schedule.
Incomplete Grade Policy
Missing any part of the Course Schedule may prevent completion of the course. If
circumstances will prevent the student from completing the course by the end of the
term, the student should complete a request for an incomplete grade. Note: A grade of
incomplete or “INC” is not automatically assigned to students, but rather must be
requested by the student by submitting a Petition for and Work to Remove an
Incomplete Grade Form. Requests for an incomplete grade must be made on or before
HRM-4483 Human Resource Development
Martie R. Schrimsher
Page 5
the date of the final assignment or test of the term. The form will not be available after
the last day of the term. A grade of “INC” does not replace an “F” and will not be
awarded for excessive absences. An “INC” will only be awarded to student presenting a
valid case for the inability to complete coursework by the conclusion of the term. It is
ultimately the instructor’s decision to grant or deny a request for an incomplete grade,
subject to the policy rules below. Policy/Rules for granting an Incomplete (INC). An
incomplete cannot be issued without a request from the student. To qualify for an
incomplete, the student must:
•
•
Have completed over 50% of the course material and have a documented reason
for requesting incomplete (50% means all assignments/exams up to and
including the mid-term point, test, and/or assignments.)
Be passing the course at the time of their request.
If both of the above criteria are not met an incomplete cannot be granted.
An INC is not a substitute for an “F”. If a student has earned an “F” by not submitting all
the work or by receiving an overall “F” average, then the “F” stands.
TROY Email
All students were required to obtain and use the TROY email address that is
automatically assigned to them as TROY students. All official correspondence (including
bills, statements, emails from instructors and grades, etc.) will be sent ONLY to the
troy.edu (@troy.edu) address.
All students are responsible for ensuring that the correct email address is listed
in Blackboard by the beginning of Week One. Email is the only way the instructor will
communicate with you. It is your responsibility to make sure a valid email address is
provided. Failure on your part to do so can result in your missing important
information that could affect your grade.
Your troy.edu email address is the same as your Web Express user ID following by
@troy.edu. Students are responsible for the information that is sent to their TROY email
account. You can get to your email account by logging onto the course and clicking
“Email Login”. You will be able to forward your TROY email to your GoArmyEd account.
You must first access your TROY email account through the TROY email link found on
the Web site. After you log in to your TROY email account, click on “options” on the left
hand side of the page. Then click on “Forwarding”. This will enable you to set up the
email address to which you will forward your email.
Internet Access
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Martie R. Schrimsher
Page 6
This is an online class. Students must have access to a working computer and access
to the Internet. Students can use a TROY computer lab (if available), a public library,
etc., to insure they have access. “Not having a computer” or “computer crashes” are not
acceptable excuses for late work. Have a back-up plan in place in case you have
computer problems.
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Martie R. Schrimsher
Page 7
TROY Online Student Expectation Statement
As an online learner with Troy University you are expected to:
Meet all appropriate deadlines – from the application process to the course
assignment deadlines to preparing for graduation there are deadlines every step of the
way that have been established to make the process easier for students to achieve their
goals. It is the student’s responsibility to meet all appropriate deadlines. Routinely
review the TROY Online Academic Calendar and adhere to the deadlines. Start with
completing your official application documents within the first term to meeting
graduation intent deadlines.
Use your Troy email – the Troy University email is your official notification for all that
goes on with your online program and events and notices related to the University.
Be sure to read your email and keep all correspondence with Troy staff and faculty for
future reference.
Go through the orientation – the orientation for both undergraduate and graduate
online learners has been designed to assist students to have a successful educational
experience with their online programs. Information on how to access Blackboard and
other learning tools are included in the orientation along with valuable resources on how
to learn in the online environment.
Make sure that your computer meets the technical requirements and that you
have adequate Internet connection. Students must have access to a working
computer that they have administrator rights on and access to the Internet. Students
can use University computer labs, a public library, etc. to access the Internet but some
courses may require the ability to download course related software.
Make sure you are ready for online learning – TROY Online works on nine week
terms. Does your learning style match an accelerate course pace? Do you have the
time to dedicate to an interactive course? TROY Online courses are not self-paced
courses, you must meet all the timelines established by the instructor and participate in
all activities assigned.
Read your academic catalog – your academic catalog is your “bible” for your online
degree program. Please familiarize yourself with your degree program. The
undergraduate and graduate catalogs can be found online at
http://www.troy.edu/catalogs/. Pay close attention to admission requirements and
HRM-4483 Human Resource Development
Martie R. Schrimsher
Page 8
prerequisite courses. Know the requirements for your degree plan. If you have
questions your academic counselor will assist you.
Access your degree program – a link is available for students to view all degree
requirements, prerequisites, major requirements and minors, if applicable.
Be sure to read and follow your syllabus.
Be sure to register during the registration timeframes – There are four weeks of
registration for each term. Register early and order your books. TROY Online runs on
nine week terms. Waiting until the first week of classes to register and order books is
too late. It is the online learners’ responsibility to be prepared for the first day of the
term. TROY Online students are required to order their textbooks through MBS Direct to
insure the student has the proper materials for the course. The link to order textbooks
from MBS is http://www.mbsdirect.net/Index.htm. TROY Online is not responsible for
issues regarding textbooks that have not been ordered through MBS Direct.
Work with your instructor – while in an online course the online learners are expected
to work with the faculty who teach the course when questions arise related to the course
and the grades. The staff cannot “fix a grade”. Once the course is completed for a grade
and there are still issues, there are appropriate procedures that online learners must
follow to address their concerns.
Be courteous, polite and respectful – to faculty, staff and fellow students.
Inappropriate behaviors and comments will not be tolerated.
Be ethical in your coursework – Cheating, plagiarism, and other such behaviors will
not be tolerated at Troy University. Specific penalties will be determined by the faculty
and the consequences will adhere to Troy University policy.
Notify the University re: American with Disability Act - Eligible students, with
appropriate documentation, will be provided equal opportunity to demonstrate their
academic skills and potential through the provision of academic adaptations and
reasonable accommodations. Further information can be found at:
http://www.troy.edu/TROY Online/studentservices/adaptiveneeds.htm
HRM-4483 Human Resource Development
Martie R. Schrimsher
Page 9
Case Analysis: Rick's New Job
Rick recently received an MBA. In university, he was known as smart, hardworking, and
friendly. His good grades landed him an internship with Peterson Paper Products (PPP) to
head their sales department. Near the end of the internship, Val Peterson, the president and
founder of the company, asked Rick to meet him after work to discuss the future.
Peterson Paper Products
Val Peterson founded PPP 17 years ago. It purchases raw paper of varying grades and
produces paper stock for business, personal stationery, and greeting cards. Its annual sales
topped $15 million, and it employs 80 to 90 people, depending on demand. Sales gradually
declined over the last two years after steady and sometimes spectacular growth during the
previous seven years. Competition increased markedly over the last three years, and profit
margins dwindled. Although PPP is known for the high quality of its products, consumers are
shifting from premium-priced, high-quality products to products with higher overall value.
Through all of these changes, PPP maintained a close-knit family culture. At least half of the
employees have been with the company since the beginning or are friends or relatives of the
Petersons or Mr. Ball, Val’s partner.
Val Peterson, 53, holds the majority of stock in this privately held company that he founded.
He began working summers in a paper company during high school. He supervised a shift at
a paper plant while he went to college at night. After graduation, he worked at increasingly
higher management levels, occasionally switching employers for a promotion. Eighteen years
ago, he quit his vice presidency with a major paper product manufacturer to start his own
company. Employees see him as charismatic, even-tempered, and reasonable. He spends
most of his time and energy on company business, putting in 12-hour days.
Rosie Peterson, 50, is Val’s wife and the controller for the company. She holds 5 percent of
the company stock. Rosie never went to college, and her accounting methods are rather
primitive (all paper and pencil). Nonetheless, she is always on top of the financial picture and
puts in nearly as many hours as Val. She exerts a great deal of influence on the operations
and direction of PPP.
Walter Ball, 61, is both Mr. Peterson’s friend and business partner. He owns 25 percent of the
stock and has known Val since before the start of PPP. He is VP of operations, which means
that he oversees the computer information systems that run the paper production process and
handles the technical side of the business. He is not current on the latest computer or
manufacturing technology, but he loves the paper business. He says he will probably retire at
65, but most say they will believe it when they see it.
Diane Able, 41, is the customer service manager and is married to Steve Able, the chief
engineer. Diane worked her way up in the company over the last 10 years. She is often asked
to assist Mr. Peterson with projects because of her common sense, and he trusts her to keep
information to herself.
Rick’s Offer
When Rick met Mr. Peterson to “discuss the future,” he was nervous. He knew that Mr.
Peterson liked his work so far, but did not know if it was enough to extend his internship
another six months. So far, he had worked with Mr. Peterson only on special projects and did
not know the rest of the management group well. He was flabbergasted when Mr. Peterson
said, “I was thinking that you might like to work here at PPP full-time and help us out with
our sales department.”
The two of them discussed the problems in the sales area and talked about what could be
done to boost sales. Rick agreed to start the next Monday. During this conversation, Rosie
walked in and suggested that they all go out to dinner. At dinner, Rosie emphasized to Rick
that PPP was a family operation, down-to-earth and informal. “You probably shouldn’t try to
change things too quickly,” she warned. “People need time to get used to you. You have to
remember, you’re an outsider here and everyone else is an insider.” Then Val moved the
conversation back to what the future could be like at PPP.
Rick’s Awakening
During the first few days at work, Rick spent time getting to know the plant and operations,
meeting all the employees, and familiarizing himself with the problems in sales. He met with
Val each morning and afternoon. He also met with the key managers, not only to introduce
himself but also to convey his desire to work collaboratively with them in addressing the
problems in sales. He was conscious not to flaunt his university education and to convey that
he recognized he was a newcomer and had a lot to learn. In the middle of his second week,
Val told him that his reception by the other employees was going very well: “Your
enthusiasm and motivation seem to be contagious. Having you join us shows them that things
need to change if we’re going to reach our goals.”
Rick noticed, however, that the managers always went out in groups, and he had not been
invited along. Also, he was not included in the informal discussion groups that formed
periodically during the day. In fact, the conversation usually stopped when he approached.
Everyone was friendly, he thought; maybe it would just take a little more time.
By his third week, Rick identified some of the problems in the sales department. Among the
four salespeople, morale and productivity were moderate to low. He could not find any sales
strategy, mission, or objectives. The records showed that Val was by far the leading
salesperson. The others indicated that Mr. Peterson “always works with us very closely to
make sure we do things right. If he senses there might be a problem, he steps in right away.”
After formulating a plan, Rick discussed it with Mr. Peterson. “First, I would like to institute
weekly sales meetings so we keep everyone up to date. I also want to create a centralized
sales database,” he told him. Mr. Peterson smiled and agreed. Rick felt he was finally a
manager. He did feel that he should have mentioned his idea for creating a sales department
mission and strategy, but recalled Rosie’s caution about not moving too fast.
Rick discussed with Mr. Ball the possibility of using the centralized computer system to run
word processing and spreadsheet software on terminals. Mr. Ball was concerned that
outsiders could access the data in the spreadsheets. Anyway, he did not think the system
could handle that task because its primary function was production. Puzzled, Rick asked if a
PC could be allocated to him. Mr. Ball said that no one in the company had one.
“Well,” Rick thought, “I’ll just have to bring mine from home.” The next Monday Rick
walked through the office carrying his computer. Several of the other managers looked at him
quizzically. Making light of it he said, “I’m not smart enough to keep everything in my head
and I do not have enough time to write it all down on paper.” As he was setting up the
computer, he got a call from Val: “Rick, that computer you brought in has caused a heck of a
ruckus. Can you lie low with it until I get back late this afternoon?” Rick thought Val
sounded strained but chalked it up to overwork. Rick agreed and left the computer on his
desk, partly assembled. Five minutes later, Rosie walked into his office.
“Do you think it’s funny bringing that thing in here? What are you trying to prove—how
backward we all are? How much better you are with your big initials behind your name?
You’re still an outsider here, buster, and do not forget it.”
Rick tried to explain how much more productive the sales department would be with a
computer and that he had tried to use the company’s computer system. However, Rosie was
not listening: “Did you think about checking with me before bringing that in? With Val or
even Walter? Don’t you think we have a right to know what you’re bringing in here?” Rick
knew argument would do no good, so he apologized for not checking with everyone first. He
said he had a meeting with Val later to talk about it. Rosie said, “Good, talk to Val, but don’t
think he calls all the shots here.”
At the meeting with Val, Val agreed that the computer would certainly help solve the
problems in sales: “But, you have to be sensitive to the feelings of Rosie and the other
managers. It would be best if you did not use the computer for a while until things calm
down.”
The next day Walter walked into Rick’s office. He told Rick that he had moved far too fast
with the computer: “That’s not how it’s done here, son. Maybe you’re spending too much
time listening to what Val says. He isn’t really the one to talk to about these kinds of issues.
Next time you just ask old Uncle Walter.”
Rick spent the next few weeks building the database by hand and conducting sales meetings
with his staff. He tried to set up meetings with Mr. Peterson, but Val was usually too busy.
One day, Rick asked Diane Able about not being able to see Mr. Peterson and she said, “You
know, you monopolized a lot of his time early on. Those of us who worked closely with him
before you came were pushed aside so he could spend time with you. Now it’s your turn to
wait.”
“Are you the one who’s been spending all the time with him?” Rick asked.
“Well, it’s been me and some of the other managers. We’ve really been taking a beating in
sales, so we need to figure out how to reduce our costs,” Ms. Able answered.
A few weeks later, Rick was called in to Val’s office. Val began, “Rick, you know we’ve
been going through some bad times. We’re reducing head count and I’m afraid you’re one of
the people we’re going to let go. It has nothing to do with your work. You haven’t really been
here long enough to have either succeeded or failed. It’s just that we had unrealistic
expectations about how quickly things in sales would turn around. I feel terrible having to do
this and I’ll do everything I can to help you find another job.”
After packing his things and loading up the car, Rick sat in his car and stared out of the
window. “Welcome to the real world,” he thought to himself.
Case question:
•
•
•
•
Explain why Rick was let go and how reinforcement theory applies to this
situation.
Explain Rosie and Walter’s reaction to Rick’s computer in terms of resistance to
change. Use the concepts in this chapter to explain how Rick might have
approached the computer situation so as to gain acceptance.
Explain Rick’s inability to “fit in” using social learning theory. Identify where
breakdowns occurred.
If Val hired you to develop a management training program for the senior
managers at PPP, explain how you would go about designing the program.
Provide appropriate theoretical rationale to support your position.
Case Analysis: Rick's New Job
Rick recently received an MBA. In university, he was known as smart, hardworking, and
friendly. His good grades landed him an internship with Peterson Paper Products (PPP) to
head their sales department. Near the end of the internship, Val Peterson, the president and
founder of the company, asked Rick to meet him after work to discuss the future.
Peterson Paper Products
Val Peterson founded PPP 17 years ago. It purchases raw paper of varying grades and
produces paper stock for business, personal stationery, and greeting cards. Its annual sales
topped $15 million, and it employs 80 to 90 people, depending on demand. Sales gradually
declined over the last two years after steady and sometimes spectacular growth during the
previous seven years. Competition increased markedly over the last three years, and profit
margins dwindled. Although PPP is known for the high quality of its products, consumers are
shifting from premium-priced, high-quality products to products with higher overall value.
Through all of these changes, PPP maintained a close-knit family culture. At least half of the
employees have been with the company since the beginning or are friends or relatives of the
Petersons or Mr. Ball, Val’s partner.
Val Peterson, 53, holds the majority of stock in this privately held company that he founded.
He began working summers in a paper company during high school. He supervised a shift at
a paper plant while he went to college at night. After graduation, he worked at increasingly
higher management levels, occasionally switching employers for a promotion. Eighteen years
ago, he quit his vice presidency with a major paper product manufacturer to start his own
company. Employees see him as charismatic, even-tempered, and reasonable. He spends
most of his time and energy on company business, putting in 12-hour days.
Rosie Peterson, 50, is Val’s wife and the controller for the company. She holds 5 percent of
the company stock. Rosie never went to college, and her accounting methods are rather
primitive (all paper and pencil). Nonetheless, she is always on top of the financial picture and
puts in nearly as many hours as Val. She exerts a great deal of influence on the operations
and direction of PPP.
Walter Ball, 61, is both Mr. Peterson’s friend and business partner. He owns 25 percent of the
stock and has known Val since before the start of PPP. He is VP of operations, which means
that he oversees the computer information systems that run the paper production process and
handles the technical side of the business. He is not current on the latest computer or
manufacturing technology, but he loves the paper business. He says he will probably retire at
65, but most say they will believe it when they see it.
Diane Able, 41, is the customer service manager and is married to Steve Able, the chief
engineer. Diane worked her way up in the company over the last 10 years. She is often asked
to assist Mr. Peterson with projects because of her common sense, and he trusts her to keep
information to herself.
Rick’s Offer
When Rick met Mr. Peterson to “discuss the future,” he was nervous. He knew that Mr.
Peterson liked his work so far, but did not know if it was enough to extend his internship
another six months. So far, he had worked with Mr. Peterson only on special projects and did
not know the rest of the management group well. He was flabbergasted when Mr. Peterson
said, “I was thinking that you might like to work here at PPP full-time and help us out with
our sales department.”
The two of them discussed the problems in the sales area and talked about what could be
done to boost sales. Rick agreed to start the next Monday. During this conversation, Rosie
walked in and suggested that they all go out to dinner. At dinner, Rosie emphasized to Rick
that PPP was a family operation, down-to-earth and informal. “You probably shouldn’t try to
change things too quickly,” she warned. “People need time to get used to you. You have to
remember, you’re an outsider here and everyone else is an insider.” Then Val moved the
conversation back to what the future could be like at PPP.
Rick’s Awakening
During the first few days at work, Rick spent time getting to know the plant and operations,
meeting all the employees, and familiarizing himself with the problems in sales. He met with
Val each morning and afternoon. He also met with the key managers, not only to introduce
himself but also to convey his desire to work collaboratively with them in addressing the
problems in sales. He was conscious not to flaunt his university education and to convey that
he recognized he was a newcomer and had a lot to learn. In the middle of his second week,
Val told him that his reception by the other employees was going very well: “Your
enthusiasm and motivation seem to be contagious. Having you join us shows them that things
need to change if we’re going to reach our goals.”
Rick noticed, however, that the managers always went out in groups, and he had not been
invited along. Also, he was not included in the informal discussion groups that formed
periodically during the day. In fact, the conversation usually stopped when he approached.
Everyone was friendly, he thought; maybe it would just take a little more time.
By his third week, Rick identified some of the problems in the sales department. Among the
four salespeople, morale and productivity were moderate to low. He could not find any sales
strategy, mission, or objectives. The records showed that Val was by far the leading
salesperson. The others indicated that Mr. Peterson “always works with us very closely to
make sure we do things right. If he senses there might be a problem, he steps in right away.”
After formulating a plan, Rick discussed it with Mr. Peterson. “First, I would like to institute
weekly sales meetings so we keep everyone up to date. I also want to create a centralized
sales database,” he told him. Mr. Peterson smiled and agreed. Rick felt he was finally a
manager. He did feel that he should have mentioned his idea for creating a sales department
mission and strategy, but recalled Rosie’s caution about not moving too fast.
Rick discussed with Mr. Ball the possibility of using the centralized computer system to run
word processing and spreadsheet software on terminals. Mr. Ball was concerned that
outsiders could access the data in the spreadsheets. Anyway, he did not think the system
could handle that task because its primary function was production. Puzzled, Rick asked if a
PC could be allocated to him. Mr. Ball said that no one in the company had one.
“Well,” Rick thought, “I’ll just have to bring mine from home.” The next Monday Rick
walked through the office carrying his computer. Several of the other managers looked at him
quizzically. Making light of it he said, “I’m not smart enough to keep everything in my head
and I do not have enough time to write it all down on paper.” As he was setting up the
computer, he got a call from Val: “Rick, that computer you brought in has caused a heck of a
ruckus. Can you lie low with it until I get back late this afternoon?” Rick thought Val
sounded strained but chalked it up to overwork. Rick agreed and left the computer on his
desk, partly assembled. Five minutes later, Rosie walked into his office.
“Do you think it’s funny bringing that thing in here? What are you trying to prove—how
backward we all are? How much better you are with your big initials behind your name?
You’re still an outsider here, buster, and do not forget it.”
Rick tried to explain how much more productive the sales department would be with a
computer and that he had tried to use the company’s computer system. However, Rosie was
not listening: “Did you think about checking with me before bringing that in? With Val or
even Walter? Don’t you think we have a right to know what you’re bringing in here?” Rick
knew argument would do no good, so he apologized for not checking with everyone first. He
said he had a meeting with Val later to talk about it. Rosie said, “Good, talk to Val, but don’t
think he calls all the shots here.”
At the meeting with Val, Val agreed that the computer would certainly help solve the
problems in sales: “But, you have to be sensitive to the feelings of Rosie and the other
managers. It would be best if you did not use the computer for a while until things calm
down.”
The next day Walter walked into Rick’s office. He told Rick that he had moved far too fast
with the computer: “That’s not how it’s done here, son. Maybe you’re spending too much
time listening to what Val says. He isn’t really the one to talk to about these kinds of issues.
Next time you just ask old Uncle Walter.”
Rick spent the next few weeks building the database by hand and conducting sales meetings
with his staff. He tried to set up meetings with Mr. Peterson, but Val was usually too busy.
One day, Rick asked Diane Able about not being able to see Mr. Peterson and she said, “You
know, you monopolized a lot of his time early on. Those of us who worked closely with him
before you came were pushed aside so he could spend time with you. Now it’s your turn to
wait.”
“Are you the one who’s been spending all the time with him?” Rick asked.
“Well, it’s been me and some of the other managers. We’ve really been taking a beating in
sales, so we need to figure out how to reduce our costs,” Ms. Able answered.
A few weeks later, Rick was called in to Val’s office. Val began, “Rick, you know we’ve
been going through some bad times. We’re reducing head count and I’m afraid you’re one of
the people we’re going to let go. It has nothing to do with your work. You haven’t really been
here long enough to have either succeeded or failed. It’s just that we had unrealistic
expectations about how quickly things in sales would turn around. I feel terrible having to do
this and I’ll do everything I can to help you find another job.”
After packing his things and loading up the car, Rick sat in his car and stared out of the
window. “Welcome to the real world,” he thought to himself.
Case question:
•
•
•
•
Explain why Rick was let go and how reinforcement theory applies to this
situation.
Explain Rosie and Walter’s reaction to Rick’s computer in terms of resistance to
change. Use the concepts in this chapter to explain how Rick might have
approached the computer situation so as to gain acceptance.
Explain Rick’s inability to “fit in” using social learning theory. Identify where
breakdowns occurred.
If Val hired you to develop a management training program for the senior
managers at PPP, explain how you would go about designing the program.
Provide appropriate theoretical rationale to support your position.
Fred recently became a manager at a local hardware store that employs six managers
and 55 nonmanagement employees. As new, larger chains such as Home Depot come
to the area, the owner is concerned about losing many of his customers because he
cannot compete on the basis of price. The management team met and discussed its
strategic response. The team determined that the hardware store would focus on
particular items and make personalized service the cornerstone of its effort. Fred’s
responsibility was to train all nonmanagement employees in good customer relations
skills; for that he was given a budget of $70,000. Over the past six months, Fred has
received a number of training brochures from outside organizations.
One of the brochures boasted, “Three-day workshop, $35,000. We will come in and train
all your employees (maximum of 50 per session) so that any customer who comes to
your store once will come again.”
Another said, “One-day seminar on customer service skills. The best in the country. Only
$8,000 (maximum participants 70).”
A third said, “Customer satisfaction guaranteed on our customer satisfaction training for
sales clerks. Three-day workshop, $25,000. Maximum participants 25 to allow for
individual help.”
Fred liked the third one because it provided personalized training. He called the
company to talk about its offering. The consultant said that by keeping the number small,
he would be able to provide actual work simulations for each of the trainees. He also
indicated that he would tailor the simulations to reflect the hardware store. Fred noted
that they would need two sessions and asked the consultant if he could take a few more
per session to accommodate the 55 employees. The consultant agreed. The training
went ahead, and the cost was under budget by $20,000.
CASE QUESTIONS
1. Do you agree with Fred’s decision to use the third vendor? Using concepts from the
chapter, explain your answer.
2. What else might Fred do before choosing a training package? Use information
provided in Chapter 2 and 3 to describe your approach. Make sure to provide enough
detail to demonstrate your understanding of the key issues and approaches to
determining how to proceed once a triggering event has occurred.
3. If training went ahead as indicated, how successful do you think it would be? Explain
your answer using concepts from this chapter.
Behavioral test
• Bias
• Bias in performance
ratings
• Capital resources
Cognitive test
• Competency
• Content validity
• Criteria
Expected
performance (EP)
• Group characteristic
bias
• Halo effect
• Human resources
• Job aid
Job-duty-task method
perto
(OPG)
• Performance gap (PG)
• Person analysis
• Proactive TNA
• Procedural
knowledge
needs
analysis (TNA)
Ultimate criterion
• Validity
• Work sample
Worker-oriented jos
analysis
Questions for Review
1. What is the purpose of a TNA? Is it always necessary?
2. What is the difference between proactive and reactive
TNA? When is proactive better?
3. What are competencies, and why are they popular in
fraining departments? How are competency models re-
lated to job analysis?
4. Describe how you would go about analyzing the fute
training needs of your university.
5. To obtain person analysis data, why not just use the
performance appraisal completed by the supervisi
How can you obtain the best information possible !
performance appraisal data must be used? How do
self-ratings fit into this approach?
Exercises
1. In a small group, analyze the job of "student." What
are the duties and tasks required? From these tasks, list
the KSAs that students need. Are any in your groun
successful. Are these relevant to the KSAs you ides
fied? What additional programs would you recommes
do
hoofd
job
4gement
for that he was given a
past six months, Fred has received a number of train-
ing brochures from outside organizations.
One of the brochures boasted, "Three-day work-
ployees (maximum of 50 per session) so that any cus-
shop, $35,000. We will come in and train all your em-
dicated that he would tailor the simulations to reflect
the hardware store. Fred noted that they would need
two sessions and asked the consultant if he could
take a few more per session to accommodate the 55
employees. The consultant agreed. The training went
ahead, and the cost was under budget by $20,000.
ature
e the
omer who comes to your store once will come again."
isor?
le it
7 do
Case Questions
For the purpose of these questions, focus only on the
training aspect of the case.
1. Do you agree with Fred's decision to conduct
the training and use the third vendor? Using
concepts from the chapter, explain your
Chapters 2, 3, and 4 to describe your approach.
Make sure to provide enough detail to dem-
onstrate your understanding of the key issues
and approaches to determining how to proceed
once a triggering event has occurred.
3. If training went ahead as indicated, how suc-
cessful do you think it would be? Explain your
answer using concepts from this chapter.
26-
nd
answer.
Ed,
or
2. What else might Fred do before choosing a
training package? Use information provided in
Behavioral test
• Bias
• Bias in performance
ratings
• Capital resources
Cognitive test
• Competency
• Content validity
• Criteria
Expected
performance (EP)
• Group characteristic
bias
• Halo effect
• Human resources
• Job aid
Job-duty-task method
perto
(OPG)
• Performance gap (PG)
• Person analysis
• Proactive TNA
• Procedural
knowledge
needs
analysis (TNA)
Ultimate criterion
• Validity
• Work sample
Worker-oriented jos
analysis
Questions for Review
1. What is the purpose of a TNA? Is it always necessary?
2. What is the difference between proactive and reactive
TNA? When is proactive better?
3. What are competencies, and why are they popular in
fraining departments? How are competency models re-
lated to job analysis?
4. Describe how you would go about analyzing the fute
training needs of your university.
5. To obtain person analysis data, why not just use the
performance appraisal completed by the supervisi
How can you obtain the best information possible !
performance appraisal data must be used? How do
self-ratings fit into this approach?
Exercises
1. In a small group, analyze the job of "student." What
are the duties and tasks required? From these tasks, list
the KSAs that students need. Are any in your groun
successful. Are these relevant to the KSAs you ides
fied? What additional programs would you recommes
do
hoofd
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