Learning and Development Flashcards
Push model vs. pull model
Push: An employee was invited to a training session in a classroom at a specified time, listened to a series of lectures, and was sent back to work. “Push” training is still generally used for required training such as compliance-related subjects.
Pull: learning and development is a continuous process, easily accessible anywhere and anytime. Usually linked to acquiring skills, abilities, knowledge, and competencies needed to better perform one’s job.
Learning organization
An organization is characterized by its ability to adapt to changes in its environment and respond quickly to lessons of experience by altering organizational behavior.
Five Disciplines of a Learning Organization
Systems thinking: anything changed in one area of a business will affect everything else
Mental models: our deeply ingrained assumptions that influence how we understand the world and how we take action.
Personal mastery is the high level of proficiency in a subject or skill area.
Team learning is aligning and developing the capacity of a team to create the results its members desire.
Shared vision is a look into the future that fosters genuine commitment and is shared by all who need to possess it.
Explicit vs. tacit knowledge
Explicit knowledge: might be shared through a database or taught through a learning intervention.
Tacit knowledge: is personal and experience-based, it is more challenging to quantify.
Learning, training, development differences of each
Learning: acquiring new skills
Training: improving skills for job
Development: improving for future
Elements of Knowledge retention
Technology based systems + softer systems
Tech (harder): process, policy
Softer: conversations with people
How do adults learn?
Self-directed Have experience as a resource Are ready to learn More problem-focused Internally motivated to learn Willing to "unlearn to learn" Leverage experience and relationships
Relationship between Learner Participation and Retention (graph)
Lectured at = retain 10% of knowledge
As there is more involvement in the knowledge (reading, demo, discussion, practice by doing) there is greater retention
Immediate use of learning (tying it to an adult’s problem they’re facing) = 90% knowledge retention
Kinesthetic learners (tactile learning)
Learn by doing
ADDIE Model (circular) - Analysis & 3 layers of analysis Analysis Design Development Implementation Evaluation
Analysis: asks “what is the problem?” Training should address a need
3 layers of analysis
Organizational: where is training needed?
Task: what needs to be taught?
Individual: who needs to be taught?
ADDIE - Design
Analysis Design Development Implementation Evaluation
The outcome of the design phase is an architecture or rough sketch of what the final program will look like.
Bloom’s taxonomy: learning objectives should be completed in hierarchical manner. start from knowledge > comprehension > application > analysis > synthesis > evaluation
Think about cultural implications: we are more practical whereas other cultures are more abstract
ADDIE - Development
Analysis Design Development Implementation Evaluation
Thinking about activities involved in the training: case studies, round robin, role playing, simulations
T group - someone talking about their experiences and giving participants the opportunity to understand and empathize (ex. sensitivity training)
ADDIE - Implementation
Analysis Design Development Implementation Evaluation
Pilot testing and revisions
Translation/interpretation
Instructor selection
Logistics
ADDIE - Evaluation
Analysis Design Development Implementation Evaluation
Assess objectives
Conduct investment analysis (ROI)
Measure impact of training on individuals
Collect data to influence future training
Blended training
In theory, best kind of training because it is a mixture of everything else
Transfer of learning
Effective and continual application of knowledge and skills at the worksite
Kirkpatrick’s Levels of Evaluation - Level 1 Reaction
Level 1 - Reaction - measuring reaction of participants to the training
ex. checklists, questionnaires, interviews
Kirkpatrick’s Levels of Evaluation - Level 2 Learning
Level 2 measures how knowledge skills and attitudes changed
Kirkpatrick’s Levels of Evaluation - Level 3 Behavior
Measures a change in behavior
performance tests, critical incidents, simulations, observation
Kirkpatrick’s Levels of Evaluation - Level 4 - Results
Measures organizational results, return on stakeholder expectations, ROI analysis, performance appraisals
Training ROI
(Benefit of program - total incurred cost) /
total incurred cost
HR should be aware of threshold for ROI at their company
Parts of career development
Career planning (individual) Career management (organization)
EE/Manager roles in career development
Employees bear primary responsibility for their career
Managers can be: coach, appraiser, advisor, referral agent
HR’s role in Leadership Development
Identify HiPo employees who could be leaders and providing LD opportunities
Make sure recognized leaders have what they need to develop skills further (ex. new leaders need TIME to develop)
Continually aligning the org’s leadership needs with strategy, adjusting development programs
Obstacles to Leader Development
Slowly developing crises (don’t give you the opportunity to “jump in”). SHRM perspective is that sometimes with leadership being tossed in can yield greater development
Suppressive effects of organizations
Valuing individual performance over teamwork
Negative publicity (being affected by “buddy to boss”)
Lack of global mindset
Insufficient organizational focus
Leaders at different levels & their duties
Lower level
Mid
Exec
Lower level: administering and managing, task alignment, addressing obstacles
Mid-level: implementing structures and policies, leading multiple units, planning and coordination
Exec level: long range assessment and planning, communicating strategic vision, managing stakeholders, fostering high performance culture
Leadership assessment tools
inventories - 360 degree instruments
WOrk sample measures: situation judgement tests, assessment centers
EQ assessment tools
What do the best leader development strategies do?
Best strategies give competitive advantage and sustainable leadership strategy
Experience + formal systems = effective strategies
Leader development methods
More challenging assignments/risk management
Hardship testing: high-pressure, emotionally charged situations that develop resilience
Problem solving in controlled environments
Training
Action learning & benefits
Taking skills you learned and putting into action
Benefits: continuous learning and improvement, opportunities for reflection and feedback, learning how to learn, applying new skills immediately
Developing global leaders - awarenesses
Being aware of local feelings about leadership - “born” or “made”
Awareness of leadership models in different cultures
Global leaders - how to respond
Develop organizational culture that values leader development
Localize leadership competency models
Prioritize local acceptance and support
Synchronous vs. Asynchronous learning
Synchronous learning is when participants interact in real time; asynchronous learning is when participants access the learning materials at different times.
Distance learning
Learning takes place remotely but with no element of synchronized time
E-learning most important benefit
participants can work through the course at their convenience, making it more likely that they will actually complete the training.
Training objective
defines the behavioral outcomes participants can expect from the training experience
70-20-10 leader development model
Leadership training should be clustered using a 70-20-10 ratio:
challenging assignments (70%) developmental relationships (20%) coursework and training (10%)
