Training and Development Flashcards
larger context - development
1) Evaluate current effectiveness and contribution.
2) Identify areas of strength and weakness.
3) Determine best mix of development actions:
- Fix any “derailers” or “fatal flaws” that will cause you to fail
- Identify other development needs/issues (e.g., information)
- Develop ways to improve existing strength areas
(go “From Good to Great”)
4) Execute development plans/action
- Address both strength and need areas
- Be thoughtful and introspective and learn from the experience
- Monitor progress and make revisions as necessary
variety of approaches to development
formal programs, books, etc.
- workshops, training courses, formal education, 360 feedback
working with others
- model behavior of those who excel in the need area, interview role models, ask role models to serve as informal mentors, build relationships with customers, ask for feedback
on the job/experiential
- start something new, managing new projects, serve on a task, lead on a task force/team, improve a process/product, take a new assignment
we need to invert the training pyramid
- draw model out
when we look at development plans, 70% is experiential, 20% working with others, 10% formal –> used a development guide
training basics
training: “a planned effort to facilitate the learning of job-related knowledge, skills and abilities by employees”
- planned and formal vs informal
- specific learning objectives
- typical examples of traditional training programs:
time management
project management
presentation skills
customer service skills
planning and organizing
finance for non finance people
traditional training vs development
- this class is development
focus: current training, future development
tactical vs strategic: tactical training, strategic development
use of work experiences: low training, high development
goal: success in current job training, success in current and future jobs development
participation: requirement training, voluntary development
important terms
P = A x M x O
performance = ability x motivation x opportunity
needs assessment: org saying what needs they have (what are some needs for faculty during interviews? answer: AI)
continuous learning: be intellectually curious
transfer of training: the learnings you get from a developmental setting and how transferable they are to the job
ROI and Return on Mission ROM: how much that investment impacts the mission itself
RFP request for proposal: includes the scope of a project or information about what needs to be purchased. RFPs can be open to any qualified company or sent by invitation only to a select set of firms. RFPs require specific elements to help the proposal be as clear and detailed as possible. “asking if people are interested in bidding on a proposal, people will send them back”
different types of training methods
- Classroom
- Computer-based (CBT)
- Audiovisual (DVD, etc.)
- “On the Job Training” (OJT), Action Learning, etc.
- Experiential
- Simulations, Games, etc.
- Case Studies
- Youtube, podcasts, etc.
summary thoughts on training
- Selling and sponsorship are extremely important.
- Programs should be seen as important (for whatever reason).
- Participants get out of it what they put into it.
- Need to “mix it up” with different exercises, discussions, etc.
- Most people will not want to be spending their time in training—your
goal should be to have them walk out thinking it was a great use of
their time. - Interaction and learning between participants is often as powerful and
beneficial as the material itself. - Think through the different ways to deliver training–use technology
effectively, but don’t forget the value of personal interaction
great coaches…
- Challenge individuals to do their best and don’t let them give up easily
- Set a good example
- Care about people and how they’re doing
- Provide feedback/performance corrections in private
- Want to help others stretch and develop their skills
- Make people feel confident in their abilities
- Are great listeners and are willing to spend time with others
- Are typically “straight shooters” who give direct feedback
- Celebrate successes, even small ones
What Makes an Experience Developmental?
- Success and failure are both possible and will be apparent to others.
- Requires “take charge” individual with strong leadership qualities.
- Involves working with new people, a lot of people, or both.
- Creates high levels of personal pressure (e.g., tight timelines).
- Requires influencing people, activities over which the person has no
formal control. - Involves a large variety of situations, tasks, etc.
- It will be watched closely (and assessed) by important individuals.
- Requires building a team, starting something “from scratch”, fixing
or turning around a team in trouble, etc. - Is intellectually challenging.
- Has a significant strategic element.
- Involves interacting with an especially good, or bad, boss.
- Has an important element missing (e.g., top management support)
Different Types of Experiential Development
- draw out model
