Learning and Development

Adult Learning Principles

-Adults want a focus on "real world" issues -Emphasis on how the learning can be applied is desired -Adults Will come with goals and expectations -Allow debate and challenge of ideas, but keep disagreement unheated -Adults expect to be listened to and have their opinions respected -Adults will wish to be resources to you and each other -Adults seek out a learning experience because they have a need for the knowledge or skill being taught

Learning Climate

-Learning is competency based and tied to business objectives -Importance is placed on how to learn, not just what to learn -The organization continues to develop Knowledge, skills, and abilities -People take responsibility for their own learning -Learning is matched to people's learning preferences -Learning is both a part of work and a part of everyone's job description -Leaders are designers, stewards, and teachers

ADDIE Model: Break down

1. Analysis 2. Design 3. Development 4. Implementation 5. Evaluation

Types of Organizational Learning

1. Individual 2. Group 3. Organizational

Leaders at different levels

1. Lower-level 2.Middle-Level 3. Executive Level

Evaluation Methods-Kirkpatrick's Four Levels

1. Reaction: How the participants felt Gather data using: Checklists, questionnaires, and interviews 2. Learning: How participants increased or changed their knowledge, skills, and attitudes Gather data using: Post measure tests, Pre/post measure tests, Pre/post measure tests with control group 3.Behavior: How participants changed their behavior on the job Gather data using: Performance tests, critical incidents, 360-degree feedback, simulations, observation 4. Results: How the program affected organizational goals Gather data using: return on stakeholder expectations, ROI analysis, progress toward org. objectives, performance appraisals

Types of learning styles

1. Visual Learners 2. Auditory Learners 3. Kinesthetic Learners

30/60/90 day plan

A clear definition of objectives with specific deliverables that are aligned with the objectives. There are Discrete themes for each plan stage, A clear set of activities with dates (e.g., short- and long-term goals), and A simple scorecard to help measure achievement of milestones and successful transfer of learning.

Systems thinking

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

Mentoring

A developmentally oriented relationship between two individuals. Usually pairs a senior and junior colleague or peers, but not usually a supervisor.

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.

Shared Vision

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

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.

Career Planning

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

Team Learning

Aligning and developing the capacity of a team to create the results its members desires

"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. Content was ____ to employees based on the training department's schedule, and success was measured by how many employees attended the class. This training is still generally used for required training such as compliance-related subjects.

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.

Content Revisions

Based on the results of the pilot test and feedback from the pilot audience, content is revised and final adjustments are made. May involve elimination of ineffective/inappropriate learning activities or changes required to allocate more or less time to specific aspects of the program

Technology-based systems

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

360-degree Assessment

Collects data full circle around an individual - compares self-ratings to ratings by others (internal and external)

180-degree assessment

Collects data in a half circle around an individual; compares self-ratings to ratings by others but limited to internal personnel

Task Level

Compares job requirements to employee knowledge and skills to identify areas requiring improvement. - Measure: What needs to be taught and what must be done to do the job effectively? - Example: Completion of paper-based forms is changing to computerized data entry. Procedure and data entry training is needed.

Referral agent

Consulting with employees on action plans and linking them to available Org resources

Individual Development Plan (IDP)

Details an employee's intentions and learning outcomes as well as the support necessary to meet the employee's tangible growth goals. Should incorporate components of adult learning, organizational development, and corporate culture.

Individual Level

Focuses on individual employees and how they perform their jobs. Sometimes determined through performance reviews. - Measure: Who should be trained, and what kind of training do they need? - Example: Performance review reveals a gap, and manager and employee create a development plan for an area of opportunity (and sometimes for the next level of growth.)

Formal Mentorships

Formal programs are often developed in response to a specific organizational issue or development need. These are connected to an organization's strategic business objectives. serves as an advisor, counselor, confidant, advocate, cheerleader, and listener

Internal Coaching

Generally consists of ongoing, but sometimes spontaneous, meetings between supervisors and their employees to discuss the employees' career goals and give career advice.

External Coaching

Generally done in a private and/or confidential relationship with a trained or certified consultant who offers support and candor while moving the employee to action.

Appraiser

Giving feedback and clarifying performance standards and job responsibilities

Developmental 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. Example, The sales manager is identified as a potential leader in the division and is provided with additional learning opportunities to develop leadership capabilities.

Personal Mastery

High level of proficiency in a subject or skill area

Hardship Testing

High pressure, emotionally charged situations that develop emotional competence and resilience

Organizational Level

Identifies the knowledge, skills, and abilities employees will need in the future. - Measures: Where is training needed in the org? What are the - Examples: Departments with high turnover, low performance, or skill deficits are identified.

High Power Distance

In high power distance countries and organizations, people don't question the decisions of their leaders. Leader/subordinate relationships are not close and leaders are expected to earn more money and respect. Subordinates expect to have their jobs and responsibilities dictated to them, and in some cases, will not articulate disagreement with authority for fear of the consequences for stirring up conflict.

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 softer systems 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.

Transfers

Involve moving an individual to a different position at the same pay grade and with the same amount of responsibility. Usually considered a lateral move with no salary adjustment.

Promotions

Involves assuming new and different duties of a different position at a higher grade or assuming a position that involves increased responsibilities and the acquisition of additional KSAs in the same line of work. May include a pay increase.

Knowledge Retention

Involves capturing knowledge in the organization so that it can be used later. When creating knowledge retention strategies, Things to consider: -What knowledge may be lost -The consequences of losing that knowledge -The actions that can be taken to retain that knowledge

Evaluation

Involves measuring the effectiveness of the training. Consists of comparing the program results to the established objectives to determine whether the original needs were met. Participant reactions, retention of new information, application of new procedures, changes in behavior on the job, and changes in organizational performance are all indicators that should be considered.

Example of Explicit and Tacit Knowledge

Learning about organizational protocols for vendor selection reflect explicit knowledge (e.g., steps in the vendor selection process). The nuances of what has made a particular supplier the most reliable one in the past is based on experience and exemplifies tacit knowledge.

Coaching

Listening to, clarifying, and assisting in identifying the employees career concerns. involves one-on-one discussions between an employee and an experienced individual.

Low power Distance

Low power distance organizations are looser, decentralized hierarchies, where employees or subordinates are considered equal, or nearly equal. There are fewer supervisors or leaders and they are willing to trust subordinates with important jobs and are willing to share the blame when problems arise.

Explicit Knowledge

Might be shared through a database or taught through a learning intervention. More easily shared.

Job Rotation

Movement between different jobs.

Mental Models

Our deeply imagined assumptions that influence how we understand the world and how we take action

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.

Tacit Knowledge

Personal and experience based, more challenging to quantify.

Career Management

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

Job Enlargement

Process of broadening a job's scope by adding different tasks to the job that require the same level of skills.

Job Enrichment

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

Implementation

Process where the program is delivered to the target audience. Several types of activities, including pilot programs, revisions to content, announcements and launch events, participant scheduling, and preparation of the learning environment, are done during this phase.

Career Development

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

Learning Styles

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.

Apprenticeship

Related to technical skills training; often a partnership between employers and unions. Typically under a set of government-approved standards that combine on-the-job experience with classroom instruction.

Advisor

Suggesting options, making recommendations, giving advice, and helping the employee set goals.

Executive Coaching

Supports managers in mastering the fundamental principles and practices for achieving extraordinary results and empowering staff success. A third-party vendor often conducts this.

Knowledge Retention Equation

Technology based + Softer Systems = Knowledge Retention

Translation

The conversion of the written word from one language to another. Customization to the local culture.

Andragogy

The discipline that studies how adults learn. Based on the differences how adults and children learn

Interpretation

The process of translating the spoken word into another language

Needs Analysis

The process used to identify, articulate, and document the organization's developmental needs. Can be used to identify: -Organization Goals and effectiveness in reaching those goals -Gaps between current and desire performance -Competency and Skill gaps -Types of programs needed -Critical cultural influences that effect design and delivery of training -Training program content based on fact rather than intuition. -Anticipated challenges and areas of potential learner resistance. -Base-line information to evaluate effectiveness. -Resource and logistical limitations. -Parameters for cost-effective programs

Demotions

The result of staff reductions, consolidations, or reorganizations; an attempt to move an underqualified employee to a more suitable position; or an employee's request (for example, an employee may not want to continue as a supervisor or may request a part-time schedule).

Instructor Led Training

This is 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. Classrooms may be virtual (e.g., webinars, which are discussed later in this section), with individual learners or entire classes accessing an instructor at a central location. May incorporate several types of learning activities, including presentations and lectures, case studies, readings, demonstrations, group discussions, and simulations.

Development

Training Materials are created, purchased, or modified to meet the stated objectives. Existing materials may, with minor modifications, be acceptable to meet specific needs. At other times, new materials must be developed. During this phase, choices are made among the many types of learning activities, methods of training delivery, and technological tools that can be used.

"Pull Model"

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. This training is usually linked to acquiring skills, abilities, knowledge, and competencies needed to better perform one's job.

Learning Portals

a gateway or access point to the Internet. Is an Internet or intranet site that provides access to an organization's database of information and resources regarding learning and training. Presents information from diverse sources in a unified way. Represent a vehicle through which training- and learning-related applications and information can be channeled and communicated efficiently and effectively to employees. They are often used in conjunction with learning management systems as the primary vehicle through which human resource and training professionals manage data, provide access to internal training programs, and distribute training-related information and resources to employees. Some organizations even use this as a knowledge management application to capture tacit knowledge residing with individuals.

Webinars

a specific type of web conference. 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.

Learning organization

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. Also on organization that has learned to react and adapt to its environment - provide the environment for organizational learning

ROI

a traditional business tool for both projecting the value of a proposed action and assessing the attained value at completion. -(Net program benefits/total incurred costs) x 100 = ROI % -(120,000/100,000) x 100 = 120% = program has returned to the organization value that exceeds the costs of training by 20%.

Self-directed study (or self-study)

allows learners to progress at their own pace without the assistance of an instructor. Can include not only training materials but also performance support materials, such as job aids that provide step-by-step instructions for work tasks. Materials may be delivered in various ways. The oldest form is print—the workbook. Audio and video accommodate different learning styles and increase flexibility. More recent delivery methods have used electronic formats, such as MP3s. The Internet and cellular technology have introduced other forms of delivery, allowing learners to download or stream content on computers or mobile devices. May be combined with other methods.

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. 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.

Manager Assessment

evaluate direct reports on competencies for the current job or future jobs

Analysis or Assessment

in which data is collected to identify gaps between actual and desired organizational performance. Is accomplished via completion of a needs assessment or needs analysis.

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

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.

Training

involves a process of providing knowledge, skills, or 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. Example, A sales manager is trained on how to develop high-performance teams.

Blended learning

is 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. These methods represent a viable option for organizations that are struggling to deliver standardized training content in a multicultural context.

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. Many learning management systems also offer testing and measurement capabilities.

On-the-job training (OJT)

is provided to employees by managers and supervisors at the actual work site. 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 this training. These might include diagrams or process models.

Kinesthetic (Tactile) Learners

learn best through a hands-on approach. They prefer to actively explore the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

Auditory Learners

learn best through hearing. Lectures, discussions, talking things through, and listening to what others have to say are their preferred methods of learning. Interpret the underlying meanings of speech through listening to tone of voice, pitch, speed, and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a recording.

Visual Learners

learn best through seeing. These learners need to see body language and facial expression to fully understand content. In a traditional classroom setting, they prefer sitting at the front in order to avoid visual obstructions. They may think in pictures and learn best from visual displays, including diagrams, illustrated textbooks, PowerPoint slides, videos, computer graphics, flip charts, and handouts. During a lecture or classroom discussion, these learners often prefer to take detailed notes to absorb the information.

Mobile Learning

learning content and tools that can be accessed on or delivered to small, handheld devices, such as smartphones or tablets. A congenial and familiar delivery method for younger employees.

Leadership Inventories

measure sets of leadership styles, skills, strengths, and weaknesses, either as part of 360-degree assessments or as solely self-administered tests.

Experiential Learning

needs to be set up "behind the scenes" to facilitate its greatest impact. This means analyzing individual, group, or organizational needs. It includes identifying competency-based performance standards, developing individual or group goals, and designing learning activities and experiences to foster growth in meeting those goals. These initiatives also require evaluation to determine their effectiveness.

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.

Task migration

occurs when traditionally higher-level leadership responsibilities are transferred to leaders at lower levels. This is partly a function of the trend toward flatter organizations, but it is also due to the greater speed and complexities of challenges.

Pilot Programs

offered in a controlled environment to a segment of the target audience to identify potential problems and assess initial effectiveness. Can provide useful feedback and identify potential content or deployment problems before program launch

Leadership Development

organization's training and professional development programs targeted to assist management- and executive-level employees in developing the skills, abilities, and flexibility required to deal with a variety of situations.

low-context culture

people tend to have many connections but of shorter duration or for some specific reason. In these societies, cultural behavior and beliefs may need to be spelled out explicitly so that those coming into the environment know how to behave

Virtual World 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. Have been used successfully to train teams in processes required for product launches or to engage teams in creating and testing complex strategic initiatives such as acquisitions.

Situation Judgment Tests

present prospective leaders with sample situations and problems they might encounter in a work environment, along with possible answers

70-20-10 Model

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%)

Learning Activities

provide the means for the participants to learn the information. Activities could include passive and participatory experiences

Dual Career Ladders

provides a meaningful career path for professional and technical employees without requiring that they be placed in supervisory or managerial positions. This type of program typically serves as an effective way to advance employees who may have particular technical skills and/or education but who are not interested in/suited to a management or supervisory track.

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. Can be delivered via the public Internet, an organization's intranet/extranet, satellite broadcast, streaming to mobile devices, or other electronic means. Can be used to implement distance learning, defined as the process of delivering educational or instructional programs to locations away from a classroom or central site.

Leadership

the ability of an individual to influence a group or another individual toward the achievement of goals and results. Should not be confused with status, power, or official authority.

The power distance dimension of culture

the degree to which the hierarchical distribution of power is accepted by all the culture's members, can have a very strong influence on the information that is shared and the developmental and training needs that may be identified during the analysis step.

Transfer of learning

the effective and continuing on-the-job application of the knowledge and skills gained through the training experience. While learning is an important outcome for human resource development programs, the organization needs the participant to apply the new skills and knowledge at the work site. Ideally, the participant will also share the new skills and knowledge with coworkers.

Web conferencing

used to conduct live meetings or to give presentations over the Internet. Each participant sits at his or her own computer and is connected to other participants via the Internet. This can be either a downloaded application on each of the attendees' computers or a web-based application where the attendees simply enter a URL (website address) to enter the conference.

Self-assessment activities

usually focus on a systematic process for employees to identify their career goals and preferences.