Training and Development Unit I Journal, Unit II Journal

HRM 6303, Training and Development 1

Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to:

1. Formulate different developmental approaches to training. 1.1 Explain the learner-guided approach to training. 1.2 Describe methods for organizations to harness the use of self-directed training. 1.3 Explain how technology can be used to enhance training.

Course/Unit Learning Outcomes

Learning Activity

1.1

Unit Lesson Article: “Smart Training and Development: A Learner-Guided Approach” Article: “Employee Perspectives on MOOCs for Workplace Learning” Article: “Training Strategies, Theories and Types” Article: “Curriculum Development for the Workplace Using Entrustable

Professional Activities (EPAs): AMEE Guide No. 99” Unit I Essay

1.2

Unit Lesson Article: “Smart Training and Development: A Learner-Guided Approach” Article: “Employee Perspectives on MOOCs for Workplace Learning” Article: “Training Strategies, Theories and Types” Article: “Curriculum Development for the Workplace Using Entrustable

Professional Activities (EPAs): AMEE Guide No. 99” Unit I Essay

1.3

Unit Lesson Article: “Smart Training and Development: A Learner-Guided Approach” Article: “Employee Perspectives on MOOCs for Workplace Learning” Article: “Training Strategies, Theories and Types” Article: “Curriculum Development for the Workplace Using Entrustable

Professional Activities (EPAs): AMEE Guide No. 99” Unit I Essay

Required Unit Resources In order to access the following resources, click the links below. Cox, J. H. (2016). Smart training and development: A learner-guided approach. Performance Improvement,

55(5), 6–9. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bsu&AN=115518452&site=ehost-live&scope=site

Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning.

TechTrends: Linking Research & Practice to Improve Learning, 61(1), 65–70. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=120548828&site=ehost-live&scope=site

Milhem, W., Abushamsieh, K., & Pérez Aróstegui, M. N. (2014). Training strategies, theories and types.

Journal of Accounting–Business & Management, 21(1), 12–26. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bsu&AN=97184045&site=ehost-live&scope=site

UNIT I STUDY GUIDE

Developmental Approaches to Training

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The Strategic Role of Training and Development Before we begin discussing developmental approaches to training, we must first understand the strategic role that training and development play within an organization. There is a heavy reliance among organizations today to focus on the intangible assets of the organization to gain a competitive advantage. This intangible asset is the organization’s human capital. Workers with specialized knowledge, skills, and abilities (KSAs) are challenging to find and also difficult to duplicate. Hence, organizations must find ways to maximize the contributions of their current workforce to achieve organizational success. Training and development, also known as learning and development, are vital aspects of meeting an organization’s talent management needs. Therefore, the learning initiatives of an organization must be strategically aligned with the organization’s business strategy to ensure there is an impact on the organization’s bottom line. When it comes to the overall learning initiatives within an organization, it is important to note the distinction between the two terms training and development, which can be examined in the following graphic.

Traditionally, many organizations would focus their learning and development activities around training. For example, a skill gap or need is identified, and then training is designed, developed, and implemented to meet that need or skill gap. Upon completion, a training evaluation is completed to see how well the training met the need. Training is still being used in this manner; however, some organizations recognize that when training is coupled with development, it serves a deeper purpose within the organization. Training and development are, therefore, used in a strategic manner to impact the organization as a whole for the long- term. Developmental Approaches to Training This now brings us to the developmental approaches to training. With the knowledge that an organization must align its training activities to its business strategy to achieve its outcomes, training must be designed and developed in such a way that efficiently facilitates this task. In many cases, depending on the need to be met, existing training materials may be acceptable to meet specific needs if given minor modifications.

Figure 1: Differences between training and development

Training

•This is a method whereby organizations provide KSAs that are specific to a particular job or task. Training is most appropriate when knowledge or a skill is missing and the individual has the motivation and aptitude to learn. Training can provide skills that can be put to use immediately and is a great solution for solving short-term skill gaps. Example: An engineering manager is trained on how to work effectively with culturally diverse teams.

Development

•Also known as developmental activities, these are focused on the long-term and prepare for future responsibilities while, at the same time, increasing the capacities of the employees to perform their current job. The activities here are broader in scope than what is only done in training. Example: An engineering manager is identified as someone with a potential to take on a director-level leadership position within the division if given the additional learning opportunities to hone his or her leadership capabilities.

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However, at other times, new materials must be developed to meet a specific need. During the developmental phase of training, choices are made among the various types of learning activities, training delivery methods, and technological tools that can be used. We will discuss each one of these components in detail. Learning activities: Learning activities give the opportunity for participants to learn information. Activities may include passive or participatory learning experiences. Passive learning activities involve the learner reading, listening, and observing. These may include programmed instruction or readings delivered by computer or mobile devices, panel discussions, demonstrations, and lectures. Participatory learning is a form of education in which the learner interacts with the instructor or group of co- learners. This includes facilitated group discussions and question-and-answer (Q&A) sessions, along with the activities listed below.

• Simulations: Participants perform a given role within a scenario designed to resemble a real-life challenge.

• Case studies: Participants apply knowledge or a new skill to a hypothetical case or situation.

• Structured exercises: Participants complete tasks similar to those actually encountered on the job.

• Role plays: Participants act out and assume roles to practice appropriate behavior or resolve conflicts for various situations.

Those responsible for the development of training must take into consideration the activities they use since the activity choice will affect the participants’ level of interest, their ability to retain and apply new knowledge, and the resources needed to develop the training. Below are some questions to keep in mind when selecting learning activities.

Training delivery methods: The three major training delivery methods are self-directed study, instructor-led training, and on-the-job training (OJT).

• Self-directed study: Sometimes referred to as self-study, this is a type of training delivery method that gives learners the opportunity to progress at their own pace without the assistance of an instructor. This training delivery method can include training materials and also performance support materials such as job aids that provide step-by-step instructions regarding work tasks. The materials presented may be delivered in a number of ways. The oldest form of delivery is print—the workbook. Video and

Who is the audience? What are the cost limitations?

What will participants be assessed on?

What are the learning objectives of the program?

What is the geographical location of the audience members?

What are the technological barriers?

What is the time frame for the training program?

What are the cultural perceptions associated with the different learning activities?

Figure 2: Important learning activities questions

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audio delivery accommodate different learning styles and increase the flexibility of how training is delivered. For example, these may include electronic formats such as MP3s, podcasts, or mobile devices.

• Instructor-led training: This form of training delivery is traditional in a sense that training is delivered by an instructor to an audience. The setting for the training can be a classroom or conference room onsite. Some organizations may also partner with colleges and universities, training vendors, and trade associations to provide traditional classroom training. The option of the Internet has allowed for training to be virtual. For example, webinars allow individual learners or entire classes to access an instructor from one central location via the web. Some of the learning activities found in instructor-led training are presentations, lectures, readings, case studies, group discussions, and simulations.

• OJT: Managers and supervisors of a given organization will typically provide OJT to employees at the actual work site. The customary practice of OJT is demonstrated below. o The skill is demonstrated by the trainer to the leaner. o The learner then practices the skill that was demonstrated. o Feedback is given to the learner by the trainer regarding the learner’s performance. o The learner is then retested.

Often, the learner is given learning aids to support his or her performance after the OJT. These learning aids may include diagrams or process models.

Technological learning tools: Many organizations have observed that technology has allowed them to deliver training more effectively and efficiently. Access to training has been made more equitable due to technology, and it aligns with the way that employees live by allowing them to learn when and where they choose. Technology has also given human resources more control in the administration of training. There are four types of technological tools we are discussing, including e-learning, learning portals, learning management systems, and mobile learning.

• E-learning: This is the delivery of training that is typically done through electronic media such as virtual classrooms, mobile devices, or web-based learning via a computer. When this method of training delivery is used, instructors are often positioned to moderate discussions, provide feedback, and suggest supplemental resources and activities.

• Learning portals: This is an access point via the Internet and through an organization’s intranet site that provides access to the organization’s database of information and resources pertaining to learning and training. Information through learning portals can be presented from diverse sources in a unified way. Employees have access to learning-related applications, and information can be handled and communicated effectively and efficiently.

• Learning management systems: A learning management system (LMS) is an electronic system that holds suggested curriculum and course content. An LMS may also have certification paths for those needing certification in a given area. The LMS has the ability to manage and track employee registration and completion and many other employee development activities such as career and skill development.

• Mobile learning: There are a number of ways that mobile learning can be defined, but for this lesson, we will define it as content and information that can be accessed via a small, handheld device such as a smartphone or tablet. Many organizations around the globe use mobile learning as a means to deliver training as it provides a degree of equity in training access in remote regions.

As you can see, technology has disrupted the way training is delivered and how employees learn. There are many benefits that organizations can realize by utilizing technology to administer training. By adopting technology in the development of training, technology will continue to shape the ways that organizations deliver training.

Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

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Complete the following activity to check your knowledge. This Unit I Nongraded Learning Activity includes a matching quiz about the important terminology used in the course (Transcript for the Unit I Nongraded Learning Activity).