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12-IRE347-Review.pdf

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IRE347 TRAINING & DEVELOPMENT Anny Fong M.Eng, MBA, LL.M, PMP

Aug 15, 2022

Agenda

¨ Questions from exit cards ¨ Group project videos ¨ Final assessment

¤ Logistics ¤ Format

¨ Review ¨ Next steps

¤ Exit card 12 ¤ Reminder for course evals

¨ A few words from me

Questions from exit cards

¨ TBD

Final assessment

¨ Scope ¤ All material from the course

n Textbook material n Lecture and in-class discussion

¤ No need to remember specific case facts, but do take away the lessons from case discussions

¤ Focus on demonstrating applications of course concepts/theories n Where applicable, responses should be specific to the situation/context

provided

¨ Format ¤ 7 questions

n Case #1 – 3 aligning questions (3 x 10 marks) n Case #2 – 2 aligning questions (2 x 10 marks) n 1 short answer question unrelated to either case (6 marks) n 1 reflection question (4 marks)

Final assessment

Aug 17, 2pm EDT •Assessment file available for download

•MS Word file

Assessment window •Complete assessment on Word document

•Start/stop as you like •Designed to take ~2-3 hours if written in one sitting

Aug 19, 2pm EDT •Upload completed MS Word file

Image sources: The Noun Project: exam by Saeful Muslim, Shooting Star by IconMark, working by Fahmihorizon

Final assessment FAQs

¨ Is it open book? ¨ Can I work with a friend or two? ¨ Can I just copy/paste from the slides/text? ¨ Do I need to work on this for 48 hours? ¨ Can I start/stop during the assessment

window? ¨ Can I hand in the assessment before due

date? ¨ Will the assessment have multiple choice? ¨ How many words should I write for each

answer? ¨ What does the assessment assess?

What did we learn?

¨ Training and Development Process ¨ Learning & Motivation ¨ Needs Analysis Process ¨ Training Design ¨ On/Off-the-job Training Methods ¨ Technology-based Training Methods ¨ Training Delivery ¨ Transfer of Training ¨ Evaluating Training ¨ Training Programs

Instructional Systems Design Model 8

Learning & Motivation

¨ 70-20-10 model ¤ 70% on-the-job experiences and assignments ¤ 20% relationships and interactions ¤ 10% formal learning

¨ Learning outcomes ¨ Adaptive Character of Thought (ACT) Theory

¤ Declarative knowledge → Knowledge compilation → Procedural knowledge

¨ Resource Allocation Theory ¨ Learning styles

¤ Kolb’s – how to learn, how to deal ¤ VARK – visual, auditory, reading/writing,

kinesthetic © Anny Fong

Learning & Motivation

¨ Conditioning Theory ¨ Social Cognitive Theory ¨ Adult Learning Theory ¨ Impact of goal setting on learning

Why do I care?

What is the context?

What am I solving for?

Training Design

¨ Training objectives ¨ Considerations for in-house development

vs. outsourcing ¨ Training content ¨ Training methods ¨ Pre-training interventions ¨ Active learning ¨ Error-management training

On/off-the-job training

¨ Considerations for on/off-the-job training ¤ Costs, who the trainer is, trainee preferences,

blended approaches, etc. ¨ Off-the-job training methods

¤ Lecture, case studies, role plays, etc. ¨ On-the-job training methods

¤ Job shadowing, job rotation, performance aid, etc.

¨ Apprenticeships ¨ Coaching vs. mentoring ¨ Post-training aids ¨ Practical implementation challenges

Technology-based training

¨ Instructor-led vs. self-directed ¨ Communities of Practice ¨ Synthetic learning environments ¨ Gamification ¨ Considerations for technology-based

training ¤ Cost, efficacy, scalability, ability to customize,

trainer/trainee preferences, etc. ¨ Practical implementation challenges

Training Delivery ¨ Lesson plans

¤ Training objectives, classroom/materials required, trainee handouts, outline, etc.

¨ Qualities of an effective trainer ¨ Training logistics

¤ Site, seating arrangements, equipment, etc. ¨ Training administration

¤ Budget, enrolment, records, scheduling, etc. ¨ Ethics ¨ Learning climate ¨ Gagné’s 9 Events of Instruction ¨ Closing ¨ Common training and delivery problems (and how to

overcome them!)

Transfer of Training Process 17

Transfer of Training

¨ Transfer of training strategies ¤ Before training

n Managers assess readiness, trainees communicate expectations with management, trainees completing pre-work, etc.

¤ During training n Managers re-assigning work to other EE’s, trainers incorporating learning

practices to engage, trainees attending with a growth mindset, etc. ¤ After training

n Managers ensuring EE’s have opportunities to apply new skills, trainers conducting follow-up sessions, trainees forming a buddy system, etc.

¨ Transfer of training interventions ¤ Relapse prevention ¤ Self-management ¤ Goal-setting

¨ Post-training supplements ¤ Booster sessions ¤ Self-coaching ¤ Upward feedback

Training Evaluation

¨ Goals of training evaluation ¨ Balancing informational needs with

difficulty/cost of obtaining information ¨ Barriers to training evaluation ¨ Types of training evaluation

¤ Summative, formative, descriptive, causal, etc.

¨ Models of training evaluation ¤ Kirkpatrick, COMA, decision-based

evaluation ¨ Cost-benefit analysis

Training Programs

¨ Different types of training programs ¤ Orientation training, safety training, health and

wellness training, diversity training, etc. ¨ Management/leadership development is

different from EE training ¨ Managers vs. leaders – similarities and

differences ¨ Core commonalities in management skill

development ¤ Initial skills assessment, skill acquisition, skill

practice, skill application on the job ¨ Practical implementation challenges

Exit cards! 21

¨ Before you leave today, please fill in the exit card ¤ Instead of an ‘attendance’ sign in ¤ Opportunity to reflect on today’s class

¨ Quercus > Quizzes > Exit Card – Class 12

Course evaluations 22

¨ Option 1 ¤ Take the survey via the personalized e-mail

link ¨ Option 2

¤ Quercus > Course Evals

A few words from me 23

Good luck on your finals Thank you for a fantastic semester Keep in touch!