Final Exam Review

Forces Influencing Working and Learning

Three Types of Assets

1. Financial
2. Physical
3. Intangible

Examples of Intangible Assets

Implications of intangible assets

Focus on knowledge worker

Employee engagement
Change
Learning Organizations

The Strategic Training and

Development Process

Questions to Ask to Develop

Strategic Training and
Development Initiatives

Designing Effective Training

ADDIE model

Training Design Process

Why is a needs assessment necessary?

1. If needs assessment is not done or done

properly:
Training may be incorrectly used to solve a performance
problem
Wrong content, objectives, methods
Are trainees ready for the training?
Training wont deliver the expected results
Money wasted

Why is a needs assessment necessary?

2. Produces information about the following:

Who needs training
What do they need to learn (what to emphasize)
Organizational climate

3. Identifies Pressure Points

4. Identifies desired Outcomes

Why is a needs assessment necessary?

Who should (ideally) participate?

Managers
Employees
Trainers
Subject Matter Experts
Job Incumbents

Needs Assessment Process

Organizational Analysis

Person Analysis

Person Characteristics
Basic Skills
Cognitive Ability
Reading Level
Self-efficacy
Awareness of Training Needs, Career Interests, Goals,er Age &
Generation

+
Input
Understand What, How, When to Perform
Situational Constraints
Social Support
Opportunity to Perform

Assessing Readiness for Training

+
Output
Expectations for Learning and Performance

+
Is training the best solution?

Consequences
Norms
Benefits
Rewards

+
Feedback
Frequency
Specificity
Detail

Motivation to Learn
Learning
Job Performance

Example of the Relationships Among a Critical

Job Issue, a Critical Process Issue, and a Critical
Business Issue
Critical Job Issue

Critical Process Issue

Critical Business
Issue

Desired Results
No incomplete order
forms
100% accurate orders

Desired Results
Order cycle time of three Desired Results
Market share of 60%
days

Current Results
10% incomplete order
forms
83% accurate orders

Current Results
Current Results
Order cycle time of thirty Market Share of 48%
days

Task Analysis

Task Analysis Steps

1.
2.
3.
4.

Identify the job to be analyzed

Develop preliminary list of tasks performed on the job
Confirm the preliminary list of tasks
Identify the KSAOs needed to perform the tasks

Key Concerns of Upper-Level and MidLevel Managers and Trainers in Needs

Assessment

What is learning?

Learning Theories

Expectancy Theory of Motivation

Adult Learning Theory

Was developed out of a need for a specific
theory of how adults learn
Andragogy: Theory of adult learning

Based on: Malcolm Knowles

Adult Learning Theory

Assumptions of the theory
1. Adults have the need to know why they are
learning something
2. Adults have a need to be self-directed
3. Adults bring more work-related experiences
into the learning situation
4. Adults become ready to learn when they
experience a need to know or be able to do
5. Adults enter a learning experience with a
problem-centered approach to learning
6. Adults are motivated to learn by both
extrinsic and intrinsic motivators

Implications of
Adult Learning Theory for Training
Design Issues

Implications

Self-concept

Mutual planning and

collaboration in instruction

Experience

Use learner experience as basis

for examples and applications

Readiness

Develop instruction based on

the learners interests and
competencies
Immediate application of
content
Problem-centered instead of
subject-centered

Time Perspective
Orientation to learning

Kolbs Experiential Learning Model

Acquisition of information

Concrete
experience

Active
experimentation

Reflective
observation

Abstract
conceptualization

Handling
of
information

Features of Instruction and the Work

Environment that Facilitate Learning and
Transfer of Training

The Program Design Process

Program Design

Curriculum
Design document
Detailed lesson plan
Lesson plan overview

Curriculum and Course

Curriculum
Organized program of study designed to
meet a complex learning objective
Includes several courses
Learning objectives- Broader and less
measurable than course or lesson

Course or Program
Covers specific learning objectives
Addresses limited number of
competencies

A Concept Map for a Course on

Conducting an Effective
Performance Review

Design Document Template

Design Document

Sample of a Detailed Lesson

Plan

cont.- Sample of a Detailed

Lesson Plan

Transfer of training

Transfer of training theories

Characteristics that influence transfer

Organizational climate
Manager support
Peer support
Opportunities to perform
Technological support

Levels of Management Support for

Training

Examples of Obstacles in the Work

Environment That Inhibit Transfer of
Training
Obstacle Work Conditions Description
Description of Influence
of Influence
Time pressures
Inadequate equipment
Few opportunities to use skills
Inadequate budget
Lack of Peer Support
Peers discourage use of new knowledge
and skills on the job.
Peers are unwilling to provide feedback.
Peers see training as waste of time.
Lack of Management Support
Management does not accept ideas or
suggestions that are learned in training.
Management does not discuss training
opportunities.
Management opposes use of skills learned
in training.
Management communicates that training is
a waste of time.
Management is unwilling to provide
reinforcement, feedback, and

Trainee has difficulty using new knowledge,

skills, or behavior.

Peers do not support use of new knowledge,

skills, or behavior.

Managers do not reinforce training or

provide opportunities to use new
knowledge, skills, or behavior

How to Gain Manager

Support for Training and
Learning
Transfer
Briefing managers on the purpose of the training

and its relationship to the business strategy and

business objectives.
Encouraging trainees to bring work related
problems to the training.
Information regarding the benefits of the course
collected from past participants should be shared
with managers.
Asking trainees to complete action plans with their
managers.
Using managers as trainers, if possible.
Managers pay attention to the development of their
staff because part of their incentive plan is based
on training and development.

The Learning Organisation

Definition (from: Porth, 1999):
A learning organization is an
organization skilled at creating,
acquiring, and transferring knowledge,
and at modifying its behaviour to
reflect new knowledge and insights.

Key Features of a Learning Organization

Source: Ulrich/Smallwood, 2003

Organisational Learning
Styles

Experimentation
Competency Acquisition
Benchmarking
Continuous Improvement

Why evaluate training?

1. Identify strengths and weakness in the program
2. Assess if the program contributes to learning and the use of the
training content on the job
3. Identify which trainees benefit the most or the least from the
program
4. Assist in marketing the program (getting participant feedback on
their feelings and satisfaction with the program)
5. Determine financial benefits and costs of the program
6. Compare those costs and benefits with non-training investments
7. Compare costs and benefits of different training programs in order
to select the best one

The Evaluation Process

Evaluation Outcomes

Comparison of Evaluation
Designs

Factors that Influence the Type of

Evaluation Design