Instructor Manual with Case
Answers for Employee Training
& Development 9th Ed (Indian
Edition) Raymond Noe (All
Chapters 1-11, 100% Original
Verified, A+ Grade)
All Chapters Arranged
Reverse: Chapter 11-1
This is the Original Instructor
Manual for 9th Indian Edition, All
Other Files in the Market are
Wrong/Old Questions.
, Page 1
Chapter 11
The Future of Training & Development
This chapter discusses how the training and development function will evolve in the future. It is
critical to have an understanding of future trends in this area, for they will have a great effect on
training design, delivery, and evaluation. The trends discussed in this chapter include the
automation of work, use of new technologies for training, breakthroughs in neuroscience about
learning, faster training design involving key stakeholders, and increased use of just-in-time
learning and performance support, among others. As the final chapter in the text, it provides the
student with a forward-looking view of the training and development function.
Objectives
1. Explain the digital skills needed for employability and why they are important.
2. Discuss how artificial intelligence (AI) and the internet-of-things (IoT), and the learning
experience platform will influence training and development.
3. Discuss how rapid instructional design and agile design differs from traditional training
design.
4. Discuss how big data can be used to show how training supports business outcomes.
5. Discuss the impact of increased automation on jobs and training.
6. Explain how companies are trying to close the skills gap.
Introduction
This chapter takes a look at what the future of training and development might look like and
highlights numerous innovations in the field. Key trends include:
o Automation of work
o Greater need for digital literacy and closing the skills gap
o Use of new technologies for training delivery and instruction
o Breakthroughs in neuroscience about learning
o Faster training design involving key stakeholders
o Increased use of just-in-time learning and performance support
o Increased emphasis on big data to show how learning helps the business
Automation of Work
The use of automation to perform work previously done by employees is expected to increase
quickly in the next decade. One survey found that robots and AI are currently doing 12% of work,
but respondents report that their use will increase to 22% in the next several years.
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent
of McGraw-Hill Education.
, Page 2
The Potential Impact of Automation on Work
o Six out of ten current occupations have more than 30% of work activities that can be
automated using technology.
o By 2030 15% of the global workforce representing over 400 million workers could be
potentially displaced by the adoption of automation. Three percent (75 million) of
workers will need to change their occupation.
o By 2030, up to one-third of the workforce in the United States and Germany and nearly
50 percent of the workforce in Japan may need to learn new skills and find jobs in new
occupations.
o Worldwide 400 million jobs could be automated by 2030. But projected productivity gains
and consumer demand would result in creating 890 million new jobs.
Jobs involving physical activities in predictable environments such as operating equipment and
machinery and preparing food are likely to be automated. In addition, work activities that involve
collecting and processing data that occur in banking, finance, accounting, and legal work can be
done more efficiently and effectively through automation.
There are several activities where automation cannot replace human performance including jobs
where work activities are unpredictable, involve managing other people, exercising creativity,
applying expertise, and social interactions such as in jobs like plumbers, childcare workers, artists
and performers, builders, and engineers, and scientists.
Robots are also changing jobs rather than replacing workers. Truck driving jobs will not disappear,
but they will change. Self-driving trucks relying on AI will still need drivers. The drivers will be
located in a remote control center to help trucks navigate into and out of city or neighborhood
streets and to get to highways where they can operate completely autonomously.
Finally, for some jobs, robots may be useful replacements for their human counterparts who are
hard to find. For example, bricklaying contractors are unable to find enough bricklayers, but a
semi-automated mason (SAM) can help perform some, though not all, of the human mason’s
tasks.
From a training and development perspective, increases in automation mean that employees will
need to be provided with job retraining at the national and company level to help them gain new
skills and change careers if necessary.
Greater Need for Digital Literacy and Closing the Skills Gap
A skills gap presents challenges for companies in the United States and around the world. The
current education-to-employment system is not adequately preparing students and adults for the
21st century economy.
As the future workplace becomes increasingly digitized, employees will need digital literacy skills.
Digital literacy refers to the skills needed to interpret, create, and strategically use digital
information. Digital literacy will be required of most jobs, even those not considered as
technology jobs.
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent
of McGraw-Hill Education.
, Page 3
Below are minimal levesl of digital skills a worker is likely to need to be eligible for employment.
o Problem solving using technology (Interpretation and use of digital information)
o Interaction with computers and mobile devices (Basic skills to interact with computers
and mobile devices)
o Basic tools (Skill in common productivity and software tools)
o Data security and safety (Awareness of threats to computers and data and ways to
protect them)
o Data ethics (How to behave legally and ethically in a digital context)
o Occupation-specific tools (Use of tools to complete tasks for a specific occupation)
o Analytics and data manipulation (Understand how to interact with and manipulate data)
Other skills are also forecast to be in demand including social and emotional skills (leadership and
managing others, taking initiative, negotiations, adaptability, empathy) and higher-level cognitive
skills (creativity, critical thinking and decision making, and interpreting and processing complex
information). A recent survey shows that 9 out of 10 executives and managers say their
organizations either face skill gaps already or expect gaps to develop within the next five years.
Some companies are already working alone or in partnership with training providers, community
organizations, and two or four year colleges and universities to help develop digital literacy and
close the skills gap.
Increased Use of New Technologies for Training Delivery and Instruction
The use of social media, smartphones, and other new technologies will likely increase in the future
for several reasons.
1. The cost of these technologies will decrease.
2. Companies can use technology to better prepare employees to serve customers and
generate new business.
3. Technology can substantially reduce the training costs related to bringing geographically
dispersed employees to one central training location.
4. Technology allows trainers to build into training many of the desirable features of a
learning environment.
5. As companies engage in more non-traditional employment relationships and offer more
alternative work arrangements, technology will allow training to be delivered to any place
and at any time.
6. New technologies will make it easier for training and performance support to be
accessible to learners anytime and anyplace.
A number of new technological advances that will influence training
o Wearables (smartwatches, bands, smart eyewear)
o Artificial Intelligence (AI)
o Internet of Things (IoT)
o Telepresence
o Tin Can API (or Experience API)
o Learning Records Store (LRS)
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent
of McGraw-Hill Education.
Answers for Employee Training
& Development 9th Ed (Indian
Edition) Raymond Noe (All
Chapters 1-11, 100% Original
Verified, A+ Grade)
All Chapters Arranged
Reverse: Chapter 11-1
This is the Original Instructor
Manual for 9th Indian Edition, All
Other Files in the Market are
Wrong/Old Questions.
, Page 1
Chapter 11
The Future of Training & Development
This chapter discusses how the training and development function will evolve in the future. It is
critical to have an understanding of future trends in this area, for they will have a great effect on
training design, delivery, and evaluation. The trends discussed in this chapter include the
automation of work, use of new technologies for training, breakthroughs in neuroscience about
learning, faster training design involving key stakeholders, and increased use of just-in-time
learning and performance support, among others. As the final chapter in the text, it provides the
student with a forward-looking view of the training and development function.
Objectives
1. Explain the digital skills needed for employability and why they are important.
2. Discuss how artificial intelligence (AI) and the internet-of-things (IoT), and the learning
experience platform will influence training and development.
3. Discuss how rapid instructional design and agile design differs from traditional training
design.
4. Discuss how big data can be used to show how training supports business outcomes.
5. Discuss the impact of increased automation on jobs and training.
6. Explain how companies are trying to close the skills gap.
Introduction
This chapter takes a look at what the future of training and development might look like and
highlights numerous innovations in the field. Key trends include:
o Automation of work
o Greater need for digital literacy and closing the skills gap
o Use of new technologies for training delivery and instruction
o Breakthroughs in neuroscience about learning
o Faster training design involving key stakeholders
o Increased use of just-in-time learning and performance support
o Increased emphasis on big data to show how learning helps the business
Automation of Work
The use of automation to perform work previously done by employees is expected to increase
quickly in the next decade. One survey found that robots and AI are currently doing 12% of work,
but respondents report that their use will increase to 22% in the next several years.
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent
of McGraw-Hill Education.
, Page 2
The Potential Impact of Automation on Work
o Six out of ten current occupations have more than 30% of work activities that can be
automated using technology.
o By 2030 15% of the global workforce representing over 400 million workers could be
potentially displaced by the adoption of automation. Three percent (75 million) of
workers will need to change their occupation.
o By 2030, up to one-third of the workforce in the United States and Germany and nearly
50 percent of the workforce in Japan may need to learn new skills and find jobs in new
occupations.
o Worldwide 400 million jobs could be automated by 2030. But projected productivity gains
and consumer demand would result in creating 890 million new jobs.
Jobs involving physical activities in predictable environments such as operating equipment and
machinery and preparing food are likely to be automated. In addition, work activities that involve
collecting and processing data that occur in banking, finance, accounting, and legal work can be
done more efficiently and effectively through automation.
There are several activities where automation cannot replace human performance including jobs
where work activities are unpredictable, involve managing other people, exercising creativity,
applying expertise, and social interactions such as in jobs like plumbers, childcare workers, artists
and performers, builders, and engineers, and scientists.
Robots are also changing jobs rather than replacing workers. Truck driving jobs will not disappear,
but they will change. Self-driving trucks relying on AI will still need drivers. The drivers will be
located in a remote control center to help trucks navigate into and out of city or neighborhood
streets and to get to highways where they can operate completely autonomously.
Finally, for some jobs, robots may be useful replacements for their human counterparts who are
hard to find. For example, bricklaying contractors are unable to find enough bricklayers, but a
semi-automated mason (SAM) can help perform some, though not all, of the human mason’s
tasks.
From a training and development perspective, increases in automation mean that employees will
need to be provided with job retraining at the national and company level to help them gain new
skills and change careers if necessary.
Greater Need for Digital Literacy and Closing the Skills Gap
A skills gap presents challenges for companies in the United States and around the world. The
current education-to-employment system is not adequately preparing students and adults for the
21st century economy.
As the future workplace becomes increasingly digitized, employees will need digital literacy skills.
Digital literacy refers to the skills needed to interpret, create, and strategically use digital
information. Digital literacy will be required of most jobs, even those not considered as
technology jobs.
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent
of McGraw-Hill Education.
, Page 3
Below are minimal levesl of digital skills a worker is likely to need to be eligible for employment.
o Problem solving using technology (Interpretation and use of digital information)
o Interaction with computers and mobile devices (Basic skills to interact with computers
and mobile devices)
o Basic tools (Skill in common productivity and software tools)
o Data security and safety (Awareness of threats to computers and data and ways to
protect them)
o Data ethics (How to behave legally and ethically in a digital context)
o Occupation-specific tools (Use of tools to complete tasks for a specific occupation)
o Analytics and data manipulation (Understand how to interact with and manipulate data)
Other skills are also forecast to be in demand including social and emotional skills (leadership and
managing others, taking initiative, negotiations, adaptability, empathy) and higher-level cognitive
skills (creativity, critical thinking and decision making, and interpreting and processing complex
information). A recent survey shows that 9 out of 10 executives and managers say their
organizations either face skill gaps already or expect gaps to develop within the next five years.
Some companies are already working alone or in partnership with training providers, community
organizations, and two or four year colleges and universities to help develop digital literacy and
close the skills gap.
Increased Use of New Technologies for Training Delivery and Instruction
The use of social media, smartphones, and other new technologies will likely increase in the future
for several reasons.
1. The cost of these technologies will decrease.
2. Companies can use technology to better prepare employees to serve customers and
generate new business.
3. Technology can substantially reduce the training costs related to bringing geographically
dispersed employees to one central training location.
4. Technology allows trainers to build into training many of the desirable features of a
learning environment.
5. As companies engage in more non-traditional employment relationships and offer more
alternative work arrangements, technology will allow training to be delivered to any place
and at any time.
6. New technologies will make it easier for training and performance support to be
accessible to learners anytime and anyplace.
A number of new technological advances that will influence training
o Wearables (smartwatches, bands, smart eyewear)
o Artificial Intelligence (AI)
o Internet of Things (IoT)
o Telepresence
o Tin Can API (or Experience API)
o Learning Records Store (LRS)
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent
of McGraw-Hill Education.
