_Training Development Slides Week 14

8/15/2019 _Training Development Slides Week 14

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Final Exam Review


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Forces Infuencing Working and Learning


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Three Types o Assets

1. Financial2. Physical

3. Intangible


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Examples o Intangible Assets


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The Strategic Training ande!elopment "rocess


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#uestions to Ask to e!elopStrategic Training ande!elopment Initiati!es


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esigning E$ecti!e Training

ADDIE model


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Training esign "rocess


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Why is a needs assessment necessary%

1. If needs assessment is not done or done properly:

•Training may be incorrectly used to solve a performance

problem

•Wrong content ob!ectives methods

• "re trainees ready for the training#

•Training $on%t deliver the e&pected results

•'oney $asted


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2. Produces information about the following:

•Who needs training

•What do they need to learn ($hat to emphasi)e*

•+rgani)ational climate

3. Identifies Pressure Points

4. Identifies desired Outcomes


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Who should &ideally' participate%

• 'anagers

• ,mployees

• Trainers

• -ub!ect 'atter ,&perts

• ob Incumbents

http://www.google.ae/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=FobIk_o9EmI3SM&tbnid=Tk-AbEsvgeEF7M:&ved=0CAUQjRw&url=http://www.itp.net/579757-uae-nationals-make-up-36-of-etisalat-staff&ei=rzErUcv9G8SyiQePuoDABQ&bvm=bv.42768644,d.bmk&psig=AFQjCNFQAVpI__wwt2yEQJH4GrsGfBYqhQ&ust=1361871614896993


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(eeds Assessment "rocess


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)rgani*ational Analysis


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"erson Analysis

Assessing eadiness for !raining

Is training the best solution"

Person #haracteristics

• /asic -0ills

ognitive "bility

eading 4evel

• -elf5efficacy

• "$areness of Training 6eeds areer Interests 7oalser • "ge 8

7eneration

Input

• 9nderstand What :o$ When to Perform

• -ituational onstraints

• -ocial -upport

• +pportunity to Perform

Output • ,&pectations for 4earning and Performance

#onse$uences

• 6orms

• /enefits

• e$ards

%eedbac&

• Fre;uency

• -pecificity

•


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Task Analysis


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Task Analysis Steps

1. Identify the 'ob to be analy(ed

2. )e*elop preliminary list of tas&s performed on the 'ob3. #onfirm the preliminary list of tas&s

4. Identify the +,AOs needed to perform the tas&s


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8ey ,oncerns o 9pper:Le!el and 5id:Le!el 5anagers and Trainers in (eeds

Assessment


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What is learning%


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Learning Theories


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Expectancy Theory o 5oti!ation


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Adult Learning Theory

• Was de!eloped out o a need or a speci;ctheory o ho< adults learn

• Andragogy= Theory o adult learning


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Implications o Adult Learning Theory or Training

Design Issues Implications

#el$%concept 5utual planning and

collaboration in instructionE&perience 9se learner experience as basis

or examples and applications

'eadiness e!elop instruction based on

the learners interests and

competencies

(ime erspecti)e Immediate application o

content

Orientation to learning "roblem:centered instead o

subBect:centered


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oncreteoncrete

e&periencee&perience

eflectiveeflective

observationobservation

"bstract "bstract

conceptuali)ationconceptuali)ation

"ctive "ctive

e&perimentatione&perimentation

8olbs Experiential Learning 5odel

Acquisition of information

Handling

of

information


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Features o Instruction and the WorkEn!ironment that Facilitate Learning and

Transer o Training


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The "rogram esign "rocess


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"rogram esign

• urriculum

•


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,urriculum and ,ourse

• ,urriculum

)rgani*ed program o study designed tomeet a complex learning obBecti!e

Includes se!eral courses

Learning obBecti!es: /roader and lessmeasurable than course or lesson

• ,ourse or "rogram ,o!ers speci;c learning obBecti!es

Addresses limited number ocompetencies

A ,oncept 5ap or a ,ourse on


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A ,oncept 5ap or a ,ourse on,onducting an E$ecti!e

"erormance +e!ie<


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esign ocument Template


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esign ocument


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Sample o a etailed Lesson"lan


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cont>: Sample o a etailedLesson "lan


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Transer o training


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Transer o training theories


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,haracteristics that infuence transer

• +rgani)ational climate• 'anager support• Peer support• +pportunities to perform• Technological support


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Le!els o 5anagement Support or Training

Examples o )bstacles in the Work


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Examples o )bstacles in the WorkEn!ironment That Inhibit Transer o

TrainingObstacle *ork Conditions Description

o$ In+uence

Time pressures

InadeCuate eCuipment

Fe< opportunities to use skills

InadeCuate budget

Description o$ In+uence

Trainee has diDculty using ne< kno

Lack o$ eer #upport

"eers discourage use o ne< kno

"eers are un

"eers see training as

"eers do not support use o ne< kno

Lack o$ ,anagement #upport

5anagement does not accept ideas or

suggestions that are learned in training>

5anagement does not discuss trainingopportunities>

5anagement opposes use o skills learned

in training>

5anagement communicates that training is

a

5anagement is un


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o< to a n anagerSupport or Training and

Learning Transer• /rie;ng managers on the purpose o the trainingand its relationship to the business strategy andbusiness obBecti!es>

• Encouraging trainees to bring

• Inormation regarding the bene;ts o the coursecollected rom past participants should be shared

• Asking trainees to complete action plans

• 9sing managers as trainers. i possible>• 5anagers pay attention to the de!elopment o their

sta$ because part o their incenti!e plan is basedon training and de!elopment>


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The Learning )rganisation

De-nition &rom= "orth. 0GGG'=

A learning organi*ation is anorgani*ation skilled at creating.acCuiring. and transerring kno


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8ey Features o a Learning )rgani*ation

) i ti l L iSource= 9lrichHSmall


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)rganisational LearningStyles

• Experimentation

• ,ompetency AcCuisition

• /enchmarking• ,ontinuous Impro!ement


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E!aluation )utcomes


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E!aluation )utcomes

, i E l ti


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,omparison o E!aluationesigns


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Factors that Infuence the Type oE!aluation esign

Documents

_Training Development Slides Week 14