Employee Training and Development, 9e ISE Raymond Noe

Employee Training and Development, 9e ISE Raymond Noe
Employee Training and Development, 9e ISE Raymond Noe
Employee Training and Development, 9e ISE Raymond Noe

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6. page i 
Employee Training and
Development
Ninth Edition
Raymond A. Noe
The Ohio State University
 
 
 
 
 
 

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8. page ii 
EMPLOYEE TRAINING & DEVELOPMENT
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New York, NY
10019. Copyright ©2023 by McGraw Hill LLC. All rights reserved. Printed in
the United States of America. 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 LLC, 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 27 26 25 24 23 22
ISBN 978-1-265-07983-3
MHID 1-265-07983-8
 
Cover Image: Rawpixel/Shutterstock
All credits appearing on page or at the end of the book are considered to be an
extension of the copyright page.
 
 
 
 
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 LLC, and McGraw Hill LLC does not guarantee the accuracy of
the information presented at these sites.
mheducation.com/highered

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10. page iii 
To two new family members: Callie
Rae, my granddaughter, and
Brittany, my daughter in-law. Also,
kudos to my cats, Lucky, Chester,
and Milo for politely hiding and not
misbehaving during the family
celebrations.
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11. page iv 
Preface
The first few days of March 2020, we all experienced something that shook
our world: the COVID-19 pandemic. We became familiar with words and
phrases like pandemic, shelter-in-place, stay-at-home orders, coronavirus,
my bubble, flatten the curve, and social distancing. We adopted (forced in
some cases) new practices including wearing masks, washing our hands,
and cleaning surfaces we touched. Outside of our household, we had limited
face-to-face contact with our friends and family. We had to attend sporting
events, concerts, plays, and movies virtually, if they were still available.
Online, we shopped, ordered groceries, and got meals delivered. We worked
and took classes from home. The way we interacted with our classmates,
teachers, and work colleagues and saw friends and family was through
using web conferencing tools like Zoom and Microsoft Teams and apps like
Facetime and Houseparty. We applauded the essential workers who risked
their lives to care for those sickened by the pandemic or helped provide us
with the goods and services we needed to cope and survive. Daily news
reports showed the pain, suffering, loss of life, and loss of jobs the
pandemic inflicted on us. Millions around the world and over 500,000
Americans died from the coronavirus. Hundreds of thousands more
experienced its symptoms. Even though we may not have been infected
with the virus, most of us have experienced anxiety, frustration, and sadness
resulting from living through the pandemic. In addition to the pandemic, the
United States also experienced riots, protests, deaths of Black men on the
streets, verbal and physical attacks against Asian-Americans, and sexual
harassment cases, which brought to our attention issues of economic and
social justice, and feelings of inequity many were experiencing.
As vaccines become more widely available and administered and in many
parts of the world coronavirus cases are declining, we are cautiously
moving back to our normal lives. But there is no doubt that the events that
occurred over the past year have personally influenced each of us. The
events have also had an impact on company business models and work

12. policies. From a training and development perspective, the pandemic
showed how training and development can help companies reach their
business goals and contribute to strategy. It also emphasized the need to be
able to quickly design new training and reconfigure face-to-face training for
new delivery methods. The pandemic has accelerated the transition from
face-to-face in-person learning to digital learning and brought increased
attention on digital and other skills that employees need. To train during the
pandemic, companies reviewed current training programs and considered
not only the extent to which they were necessary but how to ensure they
facilitated learning. Companies looked for digital learning solutions
including online learning, simulations, virtual reality, games, and virtual
classrooms that provided the necessary environment for employees to learn
(practice, feedback, meaningful, content and interactive). Given the pace of
business, employees’ often heavy workloads, and the potential continuation
of remote working, employees will be unwilling or unable to sit through
long training sessions. As a result, there is the continual need for training to
be available in short modules that are accessible on an as-needed basis. The
“new normal” for training likely will include a blended learning approach
as companies will seek the best balance between private, self-paced, as-
needed, and on-demand technology-based training and methods that allow
interpersonal 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).
The role of training goes beyond training program design. Effective
instructional 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 user-generated content such as videos; and share
that knowledge and user-generated content with other employees in the
company. 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 artificial intelligence and augmented
reality applications for training and development are helping make this
possible.
The events of 2020 also highlighted the continued importance of employee
development and talent management. To remain competitive or to grow,

13. page v
companies need to develop employees’ leadership and other skills needed
for their current job and future roles. Many employees working from home
during the pandemic spent time considering their short- and long-
term career goals. They also questioned whether their employer was
providing them with sufficient learning opportunities to reach their short-
and long-term goals and ensure their future employability. Employees want
to develop skills that not only are useful for their current jobs, but also are
congruent with their personal interests and values. Also, as companies
consider their work-life and remote work policies for the “new normal,”
they are trying to balance both business demands and employees’ interests
and needs.
Learning and development teams play a large role in designing company’s
diversity, inclusion, and equity efforts. This includes not only developing
relevant training such as unconscious bias training and ally training but also
putting in place management policies and practices related to recruitment,
development, and compensation that support diversity, inclusion, and
equity. Also, diversity, inclusion, and equity efforts need to include vendors,
suppliers, educational and nonprofit organizations, and the communities
where the business operates.
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 practical
suggestions regarding what can be done to facilitate learning and transfer of

14. page vi
training 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
training and learning, and determining if training outcomes related to
learning, behavior, or performance 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, serious 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.
Chapter Nine, “Employee Development and Career Management,”
introduces developmental 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
discussed. 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, equity, and inclusion; 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

15. 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 35 years 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 industrial
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 methods, 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 increasingly involved in helping
all employees grow, develop, and cope with career challenges, as well as
preparing high-potential employees for leadership positions. For example,
managers and trainers need to understand employees’ career needs; career

16. page vii
paths; cross-cultural training; diversity, equity, and inclusion; job loss; and
succession planning—topics that fall outside the realm of instructional
design. These topics are covered in Part Four, “Social Responsibility and
the Future.”
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 influencing trends in the training profession. One
of these trends is that companies are emphasizing 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 agile
instructional design, capability model for training professionals, digital
learning, microlearning, microcredentials, augmented reality (AR), artificial
intelligence (AI), chatbots, reverse mentoring, ally training, telepresence,
learning experience platforms (LXP), and neurodiversity and accessible

17. training. Each chapter contains 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 presented 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 important 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.
WHAT’S NEW IN THE NINTH EDITION
I want to personally thank all of you who have adopted this book! Based on
the comments of the reviewers of the eighth edition and training research

18. page viii
and practice, I have made several improvements. Some important changes
in the ninth 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 or updated. For example, the
opening vignette for Chapter Eight highlights how Infosys created Lex,
a user-friendly learning platform that offers thousands of courses and
content internally developed as well as purchased from training vendors.
Employees can search Lex for training on topics they know they want to
learn. Lex can also provide recommendations based on employees’
interests, current position, or career goal.
This edition offers new and expanded coverage of topics related to
training for nontraditional 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 agile instructional design, digital learning, use of
learning councils in needs assessment, microlearning, and root cause
analysis. Also, new coverage is provided for opening a training session;
leading a discussion during training; matching learner-learner, learner-
content, and learner-instructor interaction based on training content;
converting face-to-face training to online learning; creating inclusive and
accessible training; and training international audiences. There is also
expanded and updated coverage of online learning, simulations, virtual
reality (VR), serious games, augmented reality (AR), training
applications of artificial intelligence (AI), and chatbots.
From a development and career perspective, this edition
provides new and expanded coverage of managing diversity,
equity, and inclusion; melting the glass ceiling; coping with career
breaks; and reverse mentoring.
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

19. evaluation chapter, we include a new discussion of impact analysis for
identifying training outcomes and human capital reporting standards.
Finally, new technologies have the potential to radically alter how and
when we learn and provide support for learning. Also, because
companies need to change and quickly adapt means the instructional
design process needs to be rapid, effective, and meet stakeholders needs.
As a result, the last chapter of the book now discusses the implications of
artificial intelligence, automation and robotics on employees’ digital
literacy and other skills, telepresence, learning experience platform
(LXP), and the use of design thinking and lean management principles in
agile instructional design.
We discuss briefly about generational differences and learning styles and
the lack of research supporting their conclusions.
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 brief cases that illustrate a training,
development, or learning issue faced by a company. The case questions
ask students to consider 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 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 training 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

20. page ix
coping with job loss. Finally, this part provides a look at the future of
training and development.
Each part includes a new 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 manager. 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.
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21. page x 
FOR INSTRUCTORS
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Make it simple, make it affordable.
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Solutions for your challenges.

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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
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FOR STUDENTS
Effective, efficient studying.
Connect helps you be more productive with your study time and get
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“I really liked this app—it made it easy to study when
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26. page xii 
Acknowledgements
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. Sarah Blasco, developmental editor, and Melissa
Leick, project manager, 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
Graceful Beam
Georgia Northwestern Technical College
Alan Clardy
Towson University
Yolanda Gerrits
Fox Valley Technical College
Machelle Kay Hefel
University of Wisconsin-Plattevlle
Michelle Roach
Atlanta Technical College

27. Jenell Wittmer
University of Toledo
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28. page xiii 
About the Author
Raymond A. NoeThe 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 psychology 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
Journal, Academy of Management Review, Human Resource Development
Quarterly, Journal of Applied Psychology, Journal of Management, Journal
of Occupational and Organizational Psychology, Journal of Vocational
Behavior, and Personnel Psychology. Professor Noe is currently on the
editorial boards of several journals, including Journal of Applied
Psychology, Personnel Psychology, and Journal of Management. Besides
Employee Training and Development, he has co-authored two other
textbooks: Fundamentals of Human Resource Management and Human
Resource Management: Gaining a Competitive Advantage, both published
by McGraw-Hill/Irwin. Professor Noe has received awards for his teaching
and research excellence, including the Herbert G. Heneman Distinguished
Teaching Award, the Ernest J. McCormick Award for Distinguished Early
Career Contribution from the Society for Industrial and Organizational
Psychology, and the ASTD Outstanding Research Article of the Year
Award. He is also a fellow of the Society of Industrial and Organizational
Psychology.

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30. page xiv 
Brief Contents
Preface iv
PART ONE
The Context for Training and Development 3
OneIntroduction to Employee Training and Development 4
TwoStrategic Training 60
PART TWO
Designing Training 111
ThreeNeeds Assessment 112
FourLearning and Transfer of Training 152
FiveProgram Design 196
SixTraining Evaluation 243
PART THREE
Training and Development Methods 289
SevenTraditional Training Methods 290
EightTechnology-Based Training Methods 325
NineEmployee Development and Career Management 375
PART FOUR
Social Responsibility and the Future 429
Ten
Social Responsibility: Legal Issues, Managing Diversity, and
Career Challenges 430

31. ElevenThe Future of Training and Development 479
GLOSSARY 497
NAME INDEX 511
COMPANY INDEX 523
SUBJECT INDEX 527
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32. page xv 
Contents
Preface iv
PART ONE
THE CONTEXT FOR TRAINING AND DEVELOPMENT 3
Chapter One
Introduction to Employee Training and Development 4
Introduction 5
Training and Development: Key Components of Learning 6
Designing Effective Training 9
Overcoming the Flaws of the ISD Model 10
The Forces Influencing Working and Learning 11
Economic Cycles 12
Globalization 14
Increased Value Placed on Intangible Assets and Human Capital 17
Focus on Link to Business Strategy 20
Changing Demographics and Diversity of the Workforce 21
Talent Management 24
Customer Service and Quality Emphasis 27
New Technology 31
High-Performance Work Systems 35
Snapshot of Training Practices 36
Training Facts and Figures 37
Training Investment Leaders 38
Roles, Capabilities, Positions, and Salaries of Training Professionals 40
Who Provides Training? 43
Who Is in Charge of Training? 43
Preparing to Work in Training 45
Key Terms 45

33. Discussion Questions 46
Application Assignments 47
Case Zappos: Facing Competitive Challenges 48
Endnotes 50
Chapter Two
Strategic Training 60
Introduction 62
The Evolution of Training: From an Event to Learning 63
Learning as a Strategic Focus 64
The Learning Organization 64
Implications of Learning for Human Capital Development 66
The Strategic Training and Development Process 67
Business Strategy Formulation and Identification 68
Identify Strategic Training and Development Initiatives That Support the Strategy 70
Provide Training and Development Activities Linked to Strategic Training and Development
Initiatives 74
Identify and Collect Metrics to Show Training Success 75
Examples of the Strategic Training and Development Process 76
Organizational Characteristics That Influence Training 79
Company Size 79
Roles of Employees and Managers 79
Top Management Support 80
Integration of Business Units 81
Global Presence 82
Business Conditions 82
Other HRM Practices 84
Strategic Value of Jobs and Employee Uniqueness 85
Extent of Unionization 86
Training Needs in Different Strategies 86
Models of Organizing the Training Department 89
The Corporate University (Corporate Training Universities) 89
Creating a Corporate University 92
Business-Embedded Learning Function 92
Learning, Training, and Development from a Change Model Perspective 94

34. page xvi
Marketing Training and Creating a Brand 97
Outsourcing Training 99
Summary 100
Key Terms 100
Discussion Questions 101
Application Assignments 102
Case: Learning at iCIMS 103
Endnotes 103
Case 1: Learning in Practice: “Alexa, Tell Me About Learning at
Amazon.com, Inc.” 109
PART TWO
DESIGNING TRAINING 111
 
Chapter Three
Needs Assessment 112
Introduction 113
Why Is Needs Assessment Necessary? 113
Who Should Participate in Needs Assessment? 115
Methods Used in Needs Assessment 118
The Needs Assessment Process 121
Organizational Analysis 121
Person Analysis 124
The Process for Person Analysis 124
Task Analysis 133
Competency Models 138
Scope of Needs Assessment 142
Needs Assessment in Practice 143
Summary 143

35. Key Terms 144
Discussion Questions 144
Application Assignments 145
Case: Identifying Training Needs at the U.S. Department of Agriculture’s
Animal Plant and Health Inspection Service (APHIS) 147
Endnotes 147
Chapter Four
Learning and Transfer of Training 152
Introduction 153
What Is Learning? What Is Learned? 154
Learning Theories 156
Reinforcement Theory 156
Social Learning Theory 156
Goal Theories 158
Need Theories 159
Expectancy Theory 160
Adult Learning Theory 161
Information Processing Theory 162
Transfer of Training Theory 163
Theory of Identical Elements 163
Stimulus Generalization Approach 165
Cognitive Theory of Transfer 165
The Learning Process 166
Mental and Physical Processes 166
Learning Cycles and Styles 167
Implications of the Learning Process and Transfer of Training for Instruction 168
Instructional Emphasis for Learning Outcomes 183
Summary 185
Key Terms 185
Discussion Questions 186
Application Assignments 187
Case: Revised Training for the U.S. Navy 189

36. Endnotes 189
Chapter Five
Program Design 196
Introduction 197
Considerations in Designing Effective Programs 199
Selecting and Preparing the Training Site 199
Choosing Trainers 201
How Trainers Can Make the Training Site and Instruction Conducive to Learning 202
Curriculum, Course, and Lesson Design 213
Curriculum Road Map 214
Converting In-Person to Online Learning 220
Program Design Implications for Transfer of Training 221
Determine Focus: Near versus Far Transfer 221
Encourage Self-Management 222
Encourage Manager Support for Training 223
Peer Support 227
Opportunity to Use Learned Capabilities 227
Technological Support 228
Content Curation: Keeping Training Content Up-to-Date, Organized, and
Accessible 228
How to Choose a Vendor or Consultant for Training Services 228
Using Knowledge Management for Learning and Transfer of Training 230
Keys for Effective Knowledge Management 232
Summary 233
Key Terms 234
Discussion Questions 234
Application Assignments 235
Case: Designing Effective Sales Training at Harrison Pharmaceuticals
237
Endnotes 237
Chapter Six

37. page xvii
Training Evaluation 243
Introduction 244
Reasons for Evaluating Training 244
Formative Evaluation 245
Summative Evaluation 246
Overview of the Evaluation Process 247
Outcomes Used in the Evaluation of Training Programs 248
 
Reaction Outcomes 250
Learning or Cognitive Outcomes 252
Behavior and Skill-Based Outcomes 252
Affective Outcomes 253
Results 254
Return on Investment 254
Determining Whether Outcomes Are Appropriate 255
Relevance 255
Reliability 256
Discrimination 256
Practicality 257
Evaluation Practices 257
Which Training Outcomes Should Be Collected? 258
Evaluation Designs 259
Threats to Validity: Alternative Explanations for Evaluation Results 260
Types of Evaluation Designs 262
Considerations in Choosing an Evaluation Design 266
Determining Return on Investment 268
Determining Costs 270
Determining Benefits 270
Example of a Cost-Benefit Analysis 271
Other Methods for Cost-Benefit Analysis 273
Practical Considerations in Determining ROI 274
Success Cases and Return on Expectations 274
Measuring Human Capital and Training Activity 275

38. Big Data and Workforce Analytics 276
Summary 277
Key Terms 277
Discussion Questions 278
Application Assignments 279
Case: Training Relationship Managers at KCB Group 281
Endnotes 281
Case 2: Learning in Practice: Learning Online at PepsiCo 287
PART THREE
TRAINING AND DEVELOPMENT METHODS 289
Chapter Seven
Traditional Training Methods 290
Introduction 291
Presentation Methods 294
Lecture 294
Audiovisual Techniques 296
Hands-on Methods 296
On-the-Job Training 296
Apprenticeship 297
Simulations 301
Case Studies 302
Business Games 304
Role Plays 305
Behavior Modeling 305
Group Building Methods 308
Adventure Learning 308
Team Training 310
Action Learning 312
Choosing a Training Method 313
Summary 316
Key Terms 316

39. page xviii
Discussion Questions 316
Application Assignments 317
Case: Developing Leadership at Farm Bureau Financial Services 319
Endnotes 320
Chapter Eight
Technology-Based Training Methods 325
Introduction 326
Technology’s Influence on Training and Learning 327
Technology Facilitates Collaboration 329
Technology Creates a Dynamic Learning Environment 329
Technology Gives Learners Control 330
Computer-Based Training, Online Learning, Web-Based Training, and E-
Learning 332
Potential Features of Online Learning 333
Advantages of Online Learning 334
Effectiveness of Online Learning 336
Developing Effective Online Learning 337
Needs Assessment 337
Creating a Positive Online Learning Experience 339
Learner Control 340
Provide Time and Space for Online Learning 341
Technology for Collaboration and Linking 341
Massive Open Online Courses 342
Social Media: Wikis, Blogs, Microblogs, and Social Networks 344
Blended Learning 347
Simulations and Games 348
Augmented Reality 352
Mobile Technology and Learning 353
Adaptive Training 355
Distance Learning 356
 

40. Technologies for Training Support: Artificial Intelligence, Expert Systems,
and Performance Support 357
Artificial Intelligence 358
Electronic Performance Support Systems 359
Learning Management Systems: Systems for Training Delivery, Support,
and Administration 359
Choosing New Technology Training Methods 361
Summary 364
Key Terms 365
Discussion Questions 365
Application Assignments 366
Case: Training Customer Service Team Members at Valvoline Instant Oil
Change 367
Endnotes 367
Chapter Nine
Employee Development and Career Management 375
Introduction 376
The Relationship Among Development, Training, and Careers 377
Development and Training 377
Development and Careers 377
Development Planning Systems 380
Self-Assessment 380
Reality Check 381
Goal Setting 381
Action Planning 383
Examples of Career Development Systems 383
Approaches to Employee Development 385
Formal Education 386
Assessment 389
Job Experiences 394
Interpersonal Relationships 402

41. Special Topics in Employee Development: Succession Planning, Developing Dysfunctional
Managers, and Onboarding 407
Summary 415
Key Terms 415
Discussion Questions 416
Application Assignments 417
Case: Mentoring at Roscoe Property Management (RPM) 417
Endnotes 418
Case 3: Learning in Practice: Building a Workforce at Huntington Ingalls
Industries 427
PART FOUR
SOCIAL RESPONSIBILITY AND THE FUTURE 429
Chapter Ten
Social Responsibility: Legal Issues, Managing Diversity, and Career
Challenges 430
Introduction 431
Training Partnerships 432
Joint Union-Management Programs 434
Legal Issues and Managing a Diverse Workforce at Home and Abroad 435
Legal Issues 435
Managing Workforce Diversity and Ensuring Equity and Inclusion 440
Melting the Glass Ceiling 447
Cross-Cultural Preparation 449
Steps in Cross-Cultural Preparation 449
Career Challenges Facing the Workforce 452
Work-Life Balance 453
Career Paths and Dual Career Paths 456
Dual Career Path 458
Career Recycling 460
Job Hopping 461
Coping with Career Breaks 461

42. page xix
Coping with Job Loss 462
Meeting the Needs of Older Workers 463
Preretirement Socialization 464
Retirement 466
Early Retirement Programs 466
Summary 467
Key Terms 467
Discussion Questions 468
Application Assignments 468
Case: Black Professionals at Coca-Cola 469
Endnotes 470
Chapter Eleven
The Future of Training and Development 479
Introduction 480
Automatization of Work 480
Greater Need for Digital Literacy and Closing the Skills Gap 482
Increased Use of New Technologies for Training Delivery and Instruction
484
Breakthroughs in Neuroscience About Learning 486
Faster Training Design Using Key Stakeholders 487
 
Increased Use of Just-In-Time Learning and Performance Support 488
Increased Emphasis on Using Big Data to Show How Learning Helps the
Business 489
Implications of Future Trends for Trainers’ Skills and Competencies 490
Summary 491
Key Terms 491
Discussion Questions 491

43. page xx
Application Assignments 492
Case: Robots Make the Choice Cuts at Tyson Foods 493
Endnotes 493
Case 4: Learning in Practice: Eastern Bankshares Diversity Efforts 496
Glossary 497
Name Index 511
Company Index 523
Subject Index 527
 
OceanofPDF.com

44. page 1 
Organization of this Book
This book is organized into five parts. Part One focuses on the context for
training and development and begins with Chapter One, which offers a
broad perspective on training and helps answer questions such as: What is
training? Why is it important? Who is receiving training? How much
money is spent on training? How should training be designed? Part One
also includes Chapter Two, which discusses the strategic training and
development process. In Chapter Two, you will see how a company’s
business strategy influences training practices and the organization of the
training department. Chapters Three through Six make up Part Two.
These chapters discuss the fundamentals of training design and address
different aspects of the Instructional System Design (ISD) model, the model
used to guide the development of training (see Figure 1.2). Chapter Three
deals with how to determine training needs. Chapter Four discusses the
important issue of learning-specifically, the importance of learning and
transfer of training. The chapter emphasizes what we learn, how we learn,
and how to create an environment conducive to learning within a training
session. The chapter also discusses what needs to be considered for transfer
of training (i.e., ensuring that skills emphasized in training are used on the
job). Chapter Five provides insights into the specifics of how training
programs should be designed to facilitate learning and transfer. The chapter
covers the importance of room design, learning objectives, selecting and
preparing trainers, and course planning for learning, as well as how
managers, trainers, learners, and knowledge management can facilitate
transfer of training. Chapter Six explains how to evaluate a training
program. Part Three focuses on training and development methods.
Chapter Seven looks at traditional training methods such as lecture,
behavior modeling simulation, and role play. Chapter Eight examines e-
learning and methods that have developed from applications of new
technology, for example, web-based training, virtual reality, mobile
learning, and social collaboration.

45. Exploring the Variety of Random
Documents with Different Content

46. jolleivät saa anastetuksi jonkun toisen venettä ilman että on vaaraa
tulla yllätetyksi. Veneet, joita täällä saa vuokrata, ovat tosin sangen
kunnollisia, mutta ne eivät suinkaan ole kauniita ulkonäöltään.
Kolmantena päivänä tapahtui perinpohjainen säänmuutos, ja
lakkaamattoman vihmasateen tiuhkuessa läksimme Oxfordista
kotimatkalle.
Joki — kun auringonpaiste kimaltelee sen leikkivillä aalloilla, kultaa
tummat metsäpolut ja harmahtavat, vanhat pyökkipuiden rungot,
kun pilvien varjot leikkivät vedenpinnalla ja myllyjen rattaista
pärskyvät vesipisarat näyttävät timanttisateelta, kun aurinko valaisee
sulkujen tummat vedet, koristaa pienet, mitättömät kylät ja antaa
viehkeän leiman ikivanhoille sammaltuneille muureille ja silloille, kun
sen säteet veitikkamaisesti leikkivät kahilistossa ja kukkaiskedoilla,
loistavat valkoisilla purjeilla ja täyttävät koko ilmakehän ihanuudella
— niin, silloin on joki kultainen, lumottu unelma.
Mutta joki — koleana ja ikävystyttävänä, kun sadepisarat
lakkaamatta putoovat sen ruskeille, sameille aalloille saaden aikaan
äänen, joka muistuttaa naisen itkua pimeässä huoneessa; kun
sumuvaippaan verhotut metsät pimeinä, äänettöminä, uhkaavina
seisovat rannoilla kuten aaveet — kuten pahoja töitämme moittivat
tahi petettyjen ystävien haamut — on hyödyttömän katumuksen
valtakunta, jossa asustaa peikkoja ja männinkäisiä.
Auringonvalo on luonnon sydänverta. Kun auringonvalo on
kadonnut, katselee maaäiti meitä tylsin, sieluttomin katsein. Sen
seurassa tulemme surulliselle mielelle: se ei näytä meistä silloin
välittävän eikä tuntevan meitä. Se on kuin leski, joka on kadottanut
lemmityn puolison, ja lapset hyväilevät sen käsiä ja katsovat sen
silmiin, mutta eivät saa hymyilyä houkutelluksi sen huulille.

47. Soudimme koko päivän sateessa ja se oli kovin surkeata työtä.
Koetimme ensin näyttää siltä kuin huvittaisi se meitä. Sanoimme että
se oli vaihtelua, ja että oli hauskaa nähdä joki kaikissa sen eri
vaiheissa. Sanoimme, ettemme voineet toivoakaan auringonpaistetta
koko ajaksi, emmekä sitä tahtoneetkaan. Uskottelimme toisillemme,
että luonto oli kaunis myös itkiessään.
Pari ensimmäistä tuntia Harris ja minä olimme suorastaan
hurmautuneet tästä uudesta kokemuksesta. Lauloimme laulun
mustalaiselämästä ja sen viehätyksistä — mustalaisesta, jonka täytyi
kokea myrskyjä, auringonpaistetta ja kaikkia ilmoja, joka nautti
sateesta, sillä se teki hänelle hyvää; ja joka pilkkasi ihmisiä, jotka
eivät sietäneet sadetta.
George otti asian enemmän vakavalta kannalta ja turvautui
sateenvarjoon.
Ennen aamiaista jännitimme teltin veneen yli ja pidimme sen koko
iltapäivän. Jätimme ainoastaan keulaan pienen aukon, missä joku
meistä voi soutaa ja tähystää väylää. Täten kuljimme yhdeksän
penikulmaa ja pysähdyimme yöksi kappaleen matkaa Day'n sulun
alapuolelle.
Jos sanon totuuden, ei iltamme suinkaan ollut hauska. Sade valui
virtoinaan tasaisesti ja keskeytymättä. Kaikki veneessä oli kosteata ja
tahmeata. Ja illallinen ei ollut lainkaan onnistunut. Kylmä
vasikkapiirakka pyrkii tarttumaan kurkkuun, jollei syödessä ole nälkä.
Minun teki kovasti mieleni whitebaitia [eräs sillilaji] ja kotlettia;
Harris jupisi jotakin toudasta valkokastikkeen kerralla ja antoi
piirakan jäännökset Montmorencylle, joka ei siitä huolinut. Hän
nähtävästi loukkautui tarjouksesta, sillä hän tallusti veneen keulaan
ja istua murjotti siellä koko illan yksikseen.

48. George tiuskasi, ettemme puhuisi moisista ruokalajeista — ei
ainakaan ennenkuin hän oli saanut loppuun annoksensa kylmää
häränpaistia (ilman sinappia).
Ruuan päälle pelasimme napia [eräs uhkapeli]. Pelattuamme
puolitoista tuntia oli George voittanut neljä pence'a — Georgella on
aina hyvä onni korttipelissä — ja Harris ja minä olimme hävinneet
tasan kaksi pence'a kumpikin.
Nyt oli meistä aika lopettaa peli. Harris sanoi, että korttipeli
herättää turmiollisia intohimoja, kun sitä liiaksi harjoitetaan. George
tarjoutui jatkamaan, jotta saisimme kostaa tappiomme, mutta Harris
ja minä päätimme olla potkimatta tutkainta vastaan, koska onnetar
kerran oli meille epäsuopea.
Sitten teimme totit ja aloimme kertoa tarinoita. George kertoi
tuntevansa erään herran, joka kaksi vuotta takaperin teki matkan
pitkin jokea. Muutamakseen hän oli nukkunut kosteassa veneessä
juuri tämmöisenä sadeyönä kuin tämä. Seurauksena siitä oli, että
hän sai reumaattisen kuumeen eikä mikään voinut häntä pelastaa,
vaan kuoli hän kovissa tuskissa kymmenen päivää myöhemmin.
George lisäsi, että se oli surullisin tapaus, jonka hän koskaan oli
kuullut.
Tämä kertomus sai Harrisin muistelemaan erästä ystäväänsä, joka
vapaaehtoisena palveli sotaväessä ja oli kerran nukkunut teltissä
sateisena yönä Aldershotin luona — "se oli juuri tämmöinen yö kuin
tämä", sanoi Harris. Kun hän (ystävä) aamulla heräsi, oli hänestä
koitunut raajarikko koko elämänsä ajaksi. Harris lupasi esitellä hänet
meille, kun palasimme Lontooseen. Hänet nähdessämme
sydämemme vuotaisivat verta.

49. Siitä johtui puhe tietenkin hauskaan keskusteluun kuumetaudeista,
vilustumisesta, keuhkotaudista ja katarreista, ja Harris huomautti
miten vaarallista olisi, jos joku meistä yöllä arveluttavasti sairastuisi,
kun lääkäriä ei ollut lähitienoilla.
Moisen keskustelun jälkeen kaipasimme jotakin hauskuutta, ja
heikolla hetkellä minä ehdotin, että George ottaisi banjonsa ja
laulaisi meille hupaisen laulun.
Minun täytyy olla puolueeton ja myöntää, ettei Georgea tarvinnut
houkutella. Hän ei esittänyt mitään typeriä verukkeita, että muka oli
unhoittanut nuottinsa kotiin tahi muuta semmoista, vaan otti hän
heti soittokoneen esille ja alkoi soittaa: "Kaksi sinisilmää mä tiedän."
Olin alati tähän saakka pitänyt "Kahta sinisilmää" jotakuinkin
typeränä ja ikävänä sävellyksenä. Mutta George osasi antaa sille niin
sydäntävihlovan kaihomielisen värityksen, että ällistyin sanattomaksi.
Harris ja minä saimme noita valittavia säveliä kuunnellessa
vastustamattoman halun heittäidä toistemme kaulaan ja itkeä; vain
vaivoin saimme kyyneleemme pidätetyiksi ja äänettöminä
kuuntelimme tuota hurjasti kaihoovaa säveltä.
Kun meidän tuli yhtyä loppusäkeisiin, teimme hurjan ponnistuksen
näyttääksemme iloisilta. Täytimme lasimme ja säestimme laulajaa.
Harris otti johdon liikutuksesta väräjävällä äänellä; George ja minä
seurasimme pari tahtia jälessä:
    "Kaksi sinisilmää mä tiedän;
    Mikä neuvoksi tullee?
    Kun lemmitty hylkäs!
    Kaksi — — —"

50. Pysähdyimme siihen kuin naulittuina. Kuvaamattoman kiihkeä
innostus, jolla George säesti sanaa "kaksi", sai liikutuksemme
nousemaan huippuunsa. Harris nyyhkytti kuin pieni lapsi, ja koira
ulvoa vonkui niin, että luulin sen sydämen pakahtuvan tahi leukojen
menevän sijoiltaan.
George aikoi jatkaa seuraavaa säettä. Hän arveli, että kun hän
hieman paremmin perehtyisi säveleeseen ja panisi hieman enemmän
"innostusta" esitykseen, ei laulu tekisi niin surullista vaikutusta.
Mutta enemmistö vastusti päättävästi moista koetta.
Koskei meillä ollut muuta neuvoksi, menimme levolle — toisin
sanoen riisuuduimme ja kääntelimme ja vääntelimme itseämme
kolme neljä tuntia veneen pohjalla. Sitten onnistui meidän vaipua
levottomaan unenhorrokseen kello viiteen saakka, jolloin nousimme
ja söimme aamiaista.
Toinen päivä oli täysin edellisen kaltainen. Sade valui myötänään
ja me istuimme sadetakkeihin kiedottuina telttakatoksen alla ja
annoimme veneen hiljalleen ajelehtia jokea alas.
Joku meistä — en muista ken se oli, mutta epäilen olleeni itse —
yritti aamupäivän kuluessa toistaa tuota typerää puhetta
mustalaisista, jotka todellisina luonnonlapsina rakastavat sadetta;
mutta yritys meni kokonaan myttyyn.
Eräässä asiassa olimme yksimieliset: että vastoinkäymisistä
huolimatta jatkaisimme matkaa kotiin saakka. Me olimme lähteneet
14 päivän huvimatkalle joelle, ja 14 päivän huvimatkan tahdoimme
tehdä. Mutta — jos heittäisimme henkemme retken rasituksissa!
Niin, se olisi surullista sukulaisille ja ystäville, mutta asiata ei voitu

51. auttaa. Käsitimme miten vaarallisen, turmelevan esimerkin
antaisimme, jos sääsuhteiden vuoksi peräytyisimme.
"Meillähän on vain kaksi päivää jälellä", virkkoi Harris, "ja
olemmehan nuoria ja terveitä. Kai me tämän koetuksen kestämme,
otaksun."
Kello neljän ajoissa aloimme keskustella yösijasta. Olimme hieman
Goringin alapuolella ja päätimme soutaa Pangbourneen ja olla siellä
yötä.
"Tästä, jumaliste, koituu taas hauska ilta!" jupisi George.
Istuimme ja mietimme asiata. Saapuisimme Pangbourneen kello
viisi. Tuossa 1/2 7 ajoissa söisimme päivällistä. Sitten voisimme
kävellä kylän kujilla rankkasateessa, kunnes olisi aika mennä levolle.
Tahi voimme istua jossakin kurjasti valaistussa kyläkapakassa ja
tutkia almanakkaa!
"Niin, kaikitenkin olisi hauskempaa Alhambrassa" [tunnettu
varietee Lontoossa], sanoi Harris varovasti pistäen päänsä teltistä ja
tarkastaen taivaankantta.
"Ja sitten pieni illallinen —" (mainitsin lempipaikkamme, jossa
usein kävimme) lisäsin minä koneellisesti.
"Harmillista, että päätimme tehdä koko kotimatkan veneessä",
huomautti Harris ja me kaikki vaivuimme syviin mietteisiin.
"Jollemme olisi vannoneet tärvellä terveyttämme tässä kurjassa,
vanhassa ruumisarkussa", tokasi George ja silmäsi venettä
mahdollisimman peittelemättömällä inholla, "niin voisin mainita, että
juna lähtee Pangbournesta heti viiden jälkeen, ja sillä voisimme

52. päästä Lontooseen niin aikaiseen, että ehtisimme syödä kotletin ja
sitten mennä paikkaan, jonka mainitsitte."
Ei kukaan virkkanut sanaakaan. Katselimme toisiamme ja kukin oli
näkevinään omat halpamaiset, rikolliset ajatuksensa kuvastuvan
toisten kasvoihin. Vaieten vedimme matkalaukkumme esille ja
tarkastimme niiden sisältöä. Tähystimme jokea ylös ja alas: ei
näkynyt missään elävää olentoa.
Parikymmentä minuuttia myöhemmin olisi voinut nähdä kolme
herrasmiestä koiran seurassa hyvin häpeissään luikkivan
venehuoneelta rautatieasemalle. Heidän pukunsa olivat jotakuinkin
epäkunnossa ja epäsiistit, kuten seuraavasta luettelosta näkyy:
Mustat nahkajalkineet, likaiset; flanellipuku, hyvin likainen; ruskea
huopahattu, peräti huonossa kunnossa; sadetakki, likomärkä;
sateenvarjo.
Olimme petkuttaneet Pangbournen veneenvartijaa. Emme
rohjenneet sanoa hänelle, että pakenimme sadetta. Olimme
jättäneet veneen kaikkine sisällyksilleen hänen huostaansa ja
pyysimme, että hän pitäisi sen valmiina meitä varten kello 9
seuraavana aamuna. Jos, sanoimme — jos jotakin odottamatonta
tapahtuisi, mikä estäisi meitä palaamasta, lupasimme kirjoittaa
hänelle lähempiä ohjeita.
Tulimme Paddington-asemalle kello 7 ja ajoimme suoraa päätä
mainitsemaani ravintolaan, missä söimme kevyen aterian; tilasimme
sitten illallisen kello 1/2 11 ajaksi, jätimme Montmorencyn sinne ja
jatkoimme matkaa Leicester Squarelle.

53. Alhambrassa herätti tulomme paljon huomiota. Tullessamme
pilettiluukulle saimme äreän kehoituksen mennä sisälle teatteriin
Castle-Streetin kautta, ja muistutuksen, että tulimme puoli tuntia
liian myöhään.
Meillä oli täysi työ saada mies vakuutetuksi siitä, ettemme olleet
"kuuluisat käärmeihmiset Himalayavuorelta"; mutta lopultakin hän
otti rahamme vastaan ja salli meidän astua teatteriin.
Esiintymisemme salongissa saavutti vielä suuremman
menestyksen. Kaikki katselivat ihastuksella ahavoittuneita
kasvojamme. Olimme kaikkien katseiden keskustana.
Se oli meille muistettava riemuhetki.
Ensi balletin päätyttyä läksimme pois ja palasimme ravintolaan,
missä katettu illallispöytä jo vartoi meitä.
Tunnustan empimättä, että nautein tästä illallisesta. Lähes 10
päivää olimme eläneet yksinomaan kylmällä paistilla, leivällä ja
hedelmähillolla. Olihan se yksinkertaista ja ravitsevaa ruokaa, mutta
se alkoi lopulta käydä hieman yksitoikkoiseksi. Siksipä nyt
Bourgogneviinin tuoksu, ranskalaiset kastikkeet, puhtaat pöytäliinat
ja tuores leipä kolkuttivat sisällisen ihmisemme ovelle ollen sangen
tervetulleita vieraita.
Söimme ja joimme pitkän aikaa virkkamatta sanaakaan, kunnes
tuli hetki, jolloin, sen sijaan että istuimme suorina ja pontevasti
hoidimme veistä ja haarukkaa, nojasimme mukavasti tuoleihimme ja
työskentelimme hitaasti ja huolettomasti — silloin ojensimme
jalkamme pöydän alle, annoimme pöytäliinojen huomaamatta
pudota lattialle ja saimme aikaa tarkkaavasti silmäillä savustunutta

54. kattoa — silloin pidimme lasejamme ulottuman päässä edessämme
ja tunsimme olevamme hyviä, miettiväisiä ja sovinnollisia koko
ihmiskuntaa kohtaan.
Harris, joka istui lähinnä akkunaa, veti akuttimen syrjään ja katsoi
ulos kadulle.
Kostea katu loisti hämärästi kaasun valossa, tuulenpuuskat saivat
katulyhdyt läähättämään; sade pieksi lakkaamatta lokaa ja vesi valui
virtoinaan räystäskouruista katuojiin. Joku harva kulkija riensi
akkunan ohi sateenvarjon alle kyyristyneenä, naiset pitelivät
hameitaan ylhäällä.
Harris ojensi kätensä ottamaan lasia ja sanoi: "Meillä on ollut
hauska matka, ja siitä tulee meidän kiittää isä Thamesia — mutta
luulen kuitenkin, että hylkäsimme veneemme oikealla hetkellä. Juon
kolmen miehen maljan, miehen, jotka onnellisesti ovat päässeet
jälleen kuivalle maalle!"
Ja Montmorency, joka oli etukäpälineen noussut akkunalaudalle
katsomaan ulos kadulle, yhtyi innokkaasti maljaan lyhyellä
haukahduksella.
End of Project Gutenberg's Kolme miestä veneessä, by Jerome K.
Jerome

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VENEESSÄ ***
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