Chapter 6 Training learning & development Flashcards
TLD linked to strategy
- Key ingredients in the competitiveness of firms and ultimately national competitiveness
- Continuous learning
- Learning culture
3 top strategic goals ( TLD linked to strategy )
- Improving organizational performance
- Enhancing individual employee performance
- Developing organizational leaders
ADDIE Model
A = Analysis : Analyse your situation to understand the gaps you need to fill
D = Design : Based on your analysis, make informed decisions to design the best possible learning experience
D = Development : Bring your learning experience to life by building your end-product
I = Implementation : Distribute your learning end-product to your audience
E = Evaluation : Evaluate if your learning end-product is effective. Make any necessary updates and cycle back to the Analysis phase.
Assess needs for training
The first element of instructional design is needs assessment.
Evaluating the organization, individual employees, and tasks to determine what kinds of training, if any, are necessary.
Answers three questions:
•Organization: What is the context in which training will occur?
•Person: Who needs training?
•Task: What subjects should the training cover?
Employee training must fit with the organization’s strategy and budget. Such training can only be successful if managers are willing to help trainees use their newly learned knowledge and skills on the job.
Needs assessment ( Organization analysis )
Training needs in light of :
- The organization’s strategy
- Resources available for training
- Management’s support for training
The organization should show trainees how to use newly learned skills, knowledge, and behaviors on the job.
Managers need to know how training will help them achieve business goals.
Needs assessment ( Person analysis )
Process of determining individuals’ needs and readiness for training by answering three questions :
1. Do performance déficiences result from a lack of knowledge, skill, or ability ?
2. Who needs training ?
3. Are the employees ready for training ?
Person analysis : In assessing the need for training, the primary variables are :
- The person’s ability and skills
- Attitudes and motivation
- The organization’s input
- Performance feedback
- Positive consequences to motivate good performance
Needs assessment ( Task analysis ) : Conditions to be considered
- Jobs equipment and environment
- Time constraints
- Safety considerations
- Performance standards
Needs assessment ( task analysis )
Employees are interviewed and a questionnaire is created about the importance, frequency, and difficulty of the tasks
Determines which tasks will be the focus of training
Readiness for learning
- Combination of employee characteristics and positive work environment
- Employee readiness characteristics : Cognitive ability/Motivated to learn
- Work environment : Situational constraints e.g. lack of money/time for training/tools / Social support eégé providing positive feedback and encouragement
Plan training program ( How to plan & design )
Three components of effective training objectives
1.What employee is expected to do; quality or level of performance; and conditions to apply
2.Performance standards that are measurable
3.Resources needed to carry out the desired performance or outcome
•Avoid illegal discrimination
•In-house or contracted out?
•Request for proposal (RFP)
Training methods
- Presentation methods
- Hands-on methods
- Group or teams building
Method of training : Presentation methods
Learners receive information provided by other
Techniques : Lecture, workbooks, video clips, podcast, website
Application : Conveying facts or comparing alternatives
Classroom instruction :
Distance learning :
Trainees at different location
Videoconferencing, email instant messaging
Interaction between trainer and audience may be limited
Audiovisual training :
On-the-Job training : Person with job experience and skills guides trainees
Apprenticeships : Work-study training methods / Classroom and OJT
Internships : Students in paid positions
Co-operative education : A high rot education plan that incorporates work experience ans study
Training methods : Hands-on methods :
Learners are actively involved in trying out skills
Techniques : On-the-Job training, simulations, role-plays, computer games
Application : Teaching specific skills; showing how skills are related to job or how to handle interpersonal issues
Simulations :
- Enable trainees to see the impact of their decoisions in an artificial, risk-free environment
- Expensive, but great for jobs with costly mistakes
- Visual reality provides an interactive, three-dimensional experience
Business games :
- Trainees gather and analyse information and make decisions that influence the outcome
Case studies :
Detailed descriptions of a situation that trainees study and discuss. Long and mini cases
E-Learning :
- Web-based training modules, distance learning, and virtual classrooms
Electronic performance support system :
- Provides access to skills training, information, and expert advice as needed
Training methods Group team-building
Learners share ideas and experiences, build group identities, learn about interpersonal relationships and the group.
Techniques : Group discussions, experiential programs, team training
Application : Establishing teams or work groups; managing performance of teams or work groups
Group-or teams-building methods :
- Experiential programs :
Learning concepts and applying them by simulating behaviors involved and analyzing with real-life situations
Adventure learning
Potential drawbacks - Team training : Individuals work together to achieve a common goal
> Cross training
> Coordination trading
> Team leader training - Action learning :
Teams get an actual problem and work together to solve it
They commotion an action plan
They are responsible for carrying out plan
