Learning & Development Flashcards
Return on Investment (ROI)
(Program Benefits - Cost of Program) or NET Benefits / Cost of Program
x100
Anderson’s Adaptive Character of Thought (ACT Theory)
General theory of cognition (memory and recall function) that distinguishes between 3 stages of learning:
1) Declarative knowledge - can talk about/understand concepts, knowledge pertains to facts and info but may not be able to apply it yet
2) Knowledge compilation- integrating tasks into sequences
3) Procedural knowledge - through practice, processes become automatic and knowledge is turned into skill
Kolb Learning Theory
Looks at 4 distinct learning styles/preferences based on a 4 stage learning cycle (i.e. training cycle)
1) Concrete experience (watching) - immediate/concrete experiences
2) Reflective observation (feeling) - observations and reflections are assimilated and distilled into abstract concepts
3) Abstract conceptualization (thinking) - new implications for action and new experiences
4) Active experimentation (doing) - process represents a learning cycle/spiral where the learner touches all the bases
Characteristics of a Learning Organization
Systems thinking - seeing the big picture, looking at the org as a whole and how all of its parts interact
Personal mastery - the commitment by an individual to the process of learning
Mental models - assumptions held by individuals in the workplace which must be challenged
Building shared vision - everyone is on the same page about their vision of a committed future in the org
Team learning - people learning together through shared experiences and by sharing/challenging ideas
4 Types of Intellectual Capital
Human capital - employees KSAs
Renewal capital - a company’s intellectual property
Structural capital - the formal systems and informal relationships that allow employees to communicate, solve problems and make decisions
Relationship capital - an org’s relationships with suppliers, customers and competitors at influence how it does business
4 Types of Knowledge Acquisition
Environmental scanning - acquisition and use of info about events, trends and relationships within an org’s external and internal environment
Formal learning - training delivered in a systematic formal way (group or individual), 30% of the way employees learn
Informal learning - spontaneous, trial and error mode of learning, 70% of the way employees learn
Communities of practice - groups of employees who share a common interest and meet regularly to brainstorm, solve problems and share info for the purpose of continuous learning and improvement
Needs Analysis (ADDIE)
Clarifies the instructional problems and objectives, identifies the learning need and the learner’s existing knowledge/skills
1) Organization analysis assesses strategy, priorities, environment, training transfer culture
2) Task analysis assesses the job requirements - what task does the employee need to perform and how does the training help them do that
3) Person analysis assesses the desired performance, performance gaps and obstacles
Defines the need, solutions to performance gap, type of training required, audience, learning objectives, criteria for evaluation
Design & Development Phase (ADDIE)
The design phase deals with training objectives, content, methods of delivery and learning principles
The training objective identifies:
-Who is to perform the desired behaviour
-The behaviour that will illustrate that learning has taken place (desired result for the training)
-Where and when the behaviour is to be demonstrated or evaluated
-The standard of evaluation (standard by which the behaviour will be judged)
-Key components: performance, condition, criterion
The info gathered will help you determine whether it’s best to buy a program or produce one in house
Content should address the performance gap
Select Training Method
Establish Conditions of Practice
Implementation Phase (ADDIE)
Lesson plan (the instructor’s blueprint/roadmap) - allows you to be prepared, let’s the trainees know what the training is about/why they are being trained and allows for someone else to easily step in if you can’t facilitate the training
Ensure proper learning climate
Seating arrangements - must use the appropriate set up for the curriculum being taught
Assess training transfer → the ability of the participant to apply the learning outside of the classroom
Evaluation Phase (ADDIE)
Summative evaluation - monitor educational outcomes (often for the purposes of external accountability)
Formative evaluation - qualitative in nature (rather than scores), assesses the quality of materials and program design
Kirkpatrick’s evaluation model
1) Reaction - what they thought and felt about the training or learning experience
2) Learning - the measurement of the increase in knowledge (before and after)
3) Behaviour - extent to which the learning is applied once back on the job (implementation)
4) Results - the effects on the business or environment resulting from the trainee’s performance
Return on investment (ROI)
Data collection designs - used to gather info about whether the training was effective
Types of Training Designs
Non-experimental designs
-Comparison is made to a standard and not to another group of untrained people
-Involves the intervention group only and no control group
-Used when there is a lack of resources to work with, no comparison group or intervention covers the whole training group
-Types - single group post-only design, single group pre-post design, time series design
Experimental designs - a trained group is compared to another group that did not receive the training, the people assigned to the training and non-training groups are decided by random choice
Quasi-experimental designs - a trained group is compared to another group that did not receive the training, the people assigned to the training and non-training groups are not randomly chosen
-Types - single group design with control group, pre-post design with control group, time-series design with comparison group
