HRM 6303 Unit IV SA

HRM 6303, Training and Development 1

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

4. Evaluate the application of different delivery systems. 4.1 Identify factors of knowledge retention. 4.2 Assess delivery methods used for teaching adult learners. 4.3 Explain the importance of certain delivery methods since the COVID-19 pandemic.

Required Unit Resources In order to access the following resources, click the links below. Arraya, M. A. M., & Porfírio, J. A. (2017). Training delivery methods as source of dynamic capabilities: The

case of sports’ organisations. European Journal of Training and Development, 41(4), 354–372. https://search-proquest- com.libraryresources.columbiasouthern.edu/docview/1913332273?accountid=33337

Seven Dimensions (Producer). (2015). Training and learning every day (Segment 3 of 11) [Video]. In A

formula for team success. Films on Demand. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl aylists.aspx?wID=273866&xtid=93337&loid=374023

The transcript for this video can be found by clicking the “Transcript” tab to the right of the video in the Films on Demand database. Unit Lesson

Introduction During the pandemic, most employees worked remotely unless they were considered essential workers (vital to operations), but learning and training still had to move forward in organizations. In an effort to meet the need, most organizations focused on virtual and online training delivery methods for remote employees. Since the pandemic, eLearning (virtual, online, web-based) training delivery methods have become preferred methods of many organizations. In this unit, we take a more in-depth look at the various training delivery methods available. As mentioned in past units, matching the learner’s style with the delivery method is paramount. Therefore, we will explore the two primary approaches to help you narrow down this decision. The two approaches to learning are cognitive and behavioral.

Cognitive Approach In the cognitive approach, learning is stimulated through the impact made on cognitive processes such as thinking, analyzing, retaining, and recalling information. The cognitive approach to training has a strong emphasis on the understanding of concepts and information. The retention of the material and its understanding are increased by perceiving the connections between the concepts being learned, breaking down the connections, and reconstructing them. There are two critical processes in the cognitive approach to learning, accommodation and assimilation.

UNIT IV STUDY GUIDE Delivery Systems

HRM 6303, Training and Development 2

UNIT x STUDY GUIDE Title

With the cognitive approach, the learners control their own learning path. The trainer and the method used to deliver the training facilitate the process of learning. Hence, the self-paced learning is typically a viable option in the cognitive approach. However, if the learner is not motivated to learn, then the trainer must view the design and delivery of the training to ensure that the adult learning concepts are incorporated as suggested in Unit II. In the cognitive approach, the learner is active in the process of learning, which is often self-directed and self-evaluative. The trainer will act as the facilitator, presenter, and coordinator who will guide the learners into discovery, solutions, and different perspectives of information. Delivery methods for the cognitive approach include the classroom lecture method, discussions, and eLearning.

Classroom Lecture Method The classroom lecture method is a traditional cognitive delivery approach. In this method, a general understanding of a topic is introduced. There are many formats that this method can follow to allow for a formal or interactive experience. In the formal approach, learners listen as a trainer gives a lecture on a topic. Questions are typically asked toward the end of the lecture, and learners are assessed by activities given by the trainer and are also evaluated by the trainer. On the other hand, in an interactive format, the learner and trainer are both engaged in learning the material. There is a dynamic, continuous dialogue between the learner and the trainer. Given what we know about adult learning, it is wise to ensure that this training format be engaging and interactive.

Discussions In the discussion delivery method, a two-way dialogue is taking place between the trainer and the learner. Typically, a short 15- to 20-minute lecture is given about a particular topic, and then the learners are asked to discuss the topic and the lecture. The trainer supports the discussion by reinforcing the material, expanding upon the information presented, and allowing the learners to ask questions. The trainer looks for both verbal and nonverbal feedback to assess desired learning. If learning has not occurred, then more time may need to be spent on a particular topic.

eLearning If you recall from Unit I, eLearning 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. We will explore two eLearning delivery approaches: webinars and social media. Webinars: As mentioned earlier, technological advances have opened up the number of ways that training can be delivered. Web conferencing is a method in which live meetings or presentations can be given over the internet from one central location. Webinars are a specific type of web conferencing tool where the delivery of training occurs in real time and typically involves a facilitator from one location who communicates electronically (i.e., computer, telephone, satellite, or through some other technical mean) with audience members who may reside in different locations. This training delivery method is quite popular due to its flexibility and cost savings. Social media: This is another eLearning approach that has gained much momentum in recent times. Although new, some experts believe that social media could be useful in all phases of training and development and

HRM 6303, Training and Development 3

UNIT x STUDY GUIDE Title

could fundamentally shift the way training is being delivered today (Leonard, 2015). Some of the uses of social media in training are listed below.

• The use of social intranet platforms to announce scheduled training events is now commonplace. A brief message describes content, and then a link can lead to further explanation or a video of the training.

• Social intranet platforms, such as Yammer or Chatter, can be used to conduct getting-to-know-you exercises. Participants show up at training events already familiar with each other’s interests and backgrounds.

• Another option is delivering lectures and videos and posting them to video-sharing sites on the organization’s intranet.

• Social media can allow participants to share perspectives and experiences. • Support can also be provided for ongoing learning through internal discussion boards where learners

can collaborate and exchange experiences and ideas. • Social media can be used to support post-training collaborative assignments and action plans. • Intranet or internet can facilitate opportunities for employees to interact with specialists in their field. • Social media can also be used to support alumni networks.

Behavioral Approach

The behavioral approach is a delivery method with an emphasis on real-world situations that are simulated to mirror the events, processes, and circumstances of a given concept. As mentioned earlier, the adult learner learns well through experience, whether that be live or simulated. Learning happens through behaviors practiced and exhibited over time. There are several delivery methods in the behavioral approach, which are detailed below.

• Case studies: Participants would apply a new skill/knowledge to a hypothetical case or situation. Case studies can simulate historical situations where decision-making is needed. These situations can be real or imagined and encourage learners to display the behavior of properly making decisions.

• Role plays: Participants act out and assume roles to practice appropriate behavior or resolve conflicts for various situations. There are two types of role-playing scenarios, which are listed below. o Structured role play: In this type of role playing, there is a great deal of information provided about

the situation. Often, there are scripts involved that provide dialogue among the characters. This type of role playing will encourage learners to display traits needed for the given role-playing scenario.

o Unstructured role play: In this type of role playing, the scenario is loosely constructed and free flowing. This type of role playing provides insight to the learners on how their behavior impacts others.

• Simulations: Participants perform a given role within a scenario designed to resemble a real-life challenge. This method allows the learners to apply what they have learned. As the trainer allows the learners to practice the skill, the learners begin to develop proficiency in that given skill.

• In-basket technique: The in-basket technique is a specified role-playing scenario designed to exhibit decision-making skills and attitudes. For example, the learners are given information about their role. This can be a current or future job. Also, general information about the situation is given. The learners are then given a packet of materials, such as complaints, messages, memos, and reports, which constitute the in-basket. The learners are then asked to respond to the materials within a few hours. When all of the appropriate responses have been given, the trainer will ask the learners to discuss the process they took to make the decisions that they did. The trainer will offer feedback in order to reinforce behaviors that the learners did well and to provide alternatives for the actions that were not done well.

• Behavior modeling: In this method, an expert will model the behaviors that need to be learned. The learners will then practice the behaviors in a structured role play. The trainer will then reinforce the behavior and give feedback on areas that need improvement. This method is different from role playing in that it gives the learners an example of what the behavior looks like prior to practicing the behavior.

• Coaching: The coaching delivery method is where one-on-one instruction and guidance is given to learners to help improve their performance in a given area. Typically, this method is used to aid in performance deficiencies, but it can also act as a motivational tool for those who are performing well.

HRM 6303, Training and Development 4

UNIT x STUDY GUIDE Title

There are many delivery approaches that can help a trainer deliver the content that needs to be learned. One core focus is to ensure that the delivery style is one that is palatable for all learners. The knowledge for this comes through the understanding of the various adult learning concepts and then tailoring your delivery approach to those concepts.

Conclusion There are two primary approaches in matching the learner’s style with the training delivery method. They are the cognitive approach and the behavioral approach. We also learned the classroom lecture method is a traditional cognitive delivery approach. Although this delivery method is very much prevalent, eLearning (virtual, online, web-based, and even social-media based) has become a preferred training method for many organizations. In training delivery, eLearning is not just a trend, it is here to stay.

Reference Leonard, B. (2015, May 20). Social media can enhance employees' learning. Society for Human Resource

Management [SHRM]. https://www.shrm.org/resourcesandtools/hr-topics/organizational-and- employee-development/pages/social-media-value.aspx

HRM 6303, Training and Development 1

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

4. Evaluate the application of different delivery systems. 4.1 Identify factors of knowledge retention. 4.2 Assess delivery methods used for teaching adult learners. 4.3 Explain the importance of certain delivery methods since the COVID-19 pandemic.

Required Unit Resources In order to access the following resources, click the links below. Arraya, M. A. M., & Porfírio, J. A. (2017). Training delivery methods as source of dynamic capabilities: The

case of sports’ organisations. European Journal of Training and Development, 41(4), 354–372. https://search-proquest- com.libraryresources.columbiasouthern.edu/docview/1913332273?accountid=33337

Seven Dimensions (Producer). (2015). Training and learning every day (Segment 3 of 11) [Video]. In A

formula for team success. Films on Demand. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl aylists.aspx?wID=273866&xtid=93337&loid=374023

The transcript for this video can be found by clicking the “Transcript” tab to the right of the video in the Films on Demand database. Unit Lesson

Introduction During the pandemic, most employees worked remotely unless they were considered essential workers (vital to operations), but learning and training still had to move forward in organizations. In an effort to meet the need, most organizations focused on virtual and online training delivery methods for remote employees. Since the pandemic, eLearning (virtual, online, web-based) training delivery methods have become preferred methods of many organizations. In this unit, we take a more in-depth look at the various training delivery methods available. As mentioned in past units, matching the learner’s style with the delivery method is paramount. Therefore, we will explore the two primary approaches to help you narrow down this decision. The two approaches to learning are cognitive and behavioral.

Cognitive Approach In the cognitive approach, learning is stimulated through the impact made on cognitive processes such as thinking, analyzing, retaining, and recalling information. The cognitive approach to training has a strong emphasis on the understanding of concepts and information. The retention of the material and its understanding are increased by perceiving the connections between the concepts being learned, breaking down the connections, and reconstructing them. There are two critical processes in the cognitive approach to learning, accommodation and assimilation.

UNIT IV STUDY GUIDE Delivery Systems

HRM 6303, Training and Development 2

UNIT x STUDY GUIDE Title

With the cognitive approach, the learners control their own learning path. The trainer and the method used to deliver the training facilitate the process of learning. Hence, the self-paced learning is typically a viable option in the cognitive approach. However, if the learner is not motivated to learn, then the trainer must view the design and delivery of the training to ensure that the adult learning concepts are incorporated as suggested in Unit II. In the cognitive approach, the learner is active in the process of learning, which is often self-directed and self-evaluative. The trainer will act as the facilitator, presenter, and coordinator who will guide the learners into discovery, solutions, and different perspectives of information. Delivery methods for the cognitive approach include the classroom lecture method, discussions, and eLearning.

Classroom Lecture Method The classroom lecture method is a traditional cognitive delivery approach. In this method, a general understanding of a topic is introduced. There are many formats that this method can follow to allow for a formal or interactive experience. In the formal approach, learners listen as a trainer gives a lecture on a topic. Questions are typically asked toward the end of the lecture, and learners are assessed by activities given by the trainer and are also evaluated by the trainer. On the other hand, in an interactive format, the learner and trainer are both engaged in learning the material. There is a dynamic, continuous dialogue between the learner and the trainer. Given what we know about adult learning, it is wise to ensure that this training format be engaging and interactive.

Discussions In the discussion delivery method, a two-way dialogue is taking place between the trainer and the learner. Typically, a short 15- to 20-minute lecture is given about a particular topic, and then the learners are asked to discuss the topic and the lecture. The trainer supports the discussion by reinforcing the material, expanding upon the information presented, and allowing the learners to ask questions. The trainer looks for both verbal and nonverbal feedback to assess desired learning. If learning has not occurred, then more time may need to be spent on a particular topic.

eLearning If you recall from Unit I, eLearning 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. We will explore two eLearning delivery approaches: webinars and social media. Webinars: As mentioned earlier, technological advances have opened up the number of ways that training can be delivered. Web conferencing is a method in which live meetings or presentations can be given over the internet from one central location. Webinars are a specific type of web conferencing tool where the delivery of training occurs in real time and typically involves a facilitator from one location who communicates electronically (i.e., computer, telephone, satellite, or through some other technical mean) with audience members who may reside in different locations. This training delivery method is quite popular due to its flexibility and cost savings. Social media: This is another eLearning approach that has gained much momentum in recent times. Although new, some experts believe that social media could be useful in all phases of training and development and

HRM 6303, Training and Development 3

UNIT x STUDY GUIDE Title

could fundamentally shift the way training is being delivered today (Leonard, 2015). Some of the uses of social media in training are listed below.

• The use of social intranet platforms to announce scheduled training events is now commonplace. A brief message describes content, and then a link can lead to further explanation or a video of the training.

• Social intranet platforms, such as Yammer or Chatter, can be used to conduct getting-to-know-you exercises. Participants show up at training events already familiar with each other’s interests and backgrounds.

• Another option is delivering lectures and videos and posting them to video-sharing sites on the organization’s intranet.

• Social media can allow participants to share perspectives and experiences. • Support can also be provided for ongoing learning through internal discussion boards where learners

can collaborate and exchange experiences and ideas. • Social media can be used to support post-training collaborative assignments and action plans. • Intranet or internet can facilitate opportunities for employees to interact with specialists in their field. • Social media can also be used to support alumni networks.

Behavioral Approach

The behavioral approach is a delivery method with an emphasis on real-world situations that are simulated to mirror the events, processes, and circumstances of a given concept. As mentioned earlier, the adult learner learns well through experience, whether that be live or simulated. Learning happens through behaviors practiced and exhibited over time. There are several delivery methods in the behavioral approach, which are detailed below.

• Case studies: Participants would apply a new skill/knowledge to a hypothetical case or situation. Case studies can simulate historical situations where decision-making is needed. These situations can be real or imagined and encourage learners to display the behavior of properly making decisions.

• Role plays: Participants act out and assume roles to practice appropriate behavior or resolve conflicts for various situations. There are two types of role-playing scenarios, which are listed below. o Structured role play: In this type of role playing, there is a great deal of information provided about

the situation. Often, there are scripts involved that provide dialogue among the characters. This type of role playing will encourage learners to display traits needed for the given role-playing scenario.

o Unstructured role play: In this type of role playing, the scenario is loosely constructed and free flowing. This type of role playing provides insight to the learners on how their behavior impacts others.

• Simulations: Participants perform a given role within a scenario designed to resemble a real-life challenge. This method allows the learners to apply what they have learned. As the trainer allows the learners to practice the skill, the learners begin to develop proficiency in that given skill.

• In-basket technique: The in-basket technique is a specified role-playing scenario designed to exhibit decision-making skills and attitudes. For example, the learners are given information about their role. This can be a current or future job. Also, general information about the situation is given. The learners are then given a packet of materials, such as complaints, messages, memos, and reports, which constitute the in-basket. The learners are then asked to respond to the materials within a few hours. When all of the appropriate responses have been given, the trainer will ask the learners to discuss the process they took to make the decisions that they did. The trainer will offer feedback in order to reinforce behaviors that the learners did well and to provide alternatives for the actions that were not done well.

• Behavior modeling: In this method, an expert will model the behaviors that need to be learned. The learners will then practice the behaviors in a structured role play. The trainer will then reinforce the behavior and give feedback on areas that need improvement. This method is different from role playing in that it gives the learners an example of what the behavior looks like prior to practicing the behavior.

• Coaching: The coaching delivery method is where one-on-one instruction and guidance is given to learners to help improve their performance in a given area. Typically, this method is used to aid in performance deficiencies, but it can also act as a motivational tool for those who are performing well.

HRM 6303, Training and Development 4

UNIT x STUDY GUIDE Title

There are many delivery approaches that can help a trainer deliver the content that needs to be learned. One core focus is to ensure that the delivery style is one that is palatable for all learners. The knowledge for this comes through the understanding of the various adult learning concepts and then tailoring your delivery approach to those concepts.

Conclusion There are two primary approaches in matching the learner’s style with the training delivery method. They are the cognitive approach and the behavioral approach. We also learned the classroom lecture method is a traditional cognitive delivery approach. Although this delivery method is very much prevalent, eLearning (virtual, online, web-based, and even social-media based) has become a preferred training method for many organizations. In training delivery, eLearning is not just a trend, it is here to stay.

Reference Leonard, B. (2015, May 20). Social media can enhance employees' learning. Society for Human Resource

Management [SHRM]. https://www.shrm.org/resourcesandtools/hr-topics/organizational-and- employee-development/pages/social-media-value.aspx