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)
