Learning and Development

T-groups

(also known as sensitivity training). A group of people investigate and explore patterns of authority and communication among themselves.

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.)

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.

Analysis, Design, Development, Implementation, Evaluation

ADDIE Model stands for

most effective IDP

Align with organizational needs. Reflect an objective, accurate assessment of the employee's current strengths and needs. Feature SMART (specific, measurable, achievable, relevant, and time-based) goals. Focus on challenging development activities tied to individual needs. Include opportunities for coaching and feedback between the employee and HR, the manager, or any other appropriate people. Are embraced and owned by the employee.

Push model

An employee was invited to a training session in a classroom at a specified time, listened to a series of lectures, and was sent back to work.

Interviews

Analysis of needs method These with stakeholders at all organizational levels can identify needs, provide in-depth information, and generate ideas from multiple perspectives for how to address the discovered need. By doing this, you can also generate early buy-in and support for any changes.

Surveys

Analysis of needs method are an organization-wide tool for collecting clear and structured information from large, diverse, and dispersed groups. While these can generate feedback from large numbers of respondents, they can miss critical insights if such content is not covered by the questions asked.

Observation

Analysis of needs method is a valuable technique if skill-based training is needed, as those conducting the analysis can observe and witness the actual conditions surrounding a problem, providing a clear and realistic impression of what is happening and insight into what might be needed.

Self-concept, experience, readiness to learn, orientation to learning, motivation to learn, "unlearn to learn"

Andragogy is based on the following assumptions about the differences between how adults and children learn

Social Media

Announcing scheduled training events through intranet social platforms. A brief message can describe content and link to fuller text descriptions or videos. Conducting "getting to know you" exercises over social intranet platforms. Participants arrive at training events already familiar with each other's backgrounds and interests. Delivering lectures and videos by posting them to video-sharing sites on the organization's intranet. Employees can access this content over mobile devices, anytime and anywhere. Allowing participants to share experiences and perspectives. This can improve the interaction in virtual training. Activities can also be modeled as online competitions. Facilitating post-training support through expert directories. Supporting ongoing learning. Internal discussion boards or social media spaces allow employees to collaborate and exchange ideas and experiences. Supporting post-training collaborative assignments and action plans. Facilitating opportunities for employees to interact with specialists in their field. Supporting alumni networks and employee resource groups.

Motivation to learn

As people mature, their motivation to learn becomes increasingly internal.

Readiness to learn

As people mature, their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles.

Self-concept

As people mature, their self-concept moves from being dependent personalities toward being self-directed human beings.

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.

Experience

As people mature, they accumulate a growing reservoir of experience that becomes an increasing resource for learning.

"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.

task needs analysis

Compares job requirements to employee knowledge and skills to identify areas requiring improvement. Measures what needs to be taught and what must be done to do the job effectively?

individual needs analysis

Focuses on individual employees and how they perform their jobs. Sometimes determined through performance reviews. Measures who should be trained, and what kind of training do they need?

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.

strategic orientation and stakeholder buy-in

Global HR professionals charged with the responsibility of designing, developing, and delivering cross-border or cross-cultural learning and development programs must do so within the context of two important influences

Organizational Needs Analysis

Identifies the knowledge, skills, and abilities employees will need in the future Measures where is training needed in the organization? What are the conditions under which training will be conducted?

Action mapping process

Identify, with stakeholders, a specific problem based on current metrics or measurements. Using that identification, create a project goal. Create a list of performance objectives consisting of specific behaviors that are observable, and prioritize them. Determine how to help people practice the skills and behaviors that have been identified. For training delivered virtually, the activities must be contextual. This means that they must feature specific, realistic challenges and the feedback given must show the consequences of the choices the learner makes. Identify the key information needed for each learning activity to be completed successfully. Taken together with the list of performance objectives and practice activities, the result is a map that identifies key activities and information required to achieve the specific project goal, without unnecessary items causing additional work or confusion. Create an activity stream, consisting of the activities identified, to create engaging content. Avoid presenting knowledge and testing or doing activities at the conclusion of the training. Instead, focus on using the activities as a tool to share the information throughout to help drive understanding.

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.

job rotation

In order to help employees learn new skills (and keep them through use), an organization might offer opportunities to move through a variety of positions within the department or team. This strategy helps employees stay fresh and engaged, develops their skill sets, and also allows them to help others within their department or team. also known as cross-training, refers to employee movement between different jobs.

Action mapping

Instructional design model based on concept that training should be tightly focused on specific performance measures that the organization has determined are important. a technique proposed by Cathy Moore in response to her observation that learning and development often tend to participate in information dumps, where a stakeholder has information that they wish to share and requests that training be built around that information. Moore believes that training should be tightly focused on specific performance measures that the organization has determined are important.

ADDIE model

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

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.

Case studies

Participants apply new knowledge/skills to a hypothetical situation or case.

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.

Auditory learners

People who learn best by hearing or listening to information.

Systems Thinking, Mental Models, Personal Mastery, Team Learning, Shared Vision

Peter Senge's The Fifth Discipline discusses five disciplines that interface and support one another in order to create an environment where learning can occur

preparation, iterative design, iterative development.

Phases of SAM

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.

Knowledge Cafe

Softer system; a process that introduces individuals from across the organization so that they can share knowledge and experience about a topic that is of interest to them. They can be informal and don't require any specific expertise to organize or run. This tool may not result in specific, pre-determined outcomes. It functions to enhance problem solving and awareness of capabilities throughout the organization and increase networking.

Knowledge Maps

Softer system; visually represent the inventory of knowledge and where it is spread throughout the organization. They can be used to identify how knowledge moves through the organization and so can identify bottlenecks, risks, and opportunities for the organization.

Simulations (experiential learning strategy)

Sometimes it is not possible to put an employee directly into an actual job role. However, these can replicate certain aspects of a job and provide an employee with the opportunity to practice skills or knowledge. It might be based on a potential future promotion or transfer or be a more general skills development program (for example, interviewing, conflict resolution, customer service interactions).

70-20-10 rule

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%).

Technology-based systems

These can include programs or databases that employees can access. A collaborative Wiki could be used to allow employees to add and edit information. They are great for retaining explicit knowledge but not as effective for tacit knowledge.

Blended learning

a planned approach that includes a combination of instructor-led training, self-directed study, and/or on-the-job training. Studies have shown that the right mix of learning strategies, based on the learning objectives and the needs of the target audience, may be more effective than a single strategy.

webinar

a specific type of webconference, 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

Instructor-Led Training

a traditional and frequently used mode of training. Training is delivered by an instructor to an audience. The setting may be a classroom or a conference room on site. Organizations may also use external resources such as colleges and universities, trade associations, and training vendors to provide traditional classroom training.

Self-Directed Study

allows learners to progress at their own pace without the assistance of an instructor. It can include not only training materials but also performance support materials, such as job aids that provide step-by-step instructions for work tasks.

Virtual-World Simulations

also called virtual reality, have been used for 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.

Kinesthetic learners

also known as tactile learners, learn best through a hands-on approach.

Learning Portals

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

Mental Models

are our deeply ingrained assumptions that influence how we understand the world and how we take action.

apprenticeships

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

Org Learning

begins through the shared insights and knowledge of individuals and groups and then builds on past organizational memory such as policies, strategies, and models.

explicit knowledge

can be more easily shared than tacit knowledge. For example, it might be shared through a database or taught through a learning intervention.

training and development interventions

component of IDP activities the employee will pursue to build knowledge, skills, and/or behaviors with estimated and actual completion dates

outcomes

component of IDP how development-building efforts will be measured or assessed

career goals and objectives

component of IDP 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

Employee profile

component of IDP name, position title, name of the employee's supervisor, and other relevant position information

signatures and dates

component of IDP sign-offs by the supervisor and the employee

development objectives

component of IDP statements linking organizational and/or business unit mission, goals, and objectives and the employee's career goals and objectives

successive approximation model (SAM)

created by Dr. Micheal Allen, is a version of ADDIE that works to gain feedback and build models earlier in the process than ADDIE does.

Organizational Learning

describes certain types of learning activities or processes that may occur at any one of several levels within an organization—individual, group, or organization

Individual development plan (IDP)

details an employees intentions and learning outcomes as well as the support necessary to meet the employees tangible growth goals.

Employee Self-Assessment

focus on a systematic process for employees to identify their career goals and preferences like career mapping or career pathing

Development Activities

have a long-term focus on preparing for future responsibilities while increasing the capacities of employees to perform their current jobs. These activities are broader in scope than training activities.

strategic orientation

how the organization steers a path between global integration and local differentiation

Pilot Programs

implementation phase- offered in a controlled environment to a segment of the target audience to identify potential problems and assess initial effectiveness.

Softer systems

include meetings or other activities that take place to share knowledge and help people connect with one another There are numerous examples of these such as 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 examples

Training

involves a process of providing knowledge, skills, and abilities (KSAs) specific to a particular task or job. It is appropriate when skills and knowledge are missing and the individual has the willingness to learn. It provides skills that can be used immediately and is an excellent solution for solving short-term skill gaps.

Systems Thinking

is a conceptual framework that makes patterns clearer and helps one see how things interrelate and how to change them.

Shared Vision

is a look into the future that fosters genuine commitment and is shared by all who need to possess it.

Learning Organization

is a systems-level concept in which an organization is characterized by its ability to adapt to changes in its environment and respond quickly to lessons of experience by altering organizational behavior.

Team Learning

is aligning and developing the capacity of a team to create the results its members desire.

learning management system (LMS)

is an electronic system that holds course content information and suggested curriculum and certification paths. It has the capability to track and manage employee course registration and completion, career development, and other employee development activities. also offer testing and measurement capabilities.

Personal Mastery

is the high level of proficiency in a subject or skill area.

KSAs

knowledge, skills, and abilities

Pull model

learning and development is a continuous process, 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. usually linked to acquiring skills, abilities, knowledge, and competencies needed to better perform one's job.

Mobile Learning

learning content and tools that can be accessed on or delivered to small, handheld devices, such as smartphones or tablets.

Individual Learning

occurs mainly through experience and what is learned from others and training such as self-study, classes/seminars, and technology-based instruction.

Group Learning

occurs through the increase in skills, knowledge, and abilities accomplished within groups or teams.

Artificial Intelligence

offers enhanced ability to personalize learning experiences for users. This may come through the creation of personalized tests and assessments, learning that is tailored to a person's specific learning style preferences, and increased accessibility. It may also provide the ability for custom-tailored mentoring and interactions using chatbots, helping guide learners and answer questions they may have.

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.

Visual Learners

people who learn best by seeing

tacit knowledge

personal and experience based knowledge, more difficult to share than explicit knowledge

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.

On-the-job training (OJT)

provided to employees by managers and supervisors at the actual work site; it may also involve peer-to-peer training. The skill is demonstrated, the learner is allowed to practice the skill, the trainer delivers immediate feedback on the learner's performance, and then the learner is retested. The learner is often supplied with learning aids to support performance after the OJT. These might include diagrams, infographics, or process models.

e-learning

refers to the delivery of training and educational materials, processes, and programs via the use of electronic media, such as web- or computer-based learning, virtual classrooms, and mobile devices.

Learning Style

refers to the way individuals take in and process new information. The concept is based on the idea that people learn differently and that tailoring the delivery of the information to address those differences will enhance learning and retention.

Career Planning

the actions and activities individuals perform to give direction to their work lives

Discipline that studies how adults learn- based on 5 differences in adult learners: - self concept - experience - readiness to learn (developmental task on social role focus) - orientation to learning (immediate applicability and problem focused) - Motivation is internal

the discipline that studies how adults learn

Participator learning

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 as well as:

Passive learning activities

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

distance learning

the process of delivering educational or instructional programs to locations away from a classroom or central site.

career management

the process of preparing, implementing, and monitoring an employee's career path with a primary focus on the goals and needs of the organization.

knowledge management

use of mobile learning (programs that focus on expertise sharing and organizational learning along with knowledge recovery and retention). Employees working remotely can access current product information.

assessments

use of mobile learning Assessments of learning and satisfaction with learning content/experiences can be completed online.

performance support

use of mobile learning Learners can access decision support systems to diagnose a technical problem or review correct task processes before performing them.

simulations and exercises

use of mobile learning The capacity for interaction is built into mobile devices.

Content delivery

use of mobile learning Employees can listen to podcasts during commutes or read texts in e-book formats.

webconferencing

used to conduct live meetings or to give presentations over the Internet