People - L&D

Aycan theories on cultural influence on career development

- The career decisions of individuals in paternalistic cultures are strongly influenced by family and friends. - In past- or present-oriented and high power distance cultures, career planning may not exist or may require a high degree of implementation flexibility. - Attitudes toward learning may differ culturally. Confucian cultures emphasize the need for self-perfection, a drive that requires learning. The need to learn to improve performance is therefore more familiar and accepted. Western employees may not immediately see the connection between learning and performance improvement. - in-group favoritism in promotion decisions may occur in some high power distance cultures. - If cultural beliefs and norms reinforce the idea that an individual stays in the class into which he or she was born, employees may be resigned to a particular position within the organization and see little value in the organization's career development efforts. - If career development and advancement are not perceived as benefits, their ability to influence employee retention may be compromised. - A strong union presence is likely to support and encourage seniority-based promotions and career planning. - In situations and cultures characterized by high political or socioeconomic instability, long-term human resource and career planning may be exceptionally difficult. - In unstable political and socioeconomic settings, private-sector organizations engage in human resource planning as a business necessity while public-sector organizations do so out of social necessity, for example, to combat unemployment.

monetary values used to calculate ROI

-Sales increases due to better product training for salespersons. -A lower rate of return on products due to enhanced customer service training. -Reduced cost of production due to a more efficient workforce.

What does ADDIE stand for?

A = Analysis/Assessment (of needs) - data is collected to identify gaps between actual and desired organizational performance D = Design - broad goals and objectives are developed and broad plans for the treatment of the content and the strategy for implementation are made. D = Development - materials are created, purchased, or modified to meet the stated objectives. I = Implementation - process where the program is delivered to the target audience E = Evaluation - measuring the effectiveness of the training.

Leadership

Ability to influence, guide, inspire, or motivate a group or person to achieve their goals.

Organizational learning

Acquisition and/or transfer of knowledge within an organization through activities or processes that may occur at several organizational levels; ability of an organization to learn from its mistakes and adjust its strategy accordingly.

Career planning

Actions and activities that individuals perform in order to give direction to their work lives.

Developmental activities

Activities that focus on preparing employees for future responsibilities while increasing their capacity to perform their current jobs.

Neil Shorney Recommendations for Cross-Cultural Trainers

- Research customs of all groups participating in the training. - Treat all participants with equal seriousness and courtesy. - Assume a professional manner until a level of informality seems acceptable to the group. - Be aware of culturally defined feelings and needs—for example, saving face. Provide members the opportunity to express difficulties privately. - Work hard to engage all students and make sure everyone participates.

adult learning principles

Adults want a focus on "real world" issues. Show how learning can immediately transfer back to the job. Emphasis on how the learning can be applied is desired. Apply learning to current and future needs. Adult learners will come with goals and expectations. Discover the employees' expectations at the onset of any learning and development initiative and address those that will not be covered. Allow debate and challenge of ideas, but keep disagreements unheated. For some people, this interaction enhances the learning. Create a safe learning environment. Adults expect to be listened to and have their opinions respected. Promote a learning environment that is collaborative. Allow participants to receive feedback from the instructor and peers. Adults will wish to be resources to you and to each other. Take the knowledge and experience of the person into account. Adults seek out a learning experience because they have a need for the knowledge or skill being taught. Explain the "WIIFM" (What's in it for me?) concept. Apply learning and development experiences to current and future needs.

Situation judgment tests (SJTs)

Assessment tools that present prospective leaders with sample situations and problems they might encounter in a work environment.

Assessment centers

Assessment tools that provide candidates a wide range of leadership situations and problem-solving exercises.

Dual career ladders

Career development programs that identify meaningful career paths for professional and technical people outside traditional management roles.

Org Strategic mgmt

Consistent, long-term goals. (few resources wasted) Consistent decision making by leaders (guideposts throughout the organization, from top to bottom - ea action & investment of resources is assessed in light of the org long term goals) Better competitive and external vision (making decisions and managing risks requires gathering and monitoring information about the external environment.) Better internal vision (insights to what resources the organization can apply to its strategic goals and how they may need to be developed or supplemented.)

Individual development plan (IDP)

Document that guides employees toward their goals for professional development and growth.

Transfer of learning

Effective and continuing on-the-job application of the knowledge and skills gained through a training experience. To enhance the retention of this learning and link the learning to enhance job performance. A 30/60/90 day action plan is completed

E-learning

Electronic media delivery of educational and training materials, processes, and programs.

Coaching

Focused, interactive communication and guidance intended to develop and enhance on-the-job performance, knowledge, or behavior.

Webinar

Form of webconferencing where a presenter facilitates communication of material or information to an audience in real time.

Strategic Planning and Management Process

Formulation, during which leaders gather and analyze internal and external information to determine the organization's current position and capabilities, opportunities, and constraints. Development of strategic goals and tactics that will optimize success given the environment, opportunities, and constraints—the strategic plan. Implementation of tactics—the process of strategic management. This requires clear communication of objectives to teams, coordination and support of their efforts, and control of resources. Evaluation of results, both continually, to make sure that activities maintain strategic focus and are effective, and at designated intervals, to determine the effectiveness of the strategy itself and the need for change or improvement.

Technology-based systems

Include programs or databases that employees can access. Ex: A collaborative Wiki could be used to allow employees to add and edit information. This system is great for retaining explicit knowledge

ADDIE model

Instructional systems design framework consisting of five steps that guide the design and development of learning programs.

Pull model

Learning model that is easily accessible anywhere and anytime—commuting to or from work, during work, or outside of work hours—and delivered via devices such as mobile phones, tablets, and laptop computers in formats as varied as videos, blogs, games, quizzes, simulations, podcasts, or slide shows. This L&D model is a continuous process that is linked to acquiring skills, abilities, knowledge, and competencies needed to better perform one's job.

Pilot programs

Learning/development programs offered initially in a controlled environment with a segment of the target audience.

Zeynep Aycan Power Distance and Needs Analysis

Low Power Distance - Decisions regarding who should participate in training are based on developmental needs or skill deficiencies. - An individual's or group's training needs are based on formal performance evaluations and specific developmental objectives. - Needs analyses are conducted participatively. High Power Distance - Decisions regarding who should participate in training may be based on group membership. - Individual or group skill deficiencies or developmental needs may not be expressed. Participation in training may be driven by group affiliation rather than individual need. - Needs analyses may be less effective if conducted participatively. Individuals may be reluctant to discuss or share skill deficiencies or developmental needs because this causes them to lose face.

Obstacles to push model

Low tolerance for change. Given the speed of change in today's environment, organizations need to continually adapt to keep competitive. Accepting change is more difficult for some than for others. HR professionals can impress upon employees that without change and growth, the organization, and hence their jobs, may not survive. Change makes their jobs more challenging as well as more secure and prepares them to accept a variety of responsibilities that will increase their value as employees. Lack of trust. If employees do not trust that learning is worthwhile or have had negative experiences in the past, they will not commit the attention and energy to make it worthwhile. To overcome this obstacle, it is helpful to involve these individuals in the design of their learning and development plan. Additionally, the connection to the corporate mission, strategies, and tactical plans must be clear. When employees see how training fits into the overall plan, they become more supportive. Peer group pressure. Many employees are influenced by their coworkers' perceptions. If employees perceive that a learning/development program is inconsequential, those perceptions may transfer to others in the department. HR professionals have to find the root of the negative perceptions. Once the resistance is understood, HR professionals can better explain the program objectives and communicate how participation will help employees in their jobs or career goals. Bad experience with previous learning programs. Many employees have attended boring or irrelevant learning programs. This negative prior experience can cause resistance to new efforts. Emphasize the "What's in it for me?" factor of the learning initiative. Lack of organizational commitment to learning. Situational barriers can negatively impact employee engagement and learning. For example, an employee's immediate manager needs to support participation in learning intervention and learning transfer so that the employee can apply what is learned when he or she is back on the job.

Job rotation

Movement between different jobs.

Career Development Trends

Multiple jobs and careers - Previous generations of workers expected to have only one, two, or perhaps three jobs in a lifetime. Moves into entirely new careers were rare, and career development efforts focused on job enlargement and enrichment and emphasized the importance of upward mobility. - Research is revealing that current and future generations of workers expect to have many jobs and potentially more than one career during their working lives. - This shift has significant implications for career development as a retention strategy. Greater individual responsibility Greater responsibility for career planning is now on the shoulders of the individual employee. Career development has become increasingly collaborative. -The statement "The individual 'decides' and the organization 'provides' " reflects employees' new thinking with respect to formal career development. The expectation is that the organization will provide the support, resources, and experiences necessary. This shift in thinking places greater demands on the individual to share his or her career plans. It also places greater responsibility on the organization to listen carefully and to take positive steps to meet the employee's needs and expectations once they have been expressed. Nontraditional employment More workers are considering the value of a major career change from one function to a completely different and unrelated function. In Free Agent Nation, Daniel Pink writes that careers are now characterized by a great variety of skills and experiences that can be assembled and reassembled, "much as kids play with Legos." This kind of flexibility allows workers to find new, enterprising ways to fulfill customer needs and create opportunities for their own career development. Temporary, contract, and contingent work A growing number of workers are exploring the role and benefits of temporary, contract, and contingent work as part of their career planning. In addition to providing workers with options in a field, these alternatives represent a valuable strategy for gaining experience in a new field. These options may also be used to ease the transition from one career to another unrelated career. More responsibility more quickly Workers and employees in emerging markets are more frequently required and expected to take on significant levels of responsibility quite quickly. While the career paths of employees in Western cultures have tended to advance steadily but slowly (allowing time for experience and skill development), this is often not the case in other cultures. Markets are growing so rapidly in emerging economies that greater levels of responsibility are being pushed down the organizational hierarchy to younger, less-experienced, and less-prepared workers.

Learning organization

Organization characterized by a capability to adapt to changes in environment.

3 Levels of Needs Analysis

Organizational - Identifies the knowledge, skills, and abilities employees will need in the future. Task - Compares job requirements to employee knowledge and skills to identify areas requiring improvement. Individual - Focuses on individual employees and how they perform their jobs. Sometimes determined through performance reviews.

3 lvls of strategy

Organizational strategy focuses on the future of the organization as a single unit—a general vision of the future it seeks and its long-term goals. Business unit strategies address questions of how and where the organization will focus to create value. Operational strategy reflects the way in which organizational and business unit strategies are translated into action at the functional level through functional strategies. Strategic planning and management processes are repeated at each level, and unit and functional leaders must assume the same strategic mindset that the organization's leaders have adopted.

Auditory learners

People who learn best by relying on their sense of hearing.

Visual learners

People who learn best by relying on their sense of sight.

Kinesthetic learners

People who learn best through a hands-on approach; also called tactile learners.

Blended learning

Planned approach to learning that includes a combination of instructor-led training, self-directed study, and/or on-the-job training.

Career management

Preparing, implementing, and monitoring employees' career paths, with a primary focus on the goals and needs of the organization.

Training

Process by which employees are provided with the knowledge, skills and abilities (KSAs) specific to a task or job.

Job enlargement

Process of broadening a job's scope by adding different tasks to the job.

Distance learning

Process of delivering educational or instructional programs to locations away from a classroom or site.

Job enrichment

Process of increasing a job's depth by adding responsibilities to the job.

ROI

Program benefits - total incurred costs / total incurred costs. x 100

Career development

Progression through a series of employment stages characterized by relatively unique issues, themes, and tasks.

Apprenticeship

Related to technical skills training; often a partnership between employers and unions.

Mentoring

Relationship in which one person helps guide another's development.

Common Types of Competency Assessments

Self-assessment Allows individuals to evaluate themselves against a competency list for the current job or future jobs of interest. Manager assessment Allows a manager to evaluate direct reports on competencies for the current job or future jobs of interest. Competency-based interview Screens candidates who qualify for a job by targeting specific competencies required for the position. Skills gap analysis Identifies gaps in employee skills and training interventions. 360-degree assessment Collects data in a full circle around an individual; compares self-ratings to ratings by others (e.g., an immediate supervisor, peers, subordinates, internal and/or external customers, suppliers). 180-degree assessment Collects data in a half circle around an individual; compares self-ratings to ratings by others but limited to internal personnel (e.g., an immediate supervisor, peers, and/or subordinates). Skill assessment center Uses role plays, case studies, structured experiences, simulations, business games, and other activities to provide a holistic perspective of individual competencies aligned to a position. Certifications Involves supervisors or other subject matter experts and evaluators in verifying (certifying) an employee's competencies. If the employee is successful, he or she receives positive feedback and certification. If the employee is not successful, he or she receives positive but corrective feedback and prescribed follow-up actions.

Learning management system (LMS)

System that holds course content information and has the capability of tracking and managing employee course registrations, career development, and other employee development activities.

Peter Senge 5 discipline

Systems thinking is a conceptual framework that makes patterns clearer and helps one see how things interrelate and how to change them. Mental models are our deeply ingrained assumptions that influence how we understand the world and how we take action. Personal mastery is the high level of proficiency in a subject or skill area. Team learning is aligning and developing the capacity of a team to create the results its members desire. Shared vision is a look into the future that fosters genuine commitment and is shared by all who need to possess it.

70-20-10 rule

The Center for Creative Leadership designed this model of learning on how executives learn, but it can also be a good guide for adult learning in general. The rule proposes that to develop managers it is important to engage them in three clusters of experience, using a 70-20-10 ratio: challenging assignments (70%), developmental relationships (20%), and coursework and training (10%).

career planning

The actions and activities individuals perform to give direction to their work lives. Managers, supervisors, and human resource professionals often assist employees as they assess their skills and abilities however the focus is on the individual and his or her personal responsibilities. - Identify personal abilities and interests. - Plan personal career goals. - Communicate development preferences to manager. - Assess career path options within and outside the organization. - Design a career plan that accommodates the organization's needs. - Seek out and participate in learning and development opportunities.

Briscoe, Schuler, and Tarique 7 Imperatives for Global Learning and Development Effectiveness

Think and act globally. During strategic, business, and organizational development planning, global and multinational organizations must constantly consider all the critical localities and markets of the world, not just those of the home region. Become an equidistant global learning organization. Global learning organizations must gather knowledge and learn from all cultures at all times and in all possible ways. Focus on the global system, not its parts. Organizational development efforts should focus on breaking down boundaries and silos and encourage cross-border, cross-cultural, cross-functional, and interdisciplinary information sharing. Develop global leadership skills. Organizational values and practices should reflect the fact that global leadership requires the use of different skills and competencies than those relied upon in the domestic marketplace. Empower teams to create a global future. Using cross-border and virtual teams to problem-solve and manage critical organizational problems should be encouraged. Make learning a core competency for the global organization. Global organizations need to develop the core global competencies: a global mindset, cultural intelligence, skill in dilemma reconciliation, and effective use of the 4 Ts (travel, teams, training, transfers). Make development a cornerstone strategy and regularly reinvent the organization. Constant development and organization learning must be a cornerstone of all strategic and business planning activities.

individual development plan (IDP)

This involves evaluating gaps against the current job or a potential position and devising an ______ and development strategies. Details an employee's intentions and learning outcomes as well as the support necessary to meet the employee's tangible growth goals. This should incorporate components of adult learning, organizational development, and corporate culture. The plan should include: Employee profile—name, position title, name of the employee's supervisor, and other relevant position information Career goals and objectives—identification of the position(s) and roles to be pursued and the time frames; identification of short- and long-term goals with estimated and actual completion dates Development objectives—statements linking organizational and/or business unit mission, goals, and objectives and the employee's career goals and objectives Training and development interventions—activities the employee will pursue to build knowledge, skills, and/or behaviors with estimated and actual completion dates Outcomes—how development-building efforts will be measured or assessed Signatures and dates—sign-offs by the supervisor and the employee

Leader development

Training and professional development programs targeted at assisting management- and executive-level employees in developing the skills, abilities, and flexibility required to deal with a variety of situations.

On-the-job training (OJT)

Training provided to employees at the work site utilizing demonstration and performance of job tasks.

Webconferencing

Using the Internet to conduct meetings and give presentations to an audience who has joined the meeting remotely.

blended learning

a planned approach that includes a combination of instructor-led training, self-directed study, and/or on-the-job training. This learning method is a viable option for organizations that are struggling to deliver standardized training content in a multicultural context

Webinars

a specific type of webconference. This typically occur in real time and usually involve a leader or facilitator at one location who communicates electronically (via telephone, satellite, computer, or other technical means) with audience members, who may reside in one or multiple remote locations. Communication can be one-way, with limited audience interaction, or two-way, which adds collaborative, polling, and question-and-answer activities to allow full participation between the audience and the presenter.

Strategic Management

actions that leaders take to move their organizations toward the goals set in strategic planning and to create value for all stakeholders.It makes incremental adjustments to the plan as needed and to the organization itself. These adjustments often represent the innovative capacity of the organization.

passive learning

activities, in which the learner reads, listens, or observes, include readings or programmed instruction delivered by computer or mobile devices, lectures, panel discussions, and demonstrations.

Virtual-world simulations

advertising and research and as a meeting space for dispersed audiences. Training-related simulations place the learner in a virtual work environment (such as an office) and present a series of real-life challenges. The learner has the opportunity to practice new skills and make decisions in a supportive and low-risk environment. This has been successful to train teams in processes required for product launches or to engage teams in creating and testing complex strategic initiatives such as acquisitions.

Apprenticeships

associated with technical skill development. Trade associations, unions, employers, or groups of employers design, organize, manage, and finance approved ____ programs, typically under a set of government-approved standards that combine on-the-job experience with classroom instruction.

knowledge retention

consider what might be lost, consequences of that knowledge and the actions that can be taken to retain that knowledge (technology based systems + softer systems = knowledge retention). What actions need to beed taken to retain the knowledge

focus on core competencies

core competencies are usually unique advantages an organization possesses, abilities that are integral to creating customer value and are difficult for competitiors to imitate

Push model

corporate learning programs use this learning model for required training such as compliance-related subjects.

Formal mentorships

developed in response to a specific organizational issue or development need (for example, as part of an overall talent management program or as a retention strategy). __________ are connected to an organization's strategic business objectives. typically involves: - The strategic selection and matching of mentors with mentees (by HR or the group who sponsors the program). - Program guidelines and/or training for mentors and mentees. - Resources provided to help identify career goals. - Goal setting with measurable objectives. - Defined mentoring engagements (e.g., 9 to 12 months). - Support for participants and ongoing monitoring (again, by HR or the group who sponsors the program) to ensure that outcomes are achieved.

Informal mentorships

evolves in a more spontaneous manner and is generally initiated by the mentee self-selecting someone whom he or she admires or believes could assist with career development. Informal one-on-one mentoring typically does not involve developing specific goals, objectives, or development plans.

Learning Portals

gateway or access point to the Internet. is an Internet or, more often, intranet site that provides access to an organization's database of information and resources regarding learning and training.

Participatory Learning

in which the learner interacts with the instructor, a group of co-learners, or a learning object/process, includes facilitated group discussions and question-and-answer sessions Case studies. Participants apply new knowledge/skills to a hypothetical situation or case. Round robin. A participant or team competes against every other participant or team to answer a question or complete a task. Failure to win one of the competitions may result in elimination. Role plays. Participants assume and act out roles to resolve conflicts or practice appropriate behavior for various situations. Structured exercises. Participants complete tasks that are similar to those they encounter on the job. Simulations. Participants perform an assigned role within a complex scenario designed to resemble a real-life challenge. Fishbowl activities. A group of learners, sitting in the center of a circle, debate or discuss a topic while the remaining learners observe the discussion. (This is a blend of active and passive learning. For those discussing, it is active; for those observing, it is passive.) T-groups (also known as sensitivity training). A group of people investigate and explore patterns of authority and communication among themselves.

Softer systems

include meetings or other activities that take place to share knowledge and help people connect with one another. Ex: post-project "lessons learned," job sharing, cross-training, mentoring, shadowing, Internet messaging, various social media applications, or communities of practice (CoPs) where groups of individuals with shared interests come together in person or virtually to tell stories, share and discuss problems and opportunities, discuss best practices, and so forth. Stay interviews, exit interviews, and alumni networks are also ex of ______.

tacit knowledge

knowledge that cannot be codified; concerns knowing how to do a certain task and can be acquired only through active participation in that task. It is is personal and experience-based, it is more challenging to quantify.

explicit knowledge

knowledge that is easily communicated and available to everyone. Ex: Sharing knowledge thru a data base or taught thru a learning intervention

Mobile Learning

learning content and tools that can be accessed on or delivered to small, handheld devices, such as smartphones or tablets. Content delivery. Employees can listen to podcasts during commutes or read texts in e-book formats. Simulations and exercises. The capacity for interaction is built into mobile devices. Assessments. Assessments of learning and satisfaction with learning content/experiences can be completed online. Performance support. Learners can access decision support systems to diagnose a technical problem or review correct task processes before performing them. Knowledge management (programs that focus on expertise sharing and organizational learning along with knowledge recovery and retention). Employees working remotely can access current product information.

Bloom's taxonomy

learning objectives proceed in a hierarchical manner. Starting with the lowest level. - Knowledge, or remembering facts. - Recognition of learning content when content is presented differently. - Application of learning to an example in order to draw a conclusion or to identify a principle at work. - Using learning content to analyze the causes or possible outcomes in an example. - Making judgments about the value of materials and methods for given purposes. - Using learning content to create new solutions to a problem.

return on expectations (what Kirkpatrick called ROE)

monetary and nonmonetary values stakeholders hope to attain through the acquired knowledge and skills. These values become objectives that can then be assessed.

job enlargement

occurs when the employee is given additional, different tasks within the same job. Adding more tasks gives the employee a variety of responsibilities that require the same level of skills.

pilot testing

offered in a controlled environment to a segment of the target audience to identify potential problems and assess initial effectiveness. This allows the eval of: - The level of content detail and the sequencing. - The effectiveness and cultural appropriateness of the selected learning activities. - The time allotted to key activities. - The usability and potential constraints of the physical space in which the program will be delivered. - Whether the content and the design result in meeting the intended objectives.

control / strategic of drift

org fails to recognize and respond to changes in its environment that necessitate strategic change

asynchronous learning

participants access information (often individually) at different times and in different places by completing web-based modules and activities.

synchronous learning

participants interact in real time, for example, in virtual classrooms or online discussions that last for a specified time period.

career development

process by which employees progress through a series of stages in their careers, each of which is characterized by relatively unique issues, themes, and tasks. organizations can design and implement strategies that are simultaneously aligned with the organization's business objectives and the personal interests, goals, and aspirations of the individual employee. This consist of career planning & career mgmt

distance learning

process of delivering educational or instructional programs to locations away from a classroom or central site. Also known for E-learning and can be delivered via the public Internet, an organization's intranet/extranet, satellite broadcast, streaming to mobile devices, or other electronic means.

career management

process of preparing, implementing, and monitoring an employee's career path with a primary focus on the goals and needs of the organization. - Identify future organizational staffing needs. - Assess career strategies and development programs. - Create career development programs (career paths and ladders). - Match organizational needs with individual abilities. - Provide on-the-job development, coaching, and career training.

Strategic Planning

process of setting goals and designing a path toward a competitive position.

Interpretation

process of translating the spoken word into another language. Also known for understanding what is said

Internal Mobility

refers to career development through employee movement to other positions. It includes: - promo - assuming new & diff duties/ increased responsibilities & additional KSA w/ increase pay - demotions - reduction in staff, moving under qualified EE to a more suitable position - XFR - moving an EE to a diff position w/ same pay grade but expanding EE experience. Lateral move - relo & international assignments - dual career ladders - meaningful career path for technical/professionals w/o being placed in a mgmt role Involvement with special projects, committees, and task forces represents another on-the-job employee development option. Employees given this type of developmental experience are able to enhance and build their cross-cultural communication skills; they also gain exposure to and knowledge of other areas of the organization, the influence of other cultures, and cross-cultural decision-making and collaborative processes.

job rotation

refers to employee movement between different jobs. In a manufacturing setting, for example, an employee may work one day in assembly and the next day in inspection or packaging.

Pedagogy

study of the education of children

Translation

the conversion of the written word from one language to another. This method is best when you customize to the local culture

Andragogy

the discipline that studies how adults learn Self-concept. As people mature, their self-concept moves from being dependent personalities toward being self-directed human beings. Experience. As people mature, they accumulate a growing reservoir of experience that becomes an increasing resource for learning. Readiness to learn. As people mature, their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles. Orientation to learning. As people mature, their time perspective changes from postponed application of knowledge to immediate applicability, and, accordingly, their orientation toward learning shifts from subject-focused to problem-focused. Motivation to learn. As people mature, their motivation to learn becomes increasingly internal. "Unlearn to learn." As people mature, they are often entrenched in how they approach experiences and other learning interventions. Adult learning interventions need to help them accept fresh perspectives and embrace new ways to do things.

Center for Creative Leadership (CCL)

there are four major groups of experiences that were most beneficial: key jobs, hardships, training, and important people. Challenging and multifunctional work assignments may teach self-confidence, toughness, persistence, knowledge of the business, skill in managing relationships, a sense of independence, and leadership. Bosses and mentors can demonstrate strong leadership (good and bad) by example.

Alignment of effort

to maintain organizational focus on a defined mission and goals. at other levels within the organization—in business divisions and/or functional areas

Kirkpatrick's 4 Levels of Evaluation Methods

training can be evaluated: reaction, learning, behavior, and results. lvl 1 - reaction - how participants felt about the program lvl 2 - learning - how participants increase or otherwise changed their knowledge, skills, & attitudes lvl 3 - behavior - how participants changed their behavior on the job lvl 4 - results - how the program affected the orgs goals