BUS 680 Week 3 Responses Needed

Required Resources

Text

Blanchard, P. N., & Thacker, J. W. (2013).  Effective training: Systems, strategies, and practices  (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

· Chapter 5: Training Design

· Chapter 6: Traditional Training Methods

· Chapter 7: Computer-Based Training Methods

Articles

Cherry, K. (2014).  What is emotional intelligence? Definitions, history, and measures (Links to an external site.). About.com Psychology. Retrieved from http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm

Clark, D. (2014).  Why instructional system design and ADDIE? (Links to an external site.) Retrieved from http://www.nwlink.com/~donclark/hrd/sat1.html

Learning styles (Links to an external site.). (n.d.). Retrieved from http://www.mindtools.com/mnemlsty.html

DISCUSSION 1 WEEK 3 Replies Needed

Training Design

For this discussion, imagine that you are designing a 4-hour leadership development training session. Identify specific learning objectives for your training session. Conduct an Internet search to identify the types of games and business simulations that are available. Select one game or business simulation appropriate for your audience and learning objectives. Provide a brief description, detailed rationale, and thorough analysis of the game or business simulation as it pertains to your specific audience and learning objectives. Do not simply cut and paste from the Internet source.

Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.

Respond to two other posts regarding items you found to be compelling and enlightening. To help you with your reply, please consider the following questions:

· What did you learn from the posting?

· What additional questions do you have after reading the posting?

· What clarification do you need regarding the posting?

· What differences or similarities do you see between your initial discussion thread and your classmates' postings?

· Ask each other questions about why the specific game or simulation was selected.

· How does the chosen game or simulation apply to other situations?

· What are the differences or similarities in the specific game or simulation you selected compared to those identified by others?

· Analyze your classmates' chosen game or simulation. Do you agree or disagree with the choice? Why or why not? Provide examples where possible. 

· What are the differences or similarities in the learning content objectives for your training session compared to those identified by others?

Your reply posts should be a minimum of 150-250 words each.

Reply to Paul Strange post

When design a leadership program there needs to be a competitive strategy, as this relates to the training of that organization you need to know what the organization needs first then you may be able to develop. The training process plan the most important role this helps align the internal organizational strategy. Learning needs to be for everyone in that organization and this relies on the motivation, and self-efficacy of the individuals. It could be in groups, individuals, and organizations. The important thing to remember is why people learn, what is important when, and where they learn (Weekly lecture).

Types of games and business simulations:

This type of simulation caught my eye this is for the leadership that develops leadership knowledge it uses real-life business scenarios. It can be done in 3 hours it also has comprehensive training and this can be integrated into everyday leadership programs.  It is called (lead-out) both informal and formal team building, planning, decision making interpersonal relationships, risk making. To succeed, the groups must plan effectively, implement their strategy, work together as a team, depending on the performance of each individual and yet cooperate in a competitive, high-performance setting (www.leadout.com (Links to an external site.). 2014).

Objectives:

The objectives of training there are four different types of such as reaction, learning transfer, transfer of training, and the organizational outcome (Blanchard & Thacker, 2013). Reaction refers to how the trainees feel about the training and in their learning environment. The learning objectives refer to the KSAs and what is expected to acquire while being trained and how it will be demonstrated to them. The transfer of learning is about how it affects job behavior and what can be expected as a result of learning about the KSAs in referring to the job position. The organizational outcomes describe how this will also affect the organization as a whole and what will be the outcome (if any) changes to the trainee’s behavior in what they have learned (Blanchard & Thacker, 2013).

Provide a brief description, detailed rationale,

The desired outcome in the trainee’s behavior is to do what they are doing and in the same breathable to do, what is being told to them, and do the job accordingly and specifically to detail. They need to be able to differentiate between two piles of chips which is bad, and which is good (Blanchard & Thacker, 2013).

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed.). Boston, MA: Pearson.

(n.a. 2014). How Leadout Works: The Leadout Leadership Training Simulation Retrieved from the web site: https://www.leadout.com/how-leadout-works.html

Reply to Bud Benson post

Hello class,

Objectives

The purpose of the leadership developmental training is to train 50% of the fabrication employee’s supervisors on the new fabrication software within the first quarter of operations. When creating a leadership development training program, the designer must utilize the Training Needs Analysis (TNA) (Blanchard & Thacker, 4.2) results to ensure proper alignment with the company’s strategies and goals.  The training objectives must be conveyed in a specific, measurable, achievable, realistic, and timely (SMART) (Forrest) manner.  The training program will be approximately 60% simulation, 15% lecture, 15% breaktime, and 10% game.

Game

The designer must account for the audience make up to keep them actively learning.  The beginning of the training starts with the game called the “Whisper Game.”  The instructor whispers a random statement into the person’s ear that is sitting in the first row of computer terminals and the person tries to whisper exactly what the instructor whispered into the next person’s ear.  This goes on from person to person until the last training attendee has to repeat what the instructor whispered, out loud, what the 2nd to the last person whispered to her/him.  The object of the game is to demonstrate that details get lost when passing information so it is vital for the information to make sense.  The “Whisper” game also gets the fabrication employees supervisors actively engaged in the upcoming training session.

Simulation

The simulation portion of the training is installed in each of the computer terminals and will simulate the fabrication machine’s daily operation with the new “Windows” based fabrication software without having the fabrication machine physically present.  This simulation will allow the supervisors to become familiar with troubleshooting techniques, alterations in the fabrication design, and perform throughput calculations that are included in the supervisor’s daily reports at a fraction of the time and cost when compared to training each supervisor at different plants where they work.  As the supervisor’s become more proficient in the use of the software, the simulation provides each supervisor with continuous reinforcement (Mazur) thus facilitating the active learning process.  Upon receiving this training, each supervisor will be able to perform on-the-job training to 10 fabrication employees.

Blanchard, P.N. & Thacker, J.W. (2013). Effective training: Systems, strategies, and practices (5th ed.).  Upper Saddle River, NJ: Prentice Hal

Forrest, C. (2003). Writing training objectives using SMART (Links to an external site.). Retrieved from www.structuredlearning.com/uploads/docs/smart_objectives_article.pdf

Mazur, Jame E. (2001) Learning and Behavior. (5th ed.) Upper Saddle

River, NJ: Prentice Hall

V/R

Bud Benson

 

DISCUSSION 2 WEEK 3

Training Delivery

Consider your best workplace learning experience. Describe the training delivery method(s) used and identify the factors that contributed to making it an effective workplace learning experience. Then, consider your worst workplace learning experience. Describe the training delivery method(s) used and identify the factors that contributed to making it an ineffective workplace learning experience. Discuss what you would suggest to make each workplace learning experience more effective.

Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.

Respond to two other posts regarding items you found to be compelling and enlightening. To help you with your reply, please consider the following questions:

· What did you learn from the posting?

· What additional questions do you have after reading the posting?

· What clarification do you need regarding the posting?

· What differences or similarities do you see between your initial discussion thread and your classmates' postings?

· What are the differences or similarities in the delivery methods for your workplace learning experiences compared to those identified by others?

· How do the factors that contributed to your best or worst workplace learning experience compare to those identified by others?

Your reply posts should be a minimum of 150-250 words each.

Reply to Falana Kimbrough post

My best workplace learning experience was in a startup in the media and communications industry. It was the best training since I retained the learnt information that is useful until presently. In this training, the tutor used several training designs to deliver the information. Firstly, the training occurred outdoors in a tranquil setting that provided a break from the regular work environment (Coultas, Grossman & Salas, 2012). This approach helped us to develop newer perspectives of our workplace since we later had to develop work place simulations. The tutor presented the information as a coach since he instructed and showed examples as well. Finally, he let us work out real life problems as a team as each member took on a certain responsibility. The highlights of the training was that it was highly interactive, fun, and lively.

The worst workplace learning experience was for the same company but for a different learning outcome. Here, the trainer presented us with lecture videos to watch and aid in the learning process. The videos had lectures that were too plain. The instructor used cryptic terminologies to explain the concepts and there were little examples to support the work. Likewise the instructor rushed all through the training in a complex manner negating the learners’ understanding. The video presentation also lacked appropriate illustrations making it the most boring training I have ever experienced.      

Each workplace learning experience would be more interesting if there were props to match the training. Props include video illustrations, simulations, or other artistic features intended to facilitate the learning process (Blanchard & Thacker, 2013). Similarly, for such trainings, the instructor should personalize the trainings to suit a mentorship design. Finally, work trainings should have attached incentives that promote participation and grasping of the information.

References

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

Coultas, C. W., Grossman, R., & Salas, E. (2012). Design, delivery, evaluation, and transfer of training systems. In G. Salvendry (Ed.), Handbook of human factors and ergonomics (4th ed., pp. 490-533). John Wiley & Sons, Inc.

Reply to Sade Malone post

When I started working at my current job Amazon, I started out a level 1 associate. When we first started they broke us up into groups of 10, so there was 10 new hires per trainer. the trainer took us through safety school being that we was working in a warehouse with heavy machinery, and gave us a tour so we would know where all the facilities where. Once we where all started the actual training process they read off of a manual while showing us what to actually do. Than they made each of us demonstrate the process  from beginning to the end and explain why every step was important. We where with our trainers for 3 days before being left alone on the 4th day. This was one of my best workplace learning experience. There was also this system in place that would allow you managers to tell how many errors you made and you productivity, you would get instant feedback on an error you made either yesterday or a couple hours ago which was great to help you prevent from making future mistake.

Now this is my current job which I am now a level 3 supervisor thanks to the mentors I had in the past.  My supervisor took me under his wing and helped improve and develop my skills to replace him for when he became a manager. My associates are trained to replace me for when I get promoted or when I don't come to work. We try to build each other and learn off of each other. I have a couple of associates that went on to be managers, supervisors and some even went into HR. This organization is always developing and coming up with new ways to train associates especially during these times.

One of my worse workplace experience was when I was an after school teacher. I loved working with kids but the owner didn't make it easy, there was little to no training. He just put us with a group of kids and access how well we got along with them, no safety or first aid training, or child development training. We where only after school teachers but kids are gonna be kids and some type of training should've been done in order to deal with rude parents and their children. He basically put matters into our hands which could've  been a recipe for disaster luckily most of us had experience with kids to be able to teach others. What made matter worse was when we tried to talk to him about it he would get defensive, and threaten our jobs. What made this workplace experience ineffective was the fact that there was no training on how to properly handle these kids at all or any safety training. I would've at least conducted a class on how to deal and interact with parents as well as the children. He should've also made sure the bigger groups had more than one teacher to make the load easier. I was with grades 3-6 and there was 30 kids and my partner got a new job. I was stressful on me but somehow I managed, I had the biggest group but the least help.