Technical Competency: People - Learning & Development
Career management
*Focus on ORg Process of preparing, implementing, & monitoring an EE's career path w/ a primary focus on goals & needs of the org Identify future organizational staffing needs. Assess career strategies & development programs. Create career development programs (career paths & ladders). Match organizational needs w/ individual abilities. Provide OTJ development, coaching, & career training.
Career planning
*Focus on individual Actions & activities individuals perform to give direction to their work lives. Managers, supervisors, & HR professionals often assist EEs as they assess their skills & abilities in order to establish a career plan, but focus = on the INDIVIDUAL & his/her personal responsibilities Identify personal abilities & interests. Plan personal career goals. Communicate development preferences to manager. Assess career path options within & outside the org. Design a career plan that accommodates the org's needs. Seek out & participate in L&D opportunities.
Social Media Benefits
- Can help orgs overcome obstacles related to physical distance, allowing EEs to access learning and interact at their convenience. - Allow employers to recognize & make good use of younger EEs' ease with and preference for this new form of comm - Ideal tools for building into training the type of collaboration & opportunities for continual learning that the Millennial generation generally prefers. - Can transform the workplace into an environment where people learn naturally with each other all the time, not just during a single training event *Should be used cautiously, since may be hard to control spread of info once it is posted; need for confidentiality & the proprietary nature of info should always be reviewed and considered first. Training models that focus on controlling the content & pushing info out to learners will not work for this collaborative environment
Types of Learning Activities
- Case studies (Participants apply new knowledge/skills to a hypothetical situation/case) - Round robin (participant/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 & act out roles to resolve conflicts/practice appropriate behavior for various situations) - Structured exercises (Participants complete tasks that are similar to those they encounter OTJ) - Simulations (Participants perform an assigned role within a complex scenario designed to resemble a real-life challenge) - Fishbowl activities (group of learners, sitting in the center of a circle, debate/discuss a topic while the remaining learners observe the discussion. (blend of active & passive learning. active for those discussing, passive for those observing) - T-groups (AKA sensitivity training) (group of ppl investigate & explore patterns of authority & comm among themselves)
Global Organization Needs Analysis might these factors:
- Cultural influences & training needs & considerations in non-headquarters locations. - Current & future readiness & skill needs of the local workforce, including nature & quality of local educational systems. - Current & anticipated training & support reqs of assignees.
HR's Role in Learning and Development
- Ensure alignment of L&D activity w/ strategic goals = Gather input from stakeholders- participate in strategic planning process & incorporate input from all (leaders, L&D specialists, mgrs, EEs) - Use workforce analytics to guide development - initiate, facilitate, interpret to guide needs - Scan internal & external environment to identify critical learning needs & opportunities *Factors to consider in today's orgs: concept of learning org & organizational learning & globalization impact
Culture that supports organizational learning
- Members recognize importance - Learning = continuous process parallel to work - Focus on creativity - Ppl can access info important to org's success - Org rewards indiv + group learning - Quality & continuous improvement drive org - There are well-defined core competencies
Global HR professionals responsible for design, development, & delivery of coss-border/cross-cultural L&D programs must do so w/i 2 important influences:
- Strategic orientation (how the orgsteers a path between global integration &local differentiation) - Stakeholder buy-in & support
Imperatives for Global Learning & Development Effectivness
- Think and act globally (consider critical localities & markets of world not just at home) - Become an equidistant global learning org (gather knowledge from all cultures all the time in all the ways) - Focus on the global system, not its parts (org dvlp focus on break down boundaries & encourage cross cultural info sharing) - Develop global leadership skills (org values & practices should reflect fact that global ldrshp req use diff skills & competencies than those in domestic marketplace) - Empower teams to create a global future (encourage cross-border & virtual team to problem solve & manage critical org problems) - Make learning a core competency for the global org (global orgs need develop core global competencies: global mindset, cultural intelligence, skill in dilemma reconciliation, and effective use of 4 Ts (travel, teams, training, transfers) - Make development a cornerstone strategy and regularly reinvent the org (constant dvlp & org learning must be cornerstone of strategic & bus planning)
ADDIE Process—Development
3rd phase, materials are created, purchased, or modified to meet the stated objectives
Peter Senge's The Fifth Discipline
5 disciplines that interface & support one another in order to create an environment where learning can occur Systems thinking - conceptual framework makes patterns clearer & helps one see how things interrelate & how to change them Mental models - deeply engrained assumptions influence how we understand world & how we take action Personal mastery - high level proficiency in subject/skill area Team learning - align & develop team capacity to create results members want Shared vision - look into future fosters genuine commitment & shared by all who need to possess it
Success of knowledge retention strategies depends on:
A culture & structure that champions knowledge sharing & learning Proper planning, design, & evaluation Effective knowledge-sharing practices Adequate financing & sound financial management Sustained leadership support
User interface
A graphic & software program structure that enables info to be passed between the human user & the hardware/software components of a computer system
Learning
Acquiring knowledge, skills, behaviors, & competencies
Learning Organization
Adapts quickly to changes in the environment by altering organizational behavior. It provides the environment for L&D *Commited to retaining knowledge over time - Learning = done by organizational system as a whole - Systems thinking = practiced - EEs network inside & outside org - Change = embraced, risk tolerated, failures viewed as learning opportunities - Org adapts & changes as environment changes
Adult Learning
Adults learn differently from children, they: - Are self-directed (dependent > self-direct) - Have experience as a resource (maturity accumulates growing reservoir of experience) - Are ready to learn (oriented increasingly to developmental tasks of social roles) - Are more problem-focused (subject focused > problem-focused) - Are internally motivated to learn - Are willing to "unlearn to learn." Most occurs through job & life experiences & from relationships with others. Adult learners come to the table with skills & knowledge. Use this knowledge & integrate L&D programs into EEs' day-to-day experiences as much as possible. Evaluate their current skills against desired organizational goals & involve adult learner in the planning of L&D activities. Foster learning relationships thru coaching, mentoring, on-the-job training, & apprenticeships, as appropriate.
E-Learning Advantages & Disadvantages
Advantages: Distributes info widely & quickly to many EEs Assists globalization efforts thru virtual comm. Keeps info consistent & current. Permits schedule flexibility for EEs. Allows choice of synchronous /asynchronous methods. Permits practice & repeat exposures to training. Provides opportunities for simulation & higher-level learning & testing. Shows cost efficiencies compared to F2F sessions. Disadv:
30/60/90-day Action Plans
After completing formal learning, this can enhance retention & transfer of learning & link learning to enhanced job perf. Includes: - Clear definition of objectives. - Specific deliverables aligned w/ the objectives. - Discrete themes for each plan stage. - Clear set of activities w/ dates (e.g., short- and long-term goals). - Simple scorecard to help measure milestones achievement & successful transfer of learning. *Debriefing the training & discussions of "lessons learned" with coworkers, mentors, and/or supervisors, opportunities to directly apply new knowledge & skills, coaching sessions, & volunteering for special projects/committees are all plausible activities to include
Push training 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 "pushed" to employees based on the training department's schedule, and success was measured by how many employees attended the class, this training is still used for compliance-related subjects
ADDIE Model
Analysis (of needs) Design Development Implementation Evaluation Systematic & complete process used to determine needs, develop training, and evaluate outcomes A well-known and standard instructional design model that is conducive to any type of learning Success of each phase depends on the time, effort, and resources dedicated to the previous phase. If analysis is skipped, for example, because the org has "a pretty good idea of what the problem is," the program design might not address the cultural differences of the audience or contain the content necessary to meet the real needs.
Learner Participation and Retention
Approximate Retention Rate vs. Degree of participation 10% - Lecture 20% - Reading 30% - Demonstration 50% - Discussion 80% - Practice by doing 90% - Immediate use of learning Relevancy to the learner's issues = key to learned info retention Use common experiences to relate new & difficult info provides bridge to familiar encounters Critical pts must be repeated in variety of ways to move from short-to-long-term memory
Cultural Influences on Training and Development Design
Be aware of cultural influences: Preferred learning strategies Team rather than individual goals Topic-or subject-centered versus situational or problem-focused learning Instructor or individual & self-directed training
Cultural Influences on Career Development
Be mindful of cultural effects: - Cultural characteristics (e.g., power distance, paternalism, time orientation) > Asian-Americans (high power distance cultural behaviors) motivated when trusted superiors make development choices for them vs. Anglo-Americans (low power distance culture) motivated by personal choice > Paternalistic career decisions strongly influence by fam & friends Favoritism within groups (high power distance cultures) How advancement opportunities may be seen External conditions (e.g., unions, political instability)
ADDIE Process—Design
Broad goals and objectives are developed & broad plans for treatment of content & strategy for implementation are made Key components: composing goals & objectives, outlining the flow & structure of the program, & further defining the target audience. Effective design = succinct statement of training program goal & creation of objectives that specify what participants will learn Objectives = results that will occur & behaviors participants will practice at end of program --what they accomplish: provide focus, alert participants on what they should know by end of program, contribute to knowledge & skill transfer, provide means to measure what was learned
Return on expectations (ROE)
Calculating this for stakeholders req defining monetary & nonmonetary values stakeholders hope to attain thru knowledge & skills
Obstacles to Learning
Can be caused by external/ internal factors: - Low tolerance for change - Lack of trust - Peer group pressure - Bad previous experience - Lack of organizational commitment *Leverage adult learners' experience and relationships.
Organizational Learning
Certain types of learning activities/processes that may occur at any one of several levels within an org—individual, group, or org: Individual - Occurs mainly through experience & what is learned from others & training Group - Occurs through increase in skills, knowledge, & abilities accomplished within groups or teams Organizational - Begins through shared insights & knowledge of individuals & groups & builds on past organizational memories
Logistics
Considerations for classroom & single-location training: - Location. - Equipment & environmental concerns. - Space requirements & facility availability. - Security clearances for trainers & students to access training spaces. - Technical requirements, such as Internet access, sufficient bandwidth, access to external websites, & installing of necessary firewalls. - Learner & participant travel considerations. - Seating arrangements. - Organizational constraints such as shift schedules, workloads, & effect of participants' absence on productivity. Considerations for remote & multiple-location training: - Number of participants at each location. - Equipment availability and technical support/coordination at each location. - Time zone differences. - Need for on-site moderators or translators at each location. - Scheduling and organizational constraints such as shift schedules and workloads at each location
Global Learning & Development
Cross-cultural awareness International assignment preparation Global team building and managing virtual teams Issues related to laws, ethics, & organizational values (Examples include anticorruption & antibullying.)
E-learning
Delivery of training and educational materials, processes, and programs via the use of electronic media (e.g. web/computer, virtual classrooms, mobile devices, internet, org's intranet/extranet, satellite broadcast) Can implement distance learning, synchronus/asynchronus, relationship of user, training program content, & system's technical & engineering reqs come together in user interface
On-The-job
Demonstration Immediate feedback Retesting Learned is often supplied with learning aids to support performance like diagrams or process models. Advantages: Relevant to job and "just in time", relies on and takes advantage of the real environment, opportunity for immediate feedback, applicable for individuals & small groups, Allows for gradual buildup of skills needed for the job. Disadv: may be difficult to schedule/potential safety issues in real environment/distracting to coworkers, Time- and resource-intensive, subject matter & process experts needed to demonstrate & provide feedback. If unstructured, performance may dip when unsupervised.
Individual development plan (IDP)
Details an EE's intentions & learning outcomes as well as the support necessary to meet the EE's tangible growth goals; should incorporate components of adult learning, organizational development, & corporate culture Base-line info: - EE profile - name, position title, EE's supervisor name, & other relevant position info - Career goals/objectives - identification of position(s) & roles to be pursued & time frames; identification of short- & long-term goals with estimated & actual completion dates - Development objectives - statements linking organizational and/or business unit mission, goals, & objectives & the employee's career goals & objectives - Training & development interventions - activities EE will pursue to build knowledge, skills, and/or behaviors with estimated & actual completion dates - Outcomes - how development-building efforts will be measured/assessed - Signatures & dates - sign-offs by supervisor & EE Most effective when: - Aligned with organizational needs - Are an objective, accurate assessment - Include challenging development activities - Include coaching & feedback opportunities - EE owns & embraces them
Virtual-world simulations
Don't req tech, but using tech can support greater complexity, Used for advertising & research + as a meeting space for dispersed audiences; training-related simulations place learner in a virtual work environment (such as an office) & present a series of real-life challenges; learner has opportunity to practice new skills & make decisions in a supportive & low-risk environment Used successfully to train teams in processes req for product launches/to engage teams in creating & testing complex strategic initiatives such as acquisitions Based on creation of entire graphic/electronic-based communities Virtual residents can explore, meet other residents, socialize, participate in individual & group activities, & create and trade items (virtual property) and services with one another Important benefits: Appeal to young learners with sophisticated technological expectations. Actively engage individuals in learning process. Providing additional opps for individuals to learn complex or potentially dangerous skills, such as piloting an aircraft or practicing a new surgical technique, in a realistic but safe & low-risk environment.
Training Delivery Tools
ELLWMVS:- E-learning Learning portals Learning management systems Webinars Mobile learning Virtual-world simulations Social media
Transfer of learning
Effective & continuing application of knowledge & skills at the work site
Learning management systems (LMS)
Electronic system that holds course content info + suggested curriculum & certification paths, able to track & manage EE course registration & completion, career development, & other EE development activities; many also offer testing & measurement capabilities
Roles in Career Development
Every EE bears primary responsibility for his or her own career Managers can perform the following roles: − Coach - listen to, clarify, & assist to identify the EE's career concerns − Appraiser - give feedback & clarify performance standards & job responsibilities − Advisor - suggest options, make recommendations, give advice, & helping EE set goals − Referral agent - consult with EEs on action plans & link them to available organizational resources HR plays vital role in this, must exercise care to suggest & design carer paths & enrichment experiences to enable EE to achieve their goals & coah mgrs in their role to support EE process. HR, mgr, & EE must be involved in creating well-defined career path (evaluate gaps against current job/potetnail position & devise indiv development plan & strategies)
ADDIE Process—Evaluation
Final phase measure training effectiveness, compare program results to established objs to determine if original needs were met Indicators must consider: Participant reactions, new info retention, new procedure application, behavior changes OTJ, organization perf changes Can do the following: - Assess objectives I- dentify best practices - Conduct investment analysis - Measure impact of training on individuals - Collect data to influence future training - Analyze design & delivery - Guide future decisions Training program evaluation = also essential to evaluation of transfer of learning.
Cultural Influences on Development
High power distance cultures prefer: Highly structured training, role modeling, hands-on training, and in-house training conducted by managers & supervisors Low power distance cultures prefer: Interactive, participative, and computer-facilitated training methodologies are often preferred
Translation and Interpretation
How will language diff impact content pres & learner understanding & retention? Translate both written & verbal material? Who will own, update & maintain translated materials? Translation = conversion of the written word from one language to another. A key aspect of translation is customization to the local culture. Interpretation= process of translating spoken word into another language Improving Translation &Interpretation - Ensure translator/interpreter knows the culture & not just the language. - Understand the audience for the translation/interpretation. Solicit & encourage local feedback. - Avoid jargon, humor, & colloquialisms. - Use visuals when feasible. Think both translation/interpretation & localization. - Manage translation/interpretation project carefully. - Rely on professional translation & interpretation services, but screen them carefully.
Kirkpatrick's Four Levels of Evaluation
Identified 4 levels to evaluate training: RLBR Level 1 - Reaction (how participants feel about program; data gathered by checklists, questionnaires, intws) Level 2 - Learning (how participants increased/changed their KSAs; data gathered by post-measure tests, pre-/post-measure tests, pre-/post-measure tests w/ control group) Level 3 - Behavior (how participants changed behavior OTJ; data gathered by perf tests, critical incidents, 360 degree feedback, simulations, observations) Level 4 - Results (how program affected organizational goalsl data gathered by Level 3 & 4 challenge HR orgs b/c req critical thinking & greater investment of resources
70-20-10 rule
In order to develop managers, important to engage them in 3 clusters of experience: challenging assignments (70%) developmental relationships (20%) coursework and training (10%).
Learning portals
Intranet site that provides access to an org's database of info & resources re: learning & training; Represent a vehicle thru which training & learning apps & info can be channeled & comm efficiently & effectively to EEs; Used in conjunction w/ LMS as primary vehicle thru which HR & training professionals manage data, provide access to internal training programs, & distribute training-related info & resources to EEs Some orgs use as a knowledge mgmt app to capture tacit knowledge residing w/ individuals.
Pull Training Model
L&D = continuous process, easily accessible anywhere and anytime—commuting to or from work, during work, or outside of work hours—& 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, & competencies needed to better perform one's job.
To establish a culture that fosters career development
Leaders should: - Clearly link career development to org's mission & bus obj - Clearly comm bus goals so career mgmt plans are aligned w/ bus systems & needs - Place value on & reward mgrs & supervisors who help EEs w/ career planning - Participate in career development workshops & meetings - Identify measure of success (metrics) to track perf
If adopt five disciplines org's learning climate is:
Learning = competency-based & tied to bus obj Importance placed on how to learn not just what to learn Org continues to develop KSAs People take responsibility for own learning Learning = matched to ppl's learning preferences Learning = part of work + part of everyone's JD Leaders are designers, stewards, teachers
Mobile learning
Learning content & tools that can be accessed on or delivered to small, handheld devices, like smartphones or tablets; use growing quickly; congenial & familiar delivery method for younger EEs Uses: - Content delivery - EE can listen to podcasts during commutes or read texts in e-book formats. - Simulations & exercises - capacity for interaction is built into mobile devices. - Assessments - of learning & satisfaction w/ learning content/experiences can be completed online. - Performance support - decision support systems can be accessed to diagnose a technical problem or review correct task processes before performing them. - Knowledge mgmt (programs that focus on expertise sharing & organizational learning along w/ knowledge recovery & retention). Remote EEs can access current product info. Can be delivered via a firm's own comm networks or distributed thru online "app" stores
Bloom's Taxonomy
Learning objectives proceed in a hierarchical manner, starting from lowest > highest: - Knowledge, or remembering facts. - Comprehension - recognition of learning content when content is presented differently. - Application - of learning to an example in order to draw a conclusion/identify a principle at work. - Analysis - use learning content to analyze the causes or possible outcomes in an example. - Synthesis - use learning content to create new solutions to a problem. - Evaluation - make judgments about the value of materials & methods for given purposes
Cultural Influence on Training and Development Needs Analysis: Power Distance and Needs Analysis
Low Power Distance - Decisions re: who should participate in training based on developmental needs or skill deficiencies. - An individual's or group's training needs based on formal perf evaluations & specific developmental objectives. - Needs analyses conducted participatively. High Power Distance - Decisions re: 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
Softer systems
Meetings/other activities that take place to share knowledge & help people connect with one another Examples: 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 & discuss problems & opportunities, discuss best practices, and so forth. Stay interviews, exit interviews, & alumni networks
ADDIE Process - Analysis
OTI: Organizational Identifies KSAs EEs will need in future. Where is training needed in the org? What conditions affect training choices? Ex. Depts with high turnover, low perf, or skill deficits are identified. Anticipated dept needs that will expand or face future challenges are identified Task Compares job reqs to EE knowledge & skills to identify areas requiring improvement. What needs to be taught & what does effective perf look like? Ex. Completion of paper-based forms is changing to computerized data entry. Procedure & data entry training is needed. Individual Focuses on individual EEs & how they perform their jobs. Sometimes determined through perf reviews. Who should be trained, & what kind of training do they need? Ex. Perf review reveals a gap, manager & EE create a development plan for an area of opportunity (& sometimes for next level of growth).
Pilot Programs
Offered in controlled environment to a segment of the target audience to identify potential problems & assess initial effectiveness. Allows for evaluation of: Level of content detail & the sequencing. Effectiveness & cultural appropriateness of the selected learning activities. Time allotted to key activities. Usability & potential constraints of the physical space in which the program will be delivered. Whether content and design meet intended objectives. *Can provide useful feedback & identify potential content/deployment problems before program launch Based on pilot test results & pilot audience feedback, content is revised & final adjustments made (eliminate ineffective/inappropriate learning activities/changes req to allocate more/less time to specific program aspects
Traditional Learning & Development
Orgs focus on around training--need/gap in KSAs identified, next training is designed, developed, implemented to fix need/gap, then evaluation of if need has been met
Experiential learning
Orgs now realize majority of adult learning occurs via experience OTJ & in life, via activities performed & relationships--just as rigorous as training
Asynchronus E-learning
Participants access info (often individually) at different times & in different places by completing web-based modules and activities ex. Brandman MSHR program
Synchronus E-learning
Participants interact in real time, ex. in virtual classrooms or online discussions that last for a specified time period Ex. HRjetpack class
ADDIE Process—Implementation
Phase where program is delivered > target audience Activities: pilot programs, revisions to content, announcements and launch events, participant scheduling, & preparation of learning environment Steps: Pilot testing & revisions Translation & interpretation Instructor selection Logistics
Blended
Planned approach that includes a combination of instructor-led training, self-directed study, and/or on-the-job training Adjust mix to content & audience Represent a viable option for orgs struggling to deliver standardized training content in a multicultural context Advantages: multiple methods to meet learning obj & cultural needs, adaptable to multiple cultural needs, faciliates independent &collaborative learning, scheduling & facility flexibility, lower delivery costs than strategies that rely exclusively on face-to-face training, Array of possibilities for interaction & enhanced learning. Disadv: Must carefully choose methods based on strategic objectives, or efforts may fail, may be tech & security constraints to overcome, Participants must be organized & motivated to complete the learning, more coordination required as a result of the use of multiple methods, costs of all strategies must be fully anticipated, more time req to develop all aspects of the program.
Development
Preparing for future responsibilities through job experiences, relationships, assessment, & educational courses
Important Adult Learning Principles
Principle > L&D Application Adults want a focus on "real world" issues > Show how learning can immediately transfer back to the job Emphasis on how learning can be applied is desired > Apply learning to current & future needs Adult learners will come with goals and expectations > Discover EE expectations on onset of L&D initiative & address what won't be covered Allow debate and challenge of ideas, but keep disagreements unheated > for some this interaction enhance learning, create safe learning environment Adults expect to be listened to & have their opinions respected > Promote collaborative learning environment, allow participants to receive feedback from instructor & peers Adults will wish to be resources to you & to each other > Take knowledge & experience of person into acct Adults seek out a learning experience b/c they have a need for the knowledge or skill being taught > Explain WIIFM (What's in it for me?) concept, apply L&D experiences to current & future needs Adult learners want engagement w/ others & content, actively involved in learning
Distance Learning
Process of delivering educational/instructional programs to locations away from a classroom or site
Career development
Process that EEs progress thru a series of stages in their careers, each is characterized by relatively unique issues, themes, & tasks. Thru a strong program, orgs can design & implement strategies simultaneously aligned w/ org's business object & personal interests, goals, aspirations of the indiv EE Consists of 2 processes: Career Planning (Individual) Career Management (Organization)
Technology-based systems
Programs/databases that EEs can access. A collaborative Wiki used to allow EEs to add & edit info. Retaining explicit knowledge = GREAT Retaining tacit knowledge = NOT GREAT
Training
Providing knowledge, skills, or abilities (KSAs) specific to a particular task or job
Instructor selection
Questions that must be answered: Who should deliver the training? Will HQs instructors, local instructors, or independent contractors be used? How will instructors be prepared for & introduced to their responsibilities? What does the audience expect from the instructor? What characteristics will give the instructor the greatest credibility with audience? Selection criteria should be determined early in the process & based on cultural & learning needs of the audience, important factors: - Training expertise. - Subject matter expertise. - Consulting skills. - Credibility with the local audience. - Qualifications, education, and certification. - Cultural familiarity. - Communication & language expertise. Trainers must be skilled in approaching the group in a manner that will appeal to all groups & offend none Recommendations: Research customs of all groups participating in the training. Treat all participants with equal seriousness & courtesy. Assume a professional manner until a level of informality seems acceptable to the group. Be aware of culturally defined feelings & needs—like saving face. Provide members the opportunity to express difficulties privately. Work hard to engage all students & make sure everyone participates.
Delivery Approaches and Transfer of Learning
Self-directed Instructor-led On-the-job Blended
Self-directed
Self-directed Self-paced Multimedia Mobile Advantages: Flexible, testing & retesting opps, focus certain areas, cost-effective, reduced need for trained instructors, consistent training msgs available to learners in many settings Disadv: learners must be highly motivated, limited direct feedback unless online/instructor support, miss important concepts, expensive development, no instructor = less credible in some cultures, learners don't want to be responsible for own learning, sharing of knowledge may not possible
Social Media
Should be used cautiously, since may be hard to control spread of info once it is posted; need for confidentiality & the proprietary nature of info should always be reviewed and considered first. Uses: - Announce scheduled training events through intranet social platforms. A brief message can describe content and link to fuller text descriptions or videos. - Conduct "getting to know you" exercises over social intranet platforms (such as Yammer or Chatter). Participants arrive at training events already familiar with each other's backgrounds and interests. - Deliver lectures & videos by posting them to video-sharing sites on the org's intranet. EEs can access this content over mobile devices, anytime & anywhere. - Allowing participants to share experiences & perspectives, can improve the interaction in virtual training (e.g. online competitions) - Facilitating post-training support thru expert directories (e.g. "people profile" section of the Knowledge Exchange at Accenture, profiles include biographies, photos, and résumés as well as descriptions of employees' interests and skill sets. The Exchange contains blogs, wikis, market insights, and more. Accenture research shows significant increases in the number of EEs engaged in collaborative activities through the Exchange.) - Support ongoing learning. Internal discussion boards or social media spaces allow EEs to collaborate& exchange ideas and experiences. Accenture integrates its knowledge-sharing systems with thousands of communities of practice. Community members ask questions on discussion boards, contribute or download content on specific topics, and have content digests e-mailed to them. - Supporting post-training collaborative assignments & action plans. - Facilitate opportunities for employees to interact with specialists in their field. - Support alumni networks.
Webinars
Specific type of webconferencing (used to conduct live meetings/give presentations over the Internet) Occurs in real time, involve a leader or facilitator at one location who communicates electronically w/ audience (from diff locales), comm can be one way (limited audience interaction) or two-way (adds collaborative, polling, Q&A), very popular, some webconferencing tech incorporates VoIP audio allowing true web-based comm
Active Learning
Stimulates cognition & the use of higher-level thinking skills like analysis, evaluation, & synthesis. Learning activities where learner is involved in critical thinking while doing something May require more up-front work, ultimately these strategies increase an adult's learning & retention of knowledge & skills
Retention of Organizational Knowledge
Strategies consider: - What knowledge may be lost - Consequences of losing that knowledge - Actions to take to retain that knowledge Knowledge = explicit (easily shared via database/taught thru learning intervention) + tacit (personal & experience-based, harder to quantify) Technology-based systems (+) Softer systems = Knowledge retention *Set stage for creating knowledge mgmt systems
Behind the scenes
To facilitate greatest impact Analyzing individual, group, or organizational needs including identify competency-based perf standards, develop indiv/group goals, design learning activities & experiences to foster growth in meeting those goals
Instructor-Led Training
Traditional & frequently used mode of training Actual or virtual classroom Incorporates multiple activity styles Advantages: allows instructor to provide feedback & more individual attention, supports a wider variety of learning activities, encourages group feedback & idea sharing. Disadv: Time- and resource-intensive, decreased opps for participation as group size increases, greater logistical & geographic challenges.
Training Return on investment (ROI)
Traditional business tool for both projecting the value of a proposed action and assessing the attained value at completion 1. Isolate effects of training. 2. Convert effects (benefits) into monetary values. 3. Calculate costs of training. 4. Compare. ROI % = (Program benefits) - (Total incurred costs) / (Total incurred costs) x 100 HR professionals should be aware of their org's thresholds for ROI & their effects on L&D activities. Benefits of training that maybe converted into 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.
Cultural Implications of Learning Styles
Visual - sitting in front of class/others may be seen as unusual/presumptuous in many cultures; body language & facial expressions play significant role in high-context cultures, use of cues is not limited to visual learners; visuals used extensively to ease language translation reqs for all learners Auditory - many cultures have a tradition of oral learning, storytelling, and recitation. These factors may affect certain individuals' preferences for learning by hearing; Talking things through with other students/instructor may not be culturally accepted; tone, pitch, and speed of the spoken word are universally important in high-context cultures. This does not apply just to auditory learners. The need to listen and work in a non-native language may affect an individual's attention to tone, pitch, & speed of the spoken word. Kinesthetic- A high level of learner energy/physical activity may be seen as disrespectful in some cultures. Due to resources & other constraints, training in some countries may not offer much hands-on exploratory activity, so these approaches may be alien or confusing to many learners.
Learning Styles
Visual learners - Learn from seeing - Associate info with images Auditory learners - Learn by hearing (more than reading) - Are sensitive to speech patterns Kinesthetic learners - Learn by doing it themselves (tactile learning) - May be bored by inactivity
Communities of Practice (CoPs)
Where groups of individuals with shared interests come together in person or virtually to tell stories *Soft systems
