Copyright 2000 - South-Western College Publishing Module 19 - 1
Training and Employee Development
Module Objectives
Introduce key terms and conceptsIntroduce training modelsAppreciate adult learning theoryUnderstand training facilitationExplore strategic issues
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Relation to the Frame
Transaction of information
Translation of learning to work context
Transition through organization change
Transformation of organization through learning
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Training Trends TodayComputer skillsTeamworkShift from training to performanceDecision making and problem solvingRapid development and deploymentSystems thinkingOutcomes drivenPerformance MeasurementShift from training to learningBusiness case for training interventions
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Training Trends: Next 3 YearsShift from training to performanceComputer skillsShift from training to learningVirtual organizationsOutcomes drivenPerformance MeasurementSpecific needs drivenKnowledge management emphasisRapid development and deploymentTeamwork
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Core Concepts and Terms
Human Resource Development (HRD)
TrainingAdult EducationProgram Planning Individual
Development
Organization Development
Career DevelopmentPerformance
Management Instructional Systems
DevelopmentHuman Performance
Technology
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Training . . .
Is a process not a programDevelops skills, provides information, nurtures
attitudesHelps the organizationDevelops and peopleEnhances and transforms jobFacilitates learning, and
learning can be informal or formalShould maximize learning
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Program Planning and Design . . .
Honors learner experience Values diversity Involves stakeholders in planning Respects context Is based on learner needs Incorporates active learning Is discriminating in facilitator selection Promotes application of learning Attends to administrivia Caters to learners’ physical and emotional needs Assessed outcomes
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ADDIE Model of ISD
AnalysisDesignDevelopmentImplementationEvaluation
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What is A Needs Analysis?
PURPOSEA process of
determining whether a true need for improving performance exists, and if it does, identifying its nature and extent.
OUTCOMES Provide evidence of
inadequate performance Collect data Obtain management
commitment Provide baseline data
for evaluation Determine value/cost
ratio of training
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How do I collect information for needs analysis?
ObservationQuestionnaires and
survey instrumentsKey ConsultationPrint Media InterviewsFocus Groups
DiscussionsTestsRecords, ReportsWork SamplesForce Field AnalysisCritical Incident
TechniqueBehavioral Scales
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What do I do after the needs assessment?Present data to stakeholdersSecure support to proceedConduct a task analysisAnalyze potential learnersDetermine training objectivesWrite a training proposalDetermine instructional strategiesPilotEvaluate
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Human Performance Technology (HPT)
Skill and knowledge a means to performance
Process orientedReactive and proactiveOpen to multiple (non-training) solutionsBased on client partnershipFront-end needs assessment mandatorySuccess based on performance change
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Exercise 1
Think of a significant learning experience in the last year: What triggered it? Resources used? Where did you learn? Why was it significant?
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Purposes for Adult Learning
Personal growth and developmentPersonal and social improvementOrganizational effectivenessCultivation of the intellectSocial transformation
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Adult Learning Principles
Adults can and want to learnRich life experience brought to learningInternal and external factors motivate
learningPreferred learning styles prevailPragmatism important in learningMeaningful content expected
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More Adult Learning Principles
Personal agendas brought to learningActive involvement preferredLearning can be either independent or
collaborativeLearning impacts others (work, family)Physically and psychologically
comfortable environments important
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More Adult Learning Principles
Learning affected by life rolesAdults ask, “Why am I learning this?”Reflection time importantContent must relate to experienceGive opportunity for midpoint feedback
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Learning Objectives
Affective formation of attitude, feelings, preferences
Behavioral competence with procedures, operations, methods, techniques
Cognitive acquisition of concepts or knowledge
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Learning Styles
FeelersObserversThinkersDoers
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Perceptual Modalities
VisualAuditoryPrintInteractiveTactileKinesthetic
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Creating a P.O.P
A pop is an acronym for:Purpose
Outcomes
Plan
A POP must be specified to ensure an organized, effective session.
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Cone of Experience
Instructional StrategyInstructional StrategyLectureReading
Audio-VisualDemonstration
Discussion GroupPractice by Doing
Teach Others/Use Immediately
% Retention% Retention5%10%20%35%50%75%90%
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Training Environment
Sensitive to multiple elements
Physical EnvironmentPsychological
Environment
Stimulating to the Senses
Auditory: Music, stories
Visual: Print, pictures InteractiveTactileKinestheticFood
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Flawless Exercise Facilitation
Explain WHY exercise is being doneSpecify WHAT to doIndicate WHO does whatTell people WHERE to goIndicate WHEN exercise will end
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More Flawless Exercise Facilitation
SUMMARIZE instructions, check for understanding
OBSERVE, monitor and adjustConduct PROCESS CHECKSPROCESS exerciseEstablish SO WHAT’S
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Common Training Mistakes
Covering too much informationFailing to balance affective, behavioral
and cognitive learningLacking varied instructional strategiesFailing to provide participative activitiesFailing to use participant expertiseFailing to tie training to real life
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Common Training Mistakes
Applying no learning transfer strategiesNeglecting needs analysisNeglecting reflectionFailing to link new learning to prior
learningLacking attention to detailNot explaining POP
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Learning Transfer Definitions
The effective and continuing application of newly acquired knowledge, skills, and attitudes to the job (Broad & Newstrom, 1992; May & Reilly, 1997; Wexley & Latham, 1991).
The effective application of learning resulting from attendance at an educational program (Broad & Newstrom, 1992; Caffarella, 1994; Kemmere, 1991; Killion & Kaylor, 1991; Silberman, 1990).
“It is often referred to at the “so what” or “now what” phase of the learning process. “So what does all this mean and how can what was learned be applicable to my situation?” (Caffarella, 1994, p. 108).
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Learning Transfer Importance & Issues
Training is a $40 billion industry (Broad & Newstrom, 1992).
80% of training is estimated to be wasted due to lack of transfer (Broad & Newstrom, 1992).
US organizations spend $200 Billion per year on HRD interventions (Training, 1997, State of the Industry Report).
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Learning TransferImportance & Issues
Transfer is left to chance by educatorsFew opportunities for reflection are built
into training, living or organizations
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Learning Transfer Factors InfluencingCaffarella, 1994
LearnersProgram design and
executionProgram contentChanges required to apply
learningOrganizational contextCommunity/societal forces
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Levels of Evaluation
1.Reaction2.Learning3.Behavior change4.Organization results
ROI
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Strategic Issues
Linking training to organizational strategyThe learning organizationAction learningEmergence of the “learning executive”OJTChanging environmentHiring consultantsAdopting customer focusEthical Issues
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Closing Reflection
The most important thing I learned was... If this experience were a song, a book, a quote, or a movie, the title
would be… The part of this course that I enjoyed the most was... The part of this course that I will teach others is... I will continue my learning by... A metaphor for this experience is... Something I learned about myself is... We laughed most when... The best part was... A disappointment was... Before we go, I would like to tell you... This experience has made me feel... This experience has made me think...