People - Learning and Development Flashcards
Training vs. Development
Training - focus is on current tasks and responsibilities
Development - prepares the employee for future responsibilities
Learning organization - main characteristics
- Systems thinking
- Networking inside and outside the organization
- Change is embraced, risk is tolerated, and failure is viewed as a chance to learn
- Organization adapts and changes to changes in its environment
Levels of learning - individual, group, organization
Individual learning - from experience, training, or observing others
Group learning - increase in knowledge or skills accomplished within teams
Organizational learning - begins through shared insights of individuals and teams, and builds on past organizational memory (such as policies, strategies, models)
Explicit vs. tacit knowledge
Explicit - can be easily shared (such as through a database) or taught
Tacit - personal and experience-based; harder to share and to quantify
Knowledge map
Visual representation of knowledge and where it is spread throughout the organization; can help identify bottlenecks, risks, and opportunities
Characteristics of adult learners
Self-concept is more self-directed
Prior experience can be a resource for themselves, other students, and the instructor
Problem-focused orientation; more motivated by learning they can apply immediately
Sometimes must “unlearn to learn”
Relationship between learner participation and retention
Lower participation = lower retention
- Limited retention for passive activities such as reading or listening to a lecture
- Mid-level activities include seeing demonstration, and discussing a topic
- High retention for hands-on practice and immediate use of learning
Obstacles for adult learners
- resistance to change
- lack of trust
- peer group pressure
- bad experience with previous learning programs
- lack of organizational commitment to learning
Three learning styles
Visual, auditory, kinesthetic
ADDIE model for instructional design
Analysis (of needs)
Design
Development
Implementation
Evaluation
Levels of training needs analysis - individual, task, organizational
Individual - examines how employees are performing their jobs; performance reviews might identify gaps where training is needed
Task - compares job requirements to employee knowledge/skills (ex: if paper forms are changing to computer-based, employees must be trained on data entry and the new procedure)
Organizational - identifies knowledge and abilities employees will need in the future (ex: identification of departments with high turnover or low productivity, or those that are expanding or facing other future challenges)
ADDIE model - design vs development
Design - decide on broad goals and objectives, broad plan for how you’ll present the content, and strategy for implementation; need input from all stakeholders in this stage
Development - planning the details; choosing specific learning activities and delivery tools, creating or purchasing materials needed
Types of learning activities
- case studies
- role plays
- structured exercises
- simulations
Case studies - learners apply new knowledge/skills to a hypothetical situation or case
Role plays - good for resolving conflicts or practicing appropriate behavior for certain situations
Structured exercises - learners complete tasks similar to those they encounter on the job
Simulations - learners perform an assigned role within a complex scenario designed to resemble a real-life challenge
Types of learning activities
- Round robin
- Fishbowl activities
- T-groups
Round robin - participants or teams compete to answer a question or complete a task
Fishbowl exercises - small group (in center of circle) discusses a topic while rest of group observes
T-groups - group of people explore patterns of authority and communication among themselves (AKA “sensitivity training”)
ADDIE model - implementation phase
Includes pilot programs, revisions as needed, announcements and scheduling, and delivery of the content
(SHRM also lists “Instructor Selection” as part of this phase)
Successive Approximation Model (SAM)
Version of ADDIE model that works to gain feedback and build models earlier in the process
Simplest form includes 3 phases
- Preparation - gather info about scope, requirements, goals
- Iterative design - “Savvy Start” using collaborative brainstorming to create project foundation, reach consensus, develop prototype and gather feedback
- Iterative development - includes implementation and evaluation
Moves between design and development as needed
Action Mapping
Developed by Cathy Moore to avoid “knowledge dump” trainings that don’t address organizational needs
Process starts with identifying a specific problem based on metrics, then deciding on specific objectives, and leads to “activity stream” that specifies learning activities that will best allow learners to learn and practice the new skills during training
Learning Management System
Electronic system that holds course content, suggested curriculum, and certification paths; can track employee registration and completion of learning activities
Career development
- Career planning
- Career management
Career planning is mostly an individual’s responsibility, and focuses on their own needs
Career management focuses on the needs of the organization
Individual Development Plan
Document that outlines an employees goals and the support needed to achieve them
Should include employee profile, career goals/objectives, development objectives, training and development interventions that will be needed, outcomes (how efforts will be assessed), date/signatures
Coaching vs. Mentoring
Coaching - one-on-one discussions between employee and experienced person (can be supervisor); on-going but sometimes spontaneous; focus is usually on individual’s career goals, with coach providing advice
Mentoring - pairs a junior colleague with a senior one (but usually not the junior’s immediate supervisor)
- Formal - usually developed in response to organizational need, includes specific goals/objectives/time frame
- Informal - evolves more spontaneously and is usually initiated by the mentee, who asks the mentor for advice as issues arise
Leadership (SHRM definition)
Ability of an individual to influence a group or other individual toward achievement of goals and results
70-20-10 rule of leader development
70% challenging assignments
20% developmental relationships
10% coursework and training
CCL research
A body of research that made conclusions about leadership development (and possibly other topics); highlighted the importance of work experience over formal training
Action Learning Leadership
Leadership development that is based on solving real business challenges
