Training and Employee Development Module Objectives

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


Relation to the Frame

Transaction of information

Translation of learning to work context

Transition through organization change

Transformation of organization through learning


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


Training Trends: Next 3 YearsShift from training to performanceComputer skillsShift from training to learningVirtual organizationsOutcomes drivenPerformance MeasurementSpecific needs drivenKnowledge management emphasisRapid development and deploymentTeamwork


Core Concepts and Terms

Human Resource Development (HRD)

TrainingAdult EducationProgram Planning Individual

Development

Organization Development

Career DevelopmentPerformance

Management Instructional Systems

DevelopmentHuman Performance

Technology


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


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


ADDIE Model of ISD

AnalysisDesignDevelopmentImplementationEvaluation


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


How do I collect information for needs analysis?

ObservationQuestionnaires and

survey instrumentsKey ConsultationPrint Media InterviewsFocus Groups

DiscussionsTestsRecords, ReportsWork SamplesForce Field AnalysisCritical Incident

TechniqueBehavioral Scales


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


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


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?


Purposes for Adult Learning

Personal growth and developmentPersonal and social improvementOrganizational effectivenessCultivation of the intellectSocial transformation


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


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


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


Learning Objectives

Affective formation of attitude, feelings, preferences

Behavioral competence with procedures, operations, methods, techniques

Cognitive acquisition of concepts or knowledge


Learning Styles

FeelersObserversThinkersDoers


Perceptual Modalities

VisualAuditoryPrintInteractiveTactileKinesthetic


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.


Cone of Experience

Instructional StrategyInstructional StrategyLectureReading

Audio-VisualDemonstration

Discussion GroupPractice by Doing

Teach Others/Use Immediately

% Retention% Retention5%10%20%35%50%75%90%


Training Environment

Sensitive to multiple elements

Physical EnvironmentPsychological

Environment

Stimulating to the Senses

Auditory: Music, stories

Visual: Print, pictures InteractiveTactileKinestheticFood


Flawless Exercise Facilitation

Explain WHY exercise is being doneSpecify WHAT to doIndicate WHO does whatTell people WHERE to goIndicate WHEN exercise will end


More Flawless Exercise Facilitation

SUMMARIZE instructions, check for understanding

OBSERVE, monitor and adjustConduct PROCESS CHECKSPROCESS exerciseEstablish SO WHAT’S


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


Common Training Mistakes

Applying no learning transfer strategiesNeglecting needs analysisNeglecting reflectionFailing to link new learning to prior

learningLacking attention to detailNot explaining POP


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).


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).


Learning TransferImportance & Issues

Transfer is left to chance by educatorsFew opportunities for reflection are built

into training, living or organizations


Learning Transfer Factors InfluencingCaffarella, 1994

LearnersProgram design and

executionProgram contentChanges required to apply

learningOrganizational contextCommunity/societal forces


Levels of Evaluation

1.Reaction2.Learning3.Behavior change4.Organization results

ROI


Strategic Issues

Linking training to organizational strategyThe learning organizationAction learningEmergence of the “learning executive”OJTChanging environmentHiring consultantsAdopting customer focusEthical Issues


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...

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Training and Employee Development Module Objectives