3 Chapter 2, Developing a Background in Training
Discussion Topics
1.Give examples of a group situation you’ve been in. What kind of support was needed? What impact did support-or Jack of it-have on the group? Who gave-or should have given-the support? Were there ways in which you gave, or could have given, support?
2.Regarding the issue of taking responsibility for one’s feelings, what examples have you seen in groups where people took this responsibility? What are examples where people should have taken it, but didn’t? What impact did each approach have on the group?
3.What are your views of political skills? What situations have you seen in school that relate to the need for political skills? What about at work? How do you see the relationship between political skills and the field of training and development?
Activities
1.Think of a situation, at school or work, about which you might want the opinions of students or employees. Develop two types of questions to find out their opinions: questions that call for yes/no answers, and open-ended questions that call for fuller, more detailed, answers.
2.Develop questions about curriculum, for a group of students with diverse backgrounds. What special steps do you take in developing these questions?
Test Questions
1.The trainer’s role is to evaluate both performance skills and the individual carrying out those skills. (F)
2.Active listening includes separating the symptoms from the real issues. (T)
3.Trainers help managers find ways to give appropriate feedback to employees. (T)
4.Verbal and nonverbal behaviors (a) automatically support each other, (b) do not relate to how you dress or look, (c) confuse employees, (d) should match.
5.“Canned” programs (a) are always commercial, (b) are more adaptable to group needs, (c) can have negative results, (d) allow more flexibility for the trainer.
6.In small-group and large-group discussions, the trainer’s role is to make sure everyone speaks up. (F)
7.Simulations allow participants to (a) try out what they have learned, (b) copy each other’s styles, (c) produce videotapes of what they did, (d) all of the above.
8.In self-awareness exercises, it is important to recognize that no instrument is foolproof. (T)
9.In the needs-assessment process, training needs usually are expressed in direct, straightforward ways. (F)
10.Questions that elicit from employees’ issues that are most important to the employees are (a) specific questions, (b) clear, straightforward questions, (c) open-ended questions, (d) survey questions.
11.Statistical analysis helps trainees determine whether improvements following a training program are due to (a) the program or chance, (b) the skill of the trainer, (c) the accuracy of the needs-assessment, (d) all of the above.
12.Top-management is more likely to support training if (a) the trainer is good at sales, (b) the training “speaks for itself,” (c) the training department is politically strong, (d) trainers emphasize the value-added.
13.Cultural diversity is an issue in training. (T)
Essay
1.The book says that training departments often are politically weak in organizations. In what ways do you think this is accurate? In what ways do you think this is inaccurate? If you were in charge of training, what would you do to increase the department’s political clout?
2.In discussing the supportive approach trainers must use, the book describes how trainers should relate to other employees. What are your reactions to the descriptions? What problems could the described behaviors create for a person who wanted to do training? In what ways would these behaviors make work life easier for the trainer?
