Chapter 6 - Learning and Development

contingency theory of leadership (Fred Fiedler)

the idea that the effectiveness of a leader depends both on how task oriented or relationship oriented the leader is and on the amount of control the leader has over the group First step was to rank leaders on scale of low to high on their concern for people versus concern for completion of tasks Leader-member relations: describes relationship leaders have with members of their team. Key to level of influence. Task-structure: describes concept that jobs/projects that are highly structured provide leader with more opportunity to influence than those that are less structured. Position power: If particular leader position has ability to reward/punish, assign tasks, and set direction - the leader in that role has more likelihood of success than a leader in a position of little power

Andragogy

the study of teaching adults/how adults learn It's based on 5 assumptions about learning in adults compared to children -Self concept: concept of self moves toward self-direction and self-sufficiency -ExperienceL they accumulate more experience that can be tucked away and accessed in learning situations -Readiness to learn: They adjust to a readiness state for learning bc of the development requirements associated with developmental needs that correlate to the stage of life and social roles they live (ex. parent, homeowner) -Orientation to learning: They shift from subject-focused to problem-focused learning that has immediate applicability -Motivation to learn: Motivation for learning comes from an internal source rather than external Real world examples and an emphasis on how the training will be applied are helpful!

Trait theories

"leaders are born not made" They are -Intelligent -Dominant -Self-confident -High levels of energy and vitality -Task or technical relevance knowledge Outdated and research has failed to identify one set of traits that always differentiates a leader

Maslow's Hierarchy of Needs

(level 1) Physiological Needs: food,water,warmth,rest (level 2) Safety and Security: security,safety (Employment security such as contract, pay and benefits, working conditions) (level 3) Relationships, Love and Affection: intimate relationships, friends (Teams, leadership, group participation, employee associations) (level 4) Self Esteem: prestige and feeling of accomplishment (Training, recoginition, awards) (level 5) Self Actualization: achieving one's full potential, including creative activities (Job growth opportunities, project team participation, becoming a mentor)

Learner-centered approaches

-Case studies -Cooperative learning (small group solving problem) -Discussion -Discovery (using prior knowledge to discover new things) -Graphic organizers (Maps, diagrams) -Journals/blogs -KWL (Table showing what people know (K), what they want to know (W), and what they learned (L) -Leanring centers (Indepent or small group work aimed at completing task -Role play -Scaffolding (Teacher modeling skills and thinking for participants, allowing participants to take over those expressions based on initial structure) -Problem based learning (teacher provides problem where inquiry must be utilized to reach solution) -Simulations -Storytelling

Teacher-Center Approaches

-Demonstration -Direct instruction (convey concepts and skills) -Lecture -Lecture-discussions (questions added to lecture)

Common learning curves

-Increasing returns: Someone is learning something new - the curve starts slow while learning the basics and then increases as knowledge or skills are acquired. -Decreasing returns: Amount of learning increases rapidly in the beginning and then the rate slows down. Assumption is once the learning is achieves the learning stops. This occurs with routine learning and is the most common type of curve. -S-shaped: Blend of increasing and decreasing returns. Assumption is the person is learning something difficult such as critical thinking so the learning may start slow and then takes off when they become familiar and the cycle continues with a slow faster progression. -Plateau curve: Learning is quick at the beginning and then flattens. Assumption is the plateua is not permanent and additional coaching, training, and support can make learning ramp up again. Ex. Salesperson who has met quotas in the past has new line of equipment and is provided minimal training.

Development opportunities for developing leaders

-Mentorships from higher management and formal coaching -Assignment to special projects such as task force -Participation in formal leadership development training programs -Exposure to good leaders as role models -Attendance at meetings that expose the individual to other core functions -Fast tracking assignments for broad exposure in their discipline

managerial grid (Blake and Mouton)

-concern for people (Y axis) -concern for production (X axis) - (9,9) should be best but not proven

Career Development program stages

1) Occupational preparation: occupations are assessed, decided upon, and necessary education and skills are pursued 2) Organization entry: Person obtains and decides on job offers from orgs they want to work for or they learn of internal changes within company 3) early career establishment: employee learns a new job, along with org norms and rules for fitting into the job, company or industry. Employee gains work experience and career skills. 4) Mid-career: employee evaluates career objectives, with understanding of current life situation, and may choose to shift career direction 5) Late career: Employee focuses on retirement planning

Learning styles

3 styles: auditory, visual, and kinesthetic Auditory - benefit most from lecture style. Present info by talking so they can listen, They succeed when directions are read aloud or info is presented verbally bc they interpret underlying meanings of speech through listening to tone of voice, pitch, speed, and other nuances Visual - rely upon seeing presentation style. "Show me and I'll understand". Do best when seeing facial expressions and body language. They think in pictures, diagrams, charts, videos, computer training and written direction. Kinesthetic learners - tactile learners. Learn via hands on approach and prefer to explore physical aspects of learning. Most successful when totally engaged with the learning activity such as role playing, practicing, and with topics that use sense of feeling and imagining.

Peter Senge's The Fifth Discipline

5 Disciplines that interface and support one another in order to create an environment where learning can occur: -Systems thinking (framework for seeing patterns and how things interrelate) -mental models ( Ingrained assumptions that influence how individuals understand their reality and what actions they take) -personal mastery (connects personal and org learning, merging individuals personal vision with current reality) -team learning (Aligns shared vision of a group and develops their capacities to produce the results) -shared vision (Develops projection of the future that is shared and creates a genuine commitment on al individuals)

Dual Ladder career development programs

Allow mobility for employees without requiring they are placed into managerial enclave. Mostly associated with technical, medical,engineering and science occupations - way to advance employees who dont want to be managers. These individuals exhibit one or more characteristics: -Substantial expertise beyond basic levels -Licensure or required credentials -known for innovation -may not be well suited for management or leadership roles Objective of dual ladder program is to increase complexity and value to org, enabling the org to increase employee salaries to improve retention and satisfaction.

High Involvement Organizations (HIOs)

Characterized by broadly defined jobs in flat hierarchies in which continuous feedback is provided and information flows between and among self-directed work teams. Four elements needed to creat HIO: Power Information Knowledge Rewards

ADDIE model

Five-step instructional process that is used to determine the needs for training, developing the training, and evaluating outcomes. ASSESSMENT: Data is received and collected to identify where there is a lack of productivity or gaps in performance. This assessment will point to what specific knowledge, skills, and abilities are lacking. DESIGN: Outline what the training design will be and order of presentation. DEVELOPMENT: Actual training materials and coursework are created during this phase. IMPLEMENTATION: Training program is delivered to the trainees. Participant selection and scheduling occur during this phase (where, when, and whom to deliver to) EVALUATION: End results and outcomes of the training require evaluation - both from participants and learning objectives.

Performance Standards

For employees to meet job expectations, there needs to be a direct relationship between the job description's competency requirements and the performance objectives. It's important to provide clear expectations of what's expected with job performance and behavior

Employee Engagement

Four factors that contribute to the engaged workforce: -Identify best fit for employees -Concentrate on individual employee strengths -Clearly establish desired results -Look for talent as well as knowledge,skills, and abilities when selecting employees

Learning curves

Graphs illustrating increase of learning (vertical axis) x with experience. Shows how adults learn at different rates. Factors determine how quickly an adult will learn: -Motivation for learning -Prior knowledge or experience -Specific knowledge or task that is to be learned -Persons aptitude and attitude about the knowledge or skill to learn

Common errors made by appraisers:

Halo: Employee is doing well in one area and is therefore rated high in all areas (Seen as angel) Horn: Employee is demonstrating a strong weakness and is rated low in all areas (Seen as Devil) Bias: Bias influences and distorts perspective Primacy: Opposite of recency. Evaluator gives more weight and emphasis to earlier performances. Strictness: Evaluator reluctant to give high ratings, and his or her standards are higher than other evaluators Leniency: Evaluator doesn't provide low scores and instead gives all employees high ratings on appraisals Central: Rates all employees in the same range Contrast: Evaluator providing rating based solely on comparison to another employee Confirmation: describes a leader using his or her gut feelings or personal assumptions to make decisions, then seeking out confirming information to support idea. *These errors can be avoided with narrative format methods

Situational Leadership Theory

Hersey-Blanchard situational leadership theory -No single "best" style of leadership -Effective leadership is task-relevant -Successful leaders adapt their leadership style to maturity of individual or group

Motivation concepts

Human behavior is directly linked to motivation. -All human behavior is causes. People have a reason for doing what they do. -All behavior is focused on achieving end result or goal. People do things to attain something, tangible or intangible and the bhevahior is not random though it could be unconscious. -Every person has a unique fingerprint and is unique in that no one has the exact experience, heredity, or environmental/relationship infliences.

Vroom's motivation and expectancy theory

Individuals calculate the level of effort required to receive particular reward and determine if it's worth it Theory explained in 3 terms: -Expectancy: motivation starts with assessment by individuals about their capabtilities to successfully complete assignment -Instrumentality: If they believe they are capable of completing assignment then they ask What's in it for me? - will their effort be the instrument for obtaining reward Valence: result of calculations as to whether possible reward is worth the effort

6 levels of cognitive learning

Knowledge - learner recalls specific facts and instruction Comprehension- learner can interpret information Application - ability to use learned info in new experiences and situations Analysis: understanding info and being able to apply it and see how it connects and fits together with other information -Synthesis: Learner is able to respond to new experiences and dissect problems, considering appropriate tactics for solutions - Evaluations: Highest level of cognitive learning where learner will make judgements

Training Objectives

Known as Bloom's taxonomy - training objectives divided into 3 domains: cognitive (knowing/head), affective (feeling/heart) and psychomotor (doing/hands)

Change process theory

Organizational Development and process theory go hand in hand. Kurt Lewin identified 3 stages of change process in organizations. -Unfreezing: involves shifting and dismantling existing mind-set or paradigms -Moving: Moment change occurs. Generally a phase of confusion marked by not knowing what's next and difficulty in letting go of old ways. Freezing: New paradigm is taking shape and a tipping point of comfort with new change is taking hold

SMART outline

SPECIFIC MEASURABLE ACTION ORIENTED and ACHIEVABLE REALISTIC/RELEVANT TIMED

Employee Retention

Strategies to retain employees: -Employee Engagement -Employee Suggestion Systems -Employee Focus Groups -Knowledge management (term used to reference creation, retention, and distribution of organizational knowledge) -High involvement organizations (HIO): Employees involved in designing their own work processes, are empowered to take actions necessary to complete their work, and are accountable for results -Stay Interviews: structured discussion leader conducts with individual to learn specific actions leader can take to strengthen employees engagement and retention with org.

Performance Management

Systematic process that helps improve organizational effectiveness by providing feedback to employees on their performance results and improvement needs.

content chunking

Technique of breaking up content into shorter pieces that are more manageable and easier to remember 1956 George A Miller said short-term memory could hold only 5-9 chunks of info at a time. Chunking as a technique has been successfully applied to online training programs.

McGregor's Theory X and Theory Y

Theory X - the assumption that employees have little ambition, are lazy, avoid responsibility, self-centered, work just for income, and must be coerced to perform - authoritative management style. Focus on tasks. Theory Y - the assumption that employees dislike controls and inherently want to do their best (internally motivated, enjoy jobs, take responsibility, don't need close supervision, want to create quality) - participative style of management. Focus on people.

Performance Appraisal methods

These satisfy 3 purposes: -Providing feedback and coaching -Justifying the allocation of rewards and career opportunities -Helping with employee career planning and development plans

Herzberg's Motivation-Hygiene Theory

This theory concludes that employees have two different categories of needs that are essentially independent of each other and affect behavior in different ways. (Hygiene Factors - Extrinsic & Motivation Factors - Intrinsic) HYGIENE factors (motivators for short periods of time and impact fades quickly): Company policy and administration Supervision Interpersonal relations Compensation Status Job security Personal life Working conditions MOTIVATION Factors (lasts longer and has greater initial impact): Personal achievement Recognition Growth possibilities Career advancement Level of responsibility The Job itself (work challenges/satisfaction) Herzberg suggested employer could use 3 methods to increase motivation: -Job enlargement: More of the same type of work. Eliminate boredom of slack times. Fill up day so time passes quickly. -Job rotation: give people change to learn more than one job. -Job enrichment: Provide greater levels of responsibility for the job.

Training Needs Assessment and Analysis

Three levels of possible training needs: Organizational, task, and individual. Steps to take when you are going to assess training needs: 1. Identify a clear business goal that the training supports 2. Determine the tasks workers need to perform to the company can reach that goal 3. Determine the training activities that will help workers learn to perform the tasks 4. Determine the learning characteristics of the workers that will make the training more effective

Process flow mapping

Visual way to understand how things work.

Glass Ceilings

a barrier that, while not obvious and easily visible, blocks women's and minorities movement into the top ranks of management. This is both a talent management issue and a federal issue.

Organizational Development (OD)

an effort that is planned, organization-wide, and managed from the top, intended to increase organizational effectiveness and health through planned interventions in the organization's process, using behavioral science knowledge Responsibility of HR: helping workforce adapt to change, embrace change, and see potential possibilities for orgs benefit HR not only serves as catalyst in communicating change but also charged with evaluation of the change and design or implementation of interventions for change. "a response to change, a complex educational strategy intended to change the beliefs, attitude, values, and structure of an organization so it can better adapt to new technologies, markets and the business strategy."

learning organization

an organization that has developed the capacity to continuously learn, adapt, and change