BUS 680 Week 4 Discussion 1 & 2

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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 8: Development and Implementation of Training

Articles

Kahane, E. (2014, June 9). Why corporate education needs a digital strategy to avoid disruption. (Links to an external site.) Forbes. Retrieved from http://www.forbes.com/sites/emc/2014/06/09/digital-learning-strategies-breaking-the-grip-of-the-rip?

· This article focuses on the need for improved corporate education strategy. Kahene (2014), discusses the need for the transformation of corporate education to include a digital aspect in order to remain competitive. This article is part of a series of articles. The next post by this author will discuss the digital business model strategy. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)

Jaidev, U., & Chirayath, S. (2012, October 1). Pre-training, during training and post-training activities as predictors of transfer of training. IUP Journal of Management Research, 11(4), 54-70. Retrieved from the EBSCOhost database.

· The purpose of this study is to determine whether pre-training, during-training and post-training activities significantly influence transfer of training, and also if the three predictors have a significant relationship with transfer of training. Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.)

Multimedia

Forbes. (2014, May 23). Educating a generation of matchmakers (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=nU2fW199pX0&list=PL841BABB2A54600E4

Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.)

CommLab India. (2011, December 5). Employee training process (Links to an external site.). Retrieved from https://www.youtube.com/watch?v=p1jmpMHgOPg

Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.)

Recommended Resources

Articles

Martijn van, D.L., Karen, V.D., & Chiaburu, D.S. (2013). Getting the most of management training: The role of identical elements for training transfer. Personnel Review, 42(4), 422-439. doi:http://dx.doi.org/10.1108/PR-05-2011-0072

· Focusing on management training, the purpose of this paper is to establish whether identical elements in a training program (i.e. aspects resembling participants’ work situation) can improve training transfer and whether they do so beyond the contribution of two well-established predictors – motivation to learn and expected utility.

Meyer, S. (2014, July 10). Single-concept learning: A radical alternative to traditional workplace training (Links to an external site.). Forbes. Retrieved from http://www.forbes.com/sites/stevemeyer/2014/07/10/single-concept-learning-a-radical-alternative-to-traditional-workplace-training/

· This article focuses on an innovative new type of training. The author argues that the existing types of trainings do not ensure learning transfer and that corporate training needs to be re-designed.

Multimedia

L8ybugmom. (2012, April 5). How to create a power point presentation (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=OyoeGSFmI4E&noredirect=1

LearnitAnytime (2013, June 6). PowerPoint 2010: Speaker notes (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=T4oScGkqMAw

Website

ATD (2014). ATD Best Awards 2014 (Links to an external site.). Retrieved from http://www.astd.org/About/ASTD-Awards/Best-Awards

DISCUSSION 1

Types of Trainees

A successful trainer needs to effectively engage various types of trainees and adapt quickly in the learning environment to meet their needs. Chapter 8 of the Blanchard and Thacker (2013) text lists and offers tips on dealing with different participant personalities. Review the three scenarios below. Discuss how you would effectively engage and manage each group of participants in a 2-day training seminar. Apply two to three specific adult learning principles and/or techniques to each of the scenarios listed below.

Scenario A Your colleague is a training specialist who has just concluded an activity on techniques for overcoming challenges in the classroom. He clearly understood the content, but did not ask questions of the group to confirm their understanding. In addition, when explaining activities, the directions were not clear and there was never an opportunity to ask for clarification. What constructive feedback would you give to your colleague?

Scenario B Your colleague is a department manager who has just opened a training session. Her opening included group introductions, but she went directly into presenting content. About an hour later, a few participants began talking out of turn. What feedback would you give to your colleague on the impact this may have had on participants, and what could have been done differently to avoid this situation?

Scenario C Your colleague is a human resources manager who just completed an activity followed by a group discussion. The activity went well, but the debrief did not. As the facilitator, he had trouble getting the group to answer his questions. The group did not appear to be very engaged. What feedback could you give him on how he could get participants to participate?

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.

DISCUSSION 2

Training Methods

There are several instructional methods and activities that can be used to deliver training. As a trainer, you should have a broad awareness of different kinds of instructional methods so that you can recommend and utilize the most appropriate solutions for the specific learning objectives.

List and describe three types of training methods. What type of activity is it? What types of activities precede and follow it? What learning style(s) does this activity accommodate? What adult learning characteristics does this activity incorporate? Discuss the pros and cons of each method. Lastly, using Bloom’s taxonomy, create a training objective for each instructional method. Be sure to consider the specific skills and knowledge to be learned in the training in order to appropriately apply each instructional method.