Training and Employee Development Module Objectives

1. Training and Employee Development Module Objectives • Introduce key terms and concepts • Introduce training models • Appreciate adult learning theory • Understand training facilitation • Explore strategic issues

2. Relation to the Frame • Transaction of information • Translation of learning to work context • Transition through organization change • Transformation of organization through learning

3. Training Trends Today • Computer skills • Teamwork • Shift from training to performance • Decision making and problem solving • Rapid development and deployment • Systems thinking • Outcomes driven • Performance Measurement • Shift from training to learning • Business case for training interventions

4. Training Trends: Next 3 Years • Shift from training to performance • Computer skills • Shift from training to learning • Virtual organizations • Outcomes driven • Performance Measurement • Specific needs driven • Knowledge management emphasis • Rapid development and deployment • Teamwork

5. Human Resource Development (HRD) Training Adult Education Program Planning Individual Development Organization Development Career Development Performance Management Instructional Systems Development Human Performance Technology Core Concepts and Terms

6. Training . . . • Is a process not a program • Develops skills, provides information, nurtures attitudes • Helps the organization • Develops and people • Enhances and transforms job • Facilitates learning, and • learning can be informal or formal • Should maximize learning

7. Program Planning and Design . . . • Honors learner experience • Values diversity • Involves stakeholders in planning • Respects context • Is based on learner needs • Incorporates active learning • Is discriminating in facilitator selection • Promotes application of learning • Attends to administrivia • Caters to learners’ physical and emotional needs • Assessed outcomes

8. ADDIE Model of ISD Analysis Design Development Implementation Evaluation

9. PURPOSE A process of determining whether a true need for improving performance exists, and if it does, identifying its nature and extent. OUTCOMES Provide evidence of inadequate performance Collect data Obtain management commitment Provide baseline data for evaluation Determine value/cost ratio of training What is A Needs Analysis?

10. Observation Questionnaires and survey instruments Key Consultation Print Media Interviews Focus Groups Discussions Tests Records, Reports Work Samples Force Field Analysis Critical Incident Technique Behavioral Scales How do I collect information for needs analysis?

11. What do I do after the needs assessment? • Present data to stakeholders • Secure support to proceed • Conduct a task analysis • Analyze potential learners • Determine training objectives • Write a training proposal • Determine instructional strategies • Pilot • Evaluate

12. Human Performance Technology (HPT) • Skill and knowledge a means to performance • Process oriented • Reactive and proactive • Open to multiple (non-training) solutions • Based on client partnership • Front-end needs assessment mandatory • Success based on performance change

13. Exercise 1 • Think of a significant learning experience in the last year: • What triggered it? • Resources used? • Where did you learn? • Why was it significant?

14. Purposes for Adult Learning • Personal growth and development • Personal and social improvement • Organizational effectiveness • Cultivation of the intellect • Social transformation

15. Adult Learning Principles • Adults can and want to learn • Rich life experience brought to learning • Internal and external factors motivate learning • Preferred learning styles prevail • Pragmatism important in learning • Meaningful content expected

16. More Adult Learning Principles • Personal agendas brought to learning • Active involvement preferred • Learning can be either independent or collaborative • Learning impacts others (work, family) • Physically and psychologically comfortable environments important

17. More Adult Learning Principles • Learning affected by life roles • Adults ask, “Why am I learning this?” • Reflection time important • Content must relate to experience • Give opportunity for midpoint feedback

18. Learning Objectives • Affective formation of attitude, feelings, preferences • Behavioral competence with procedures, operations, methods, techniques • Cognitive acquisition of concepts or knowledge

19. Learning Styles • Feelers • Observers • Thinkers • Doers

20. Perceptual Modalities • Visual • Auditory • Print • Interactive • Tactile • Kinesthetic

21. Creating a P.O.P A pop is an acronym for: • Purpose • Outcomes • Plan A POP must be specified to ensure an organized, effective session.

22. Instructional Strategy Lecture Reading Audio-Visual Demonstration Discussion Group Practice by Doing Teach Others/Use Immediately % Retention 5% 10% 20% 35% 50% 75% 90% Cone of Experience

23. Sensitive to multiple elements Physical Environment Psychological Environment Stimulating to the Senses Auditory: Music, stories Visual: Print, pictures Interactive Tactile Kinesthetic Food Training Environment

24. Flawless Exercise Facilitation • Explain WHY exercise is being done • Specify WHAT to do • Indicate WHO does what • Tell people WHERE to go • Indicate WHEN exercise will end

25. More Flawless Exercise Facilitation • SUMMARIZE instructions, check for understanding • OBSERVE, monitor and adjust • Conduct PROCESS CHECKS • PROCESS exercise • Establish SO WHAT’S

26. Common Training Mistakes • Covering too much information • Failing to balance affective, behavioral and cognitive learning • Lacking varied instructional strategies • Failing to provide participative activities • Failing to use participant expertise • Failing to tie training to real life

27. Common Training Mistakes • Applying no learning transfer strategies • Neglecting needs analysis • Neglecting reflection • Failing to link new learning to prior learning • Lacking attention to detail • Not explaining POP

28. Learning Transfer Definitions • The effective and continuing application of newly acquired knowledge, skills, and attitudes to the job(Broad & Newstrom, 1992; May & Reilly, 1997; Wexley & Latham, 1991). • The effective application of learning resulting from attendance at an educational program (Broad & Newstrom, 1992; Caffarella, 1994; Kemmere, 1991; Killion & Kaylor, 1991; Silberman, 1990). • “It is often referred to at the “so what” or “now what” phase of the learning process. “So what does all this mean and how can what was learned be applicable to my situation?”(Caffarella, 1994, p. 108).

29. Learning Transfer Importance & Issues • Training is a $40 billion industry (Broad & Newstrom, 1992). • 80% of training is estimated to be wasted due to lack of transfer (Broad & Newstrom, 1992). • US organizations spend $200 Billion per year on HRD interventions(Training, 1997, State of the Industry Report).

30. Learning TransferImportance & Issues • Transfer is left to chance by educators • Few opportunities for reflection are built into training, living or organizations

31. Learning Transfer Factors InfluencingCaffarella, 1994 • Learners • Program design and execution • Program content • Changes required to apply learning • Organizational context • Community/societal forces

32. Levels of Evaluation 1.Reaction 2.Learning 3.Behavior change 4.Organization results • ROI

33. Strategic Issues • Linking training to organizational strategy • The learning organization • Action learning • Emergence of the “learning executive” • OJT • Changing environment • Hiring consultants • Adopting customer focus • Ethical Issues

34. Closing Reflection • The most important thing I learned was... • If this experience were a song, a book, a quote, or a movie, the title would be… • The part of this course that I enjoyed the most was... • The part of this course that I will teach others is... • I will continue my learning by... • A metaphor for this experience is... • Something I learned about myself is... • We laughed most when... • The best part was... • A disappointment was... • Before we go, I would like to tell you... • This experience has made me feel... • This experience has made me think...