Full file at http://testbank360.eu/solution-manual-human-resource-development-4th-edition-werner
Human Resource Development, Fourth Edition
DeSimone, Werner, & Harris
Follow-up Materials for the Opening Cases
Chapter Case Page
1 TRW 4
2 United Technologies Corporation 7
3 Wisconsin Public Service Corporation 9
4 Cathay Pacific Airways 12
5 Rockwell Collins 15
6 Dell Computer Corporation 18
7 LensCrafters 22
7 Solution to the Utility Exercise 25
7 Integrative Case 27
8 Sematech 28
8 Orientation Program Exercise 30
9 Saturn Corporation 31
10 Management Coaching Scenarios 34
10 Design Your Own Performance Management System Exercise 37
11 Lovelace Health Systems 39
12 Quebec Public-Sector Managers 42
13 Management Training at an Urban Hospital 44
14 Extrusion 47
15 RR Donnelley & Sons Co. 49
Preface
We created the opening cases with the hope that they will serve as a catalyst for in-class discussion. We have created fourteen new cases for the third edition (the Saturn case in Chapter 9 was retained and updated—want to guess who drives a Saturn?). However, by moving most of the follow-up materials to the instructor-access-only portion of the book’s Web site, we believe that these opening cases will be more valuable for classroom discussion. We hope you will use this material in your classroom discussions. Our experiences in the classroom to date have been very encouraging; we would welcome your comments as you use the book. Our contact information can be found in the Preface of the text (in particular, Jon Werner would appreciate your feedback: by e-mail: or phone: 262-472-2007).
In Chapter 7, we have included an exercise to calculate utility for a training program. The solution for this exercise is also included in this material (see pp. 22-23 of this document). We hope this concrete example will help students to better understand what can sometimes be a confusing topic.
Chapter 1
Follow-up to TRW Opening Case
This case appeared in the Summer/Fall 2000 issue of Human Resource Management. The authors are D. Bradford Neary and Don O’Grady. Neary was the director of leadership development at TRW, and O’Grady was HR Director for TRW Automotive Electronics (based in Radolfzell, Germany). Neary wrote a follow-up article that emphasized their Web-based performance management system. This appeared in the Winter 2002 issue of Human Resource Management.
We have several purposes for using this as our opening case. First, we hope students will be interested in the global issues raised in this large manufacturing company (discussed on p. 12). Second, we seek to highlight a number of the topics raised in Chapter 1, as well as in the text as a whole, i.e.,
· Each of the three main functions of HRD (training and development, career development, and organization development) can be seen in operation in this case. The first part of the Global Leadership Program (GLP) was formal training. This made use of many of the different training techniques that will be covered in Chapter 6. Second, the succession planning process at TRW (call the Management Resource Review) was tied into an active career development process within the company (career development issues will be discussed in Chapter 12). Third, while the GLP is focused on high-level managers, this is an example of a management development program (see Chapter 13, which includes a section on building global competence among managers). Finally, this whole effort can be seen as an organizational development process. There were clear efforts here to link what was done in the GLP to the goals and strategies of the organization. This ties in to Chapter 14 (Organization Development and Change), as well as to the discussion in Chapter 1 concerning strategic HRD (pp. 7–9).
· While not explicit in the case, the HRD process framework presented at the end of the chapter (also known as the Instructional Systems Design or A DImE framework) can be used to frame the issues raised in this program. That is, assessment was done via a “gap analysis” (the gap between desired and actual global competencies, as determined by the results of their Management Resource Review. Second, the design of the GLP included many of the same training techniques mentioned in the text (e.g., case studies of global companies). The initial module was conducted as a partnership between senior managers and faculty from “an academic institution that had particular skills in global business education.”[1] Concerning implementation, the entire GLP lasted 20 days. It was broken up into three modules. The first module was conducted in Cleveland. It lasted ten days and was classroom oriented (though very closely linked to the specific issues that they would be facing in their team projects). For the second module, teams were sent on action learning projects in different countries. In the first GLP, all teams were sent to China; in the second GLP, teams went to China, Poland, and Brazil. Each team had specific issues and projects assigned to them. The third module was a three-day session in Cleveland, where each team was asked to compile their “lessons learned.” These were then shared with a committee of top management (the focus was on learning, rather than on formal recommendations). As for the final phase of the process framework, evaluation, Neary and O’Grady write, “Of course, it will be years before the full range of synergistic effects brought about by improved global leadership will be visible, but the changed attitudes of some of the company’s upper-level management suggest an almost immediate return.”[2]
It is our hope that these opening cases can serve as a catalyst for in-class discussion. We have new or updated cases for all cases in the fourth edition. Most of the follow-up materials to these cases are available on the instructor-access-only portion of the book’s Web site. We believe that this initial “shielding” of information from students will make these opening cases more valuable for classroom discussion—if instructors access and use this follow-up information in the classroom. Our experiences in the classroom to date have been very encouraging; we would welcome your comments as you use the book (our contact information can be found in the Preface of the text).
Chapter 2
Follow-up to the United Technologies (UTC) Opening Case
Instructors might wish to poll their students as to what they think happened to the Employee Scholars Program after the restructuring that took place from 1998–2000. At least some students will likely guess that the program declined or was eliminated.
Perhaps to the surprise of some of your students (and at least to our surprise), in 1999, The Wall Street Journal (July 29, B10) reported an announcement from United Technologies that employees who were forced to leave the company (because of layoffs) would continue to be eligible for the tuition and book reimbursements available through the Employee Scholars Program for one year following their departure. The promised shares of common stock would also be provided to them (as before), if they graduated within one year of their departure. CEO George David was quoted as saying, “I decided I wanted to do something constructive ahead of job loss rather than just reacting after-the-fact with outsourcing programs and résumé writing courses.” Kristin Accipiter, a spokesperson for the Society for Human Resource Management, states that a continuing education program with an associated stock gift “is not a common benefit” offered as part of a severance program.
Further, in March 2000, The Wall Street Journal (March 20, A29C) announced that UTC had extended the Employee Scholars Program to four years for employees who lose their jobs because their work was being transferred at least 50 miles away from their current workplace. The article goes on to say that, from 1996–1999, UTC had spent $100.8 million on tuition, book and fees, and had spent $39.2 million on stock awards.
As a further update, examples are given on the UTC Web site of numerous employees who have taken advantage of the program (http://www.utc.com/careers/esp/index.htm). The UTC Annual Report for 2003 includes the following:
“EMPLOYEE SCHOLAR PROGRAM:Educated and energized, these employees join more than 2,300 fellow UTC degree recipients in 2003, and a community of more than 13,500 graduates since the program began in 1996. Backed by a company investment of approximately $400 million to date, the Employee Scholar Program’s combination of 100 percent tuition coverage, paid time off and stock awards on graduation make it one of the most comprehensive and effective employee education programs in the world” (http://www.utc.com/annual_reports/2003/review/page8.htm).
Chapter 3
Follow-up to the Wisconsin Public Service Corporation Opening Case
Beginning in the early 1990s, senior management at Wisconsin Public Service Corporation made a strong commitment to training. They “separated themselves from the pack by making learning a central focus of their efforts to stay competitive and deliver results.”[1] In other words, learning was a core element of their overall business strategy. The amount of money WPSC spent on training as a percent of payroll was 1.83, which is actually slightly below the average for the entire survey (2.0 percent). However, their dollar expenditures per employee ($1,107) were considerably above the overall average of $770. What really sets WPSC apart from other organizations, though, is their development of six learning centers. Some of the things they did (corresponding to the questions posed in the Opening Case):
- Primary areas of learning – communication, personal computer (PC) and application skills, self-development, business awareness, information technology, coaching, teamwork, and technical preparation.
- Types of training media – to address various learning styles and needs, training was provided in print-based, video, audio, computer, and classroom mediums.
- Who provides the training – several in-house consultants and specialists oversee the six learning centers. Much of the material can be “checked out” (as from a library) and completed individually. However, WPSC also developed a strong partnership with the technical colleges in the area. Technical college instructors are on-site at the different locations from 10–40 hours per week. These instructors are called “educational advisors,” and they provide training, skills and career assessment, and other services. This combination of in-house and outside training providers is similar to the figures for the Training Investment Leaders, who reported spending 25.4 percent of their training dollars on outside training providers.[2]
- Ensuring that employees have the time and opportunity to use the learning centers—investing in six learning centers is clearly a major investment. Having the educational advisors come to the centers is a significant step in increasing the usage of these services. The advisors also provide career planning and help employees in researching opportunities at area educational institutions. On the company’s intranet, a strong commitment to learning has been expressed by the company’s CEO, Larry Weyers, “Tools are only effective when picked up and utilized. I challenge you to use these tools and others available, to continually expand our knowledge and ability” (Learning Center - Why We Are Here.htm). Finally, employees’ family members are also encouraged to make use of the resources available in the learning centers.
Some might find it of interest that, in September 1994, Wisconsin Public Service Corporation became a subsidiary of WPS Resources Corporation, a holding company traded on the New York Stock Exchange. The holding company also controls the Upper Peninsula Power Company (in Michigan), a Power Development unit, and an Energy Services unit. These latter two are unregulated subsidiaries, and this is where the holding company expected to see much of its future growth occur. Interestingly, in 1999, WPSC, the regulated utility, had its most profitable year ever, while the startup unregulated subsidiaries remained unprofitable.[3] In 2000, the unregulated subsidiaries reached profitability, while WPSC continued to improve, leading to the improved financial performance of the holding company. Remarks from CEO Larry Weyers at the company’s 2004 annual meeting suggest a future with stable growth, yet significant challenges.[4] So, at least for now, things continue to remain in a state of flux for this corporation and industry.
We express our thanks to Frank Quisenberry, WPSC Learning Center Consultant, Green Bay, WI, for his assistance in compiling the information used in this case. See also: http://www.wpsr.com/.
Chapter 4
Follow-up to the Cathay Pacific Airways Opening Case[1]
Cathay Pacific had forty members on its in-flight services training team. The airline made the commitment that every trainer should complete a Certificate in Training Practice (CTP) program. Courses were offered by Insight Training Solutions of Oxfordshire, England. The programs lasted eight months, and were conducted via distance learning and in-house workshops. Topics covered included service excellence, communication with customers, and increasing productivity for suppliers and staff.
Each trainer was required to complete a research project that used “live” business data from the airline. For example, trainer Robin Wong focused on ways to reduce injuries on flights. He was given access to sickness records, injury reports, and also interviewed cabin crews and company doctors. He then devised a new training program, including course materials, video presentations, and role-playing exercises in a simulated jumbo jet aircraft.
In 1994, the prevailing culture at the airline was described as one of “authority, control, and discipline.”[2] Graham Higgins, manager of Cathay Pacific’s learning and development group, states that flight crews “were not sufficiently free to be themselves. The key to profit and growth is customer retention, and we knew that if customers had a brilliant time and felt valued as individuals, that would make the difference.”[3] However, before the flight crews could be empowered, the trainers needed to be empowered first. “We realized that we had to change our style of training to mirror the style of service we were looking for,” Higgins says. “We had to move training staff away from their previous style and get them to start treating trainees as customers.”[4] In fact, some trainers were unwilling to make this change, and were encouraged to resign.[5]
The CTP training program was modified to emphasize trainer flexibility and coaching skills. Further, the entire training department went through “high impact” outdoor development courses. It is also interesting to note that trainers continue to spend at least 30 percent of their working time flying. This is intended to maximize the relevance of what is taught in training.