Train & Development - Chapter 5 - Learning & Transfer of Training

Ace your homework & exams now with Quizwiz!

Program Design

An effective program needs a high-quality program design to maximize trainee learning and transfer of training. It is important to take a broad perspective when designing training.

Mnemonics

acronyms; WIIFM - what's in it for me

Project Management

Concepts the incorporate principles of ISD.

Task Type

Difficulty trained tasks performed

Off-Site

Good for skills training - less chance of business-related disruptions.

Application Assignent

Helps trainees link training to real world which improves recall.

Knowledge Management

Improves knowledge sharing which gives employees a chance to learn and develop.

Far Transfer

More generalization of knowledge to know when and why to pursue a course of action.

Breadth

Number of trained tasks performed

Providing an Overview

Objectives Timelines Activities Assignments

Program Design Process

Phase 1: Pre-Training Phase 2: Learning Event Phase 3: Post Training

Phase 2: Learning Event

Prepare instruction (classes, course, programs, lessons)

Phase 1: Pre-Training

Prepare, motivate, and energize trainees to attend learning event.

Request for Proposal (REP)

Provides a standard set of criteria for evaluation of consultants.

Curriculum Road Map Definition

Refers to a figure showing all of the courses in a curriculum, the paths that learners can take through it and the sequences in which courses how to be completed.

Curriculum

Refers to an organized program of study designed to meet a complex learning objective, such as preparing a learner to become the profession. Tasks Conditions Standards

Levels of Management Support for Training

The greater the manager level of support, the more likely that transfer of training will occur.

Training Site

The room where training will be conducted. A good training site offers the following features: -Comfortable and accessible -Quiet, private, and free from instructions -Sufficient space

Lesson Plan Overview

Timetable of the training events from introduction to wrap-up.

Peer Support-Support Network

Trainees share successes and failures, how to obtain resources and how to over some obstacles.

Opportunity to Perform

Chances for trainees to use learned capabilities at work. (breadth, activity level, task type)

Low Collaboration, Low Self-Direction

Classroom Computer classroom Lecture hall

Activity Level

# of times trained tasks are performed

High Collaboration, Low Self-Direction

Classroom with breakout rooms Lecture hall with breakout rooms

Curriculum Road Map Steps

1. Brief statement of the course purpose 2. Prerequisite skills needed for the course 3. Learning objective or competencies 4. The format of the content and course expectations 5. Delivery method for the content

Detailed Lesson Plan

1. Define objectives 2. Clarify key topics and related concepts 3. Organize the material 4. Plan presentation techniques 5. Include evaluation 6. Focus on timing

Action Plan

A goal identifying what raining content will be used & how it will be used. Strategies for reaching the goal Strategies for receiving feedback Expected results

Age & Generational Differences

Baby boomers prefer classroom learning Gen. x prefer self-directed learning environment Millenniums learn by working alone and helping others to learn.

Know the Audience

Be able to use relevant studies, surveys and material to meet learner preferences.

Personality

Better understand preferences and characteristics of learner. Thinking learners - logic Feeling learners - gut instance (persona, needs)

High Collaboration, High Self-Direction

Breakout rooms Project room Conference room

Curriculum

Broad outline of courses designed to develop and train an employee.

Encourage Self-Management

Discuss lapses (not using the training, and going back to how they were previously doing it). Identify skills targeted for transfer. Identify persona; or environmental; factors contributing to lapses. Discuss coping skills and strategies (Self-management). Identify when lapses are likely (lapses have to be reinforced and supervisor to discourage lapses). Discuss resources to ensure transfer of skills.

Low Collaboration, High Self-Direction

Distance learning room Media lab computer

Phase 3: Post Training

Encourage learners to apply what they learned to their work

Program Design Implications for Transfer of Training

Encourage trainees to self-manage the use of learned skills. Provide trainees with opportunities to use training content.

Leading Discussion

Learner-learner: group Learner-instructor: protracted training

Near Transfer

Low degree of flexibility and variability and high degree of skills and knowledge (an exact skill).

Manager Support

Manager can provide encouragement & communicate expectations to trainees.

Trainee Perquisites

May include math and reading skills, prerequisite training classes and tests.

SPADES

Start Plan Administer Develop Engage Stop

Choosing vendor or consultant for Training Services

Type of service the company is seeking Type and number of references needed Number of employees who need to be trained. Funding for the project Expected date of completion of project, & date when proposals must be received by the company.

Course or Program

Units or lessons in small modules covering skills and knowledge needed to perform a job. Time management Self-management

Preparation of Materials

Use mental & physical rehearsals to build confidence & evaluate pace & timing of material.

Technological Support Performance Support System

Used to enhance transfer of training


Related study sets

The Marketing Mix: The 4Ps of Marketing

View Set

PA Accident and Health Insurance Chapter tests

View Set

GEB4891 MIDTERM REVIEW CH. 1-6 (Chapter 3)

View Set

Fundamentals of nursing Ch. 1,11,12

View Set

Lecture 12 - Expression and assignment

View Set

K12 Chem 4.05 Chemical Thermodynamics

View Set