Lesson 6-10 Review PDF

Preview

Summary

Review of chapters 6-10 for final...

Description

LESSON 6-10 TO DO FOR EACH LESSON:    

Lesson Objectives Textbook Definitions Key Points Add quiz questions from all our quizzes

Off-the-job training occurs when employees are taken away from their place of work to be trained. LESSON 6 Lesson Objectives: Define needs analysis and describe the needs analysis process Needs analysis: 

A process to identify gaps or deficiencies in employee and organizational performance o Goal: Identify differences between what is and what is desired or requires in terms of results, and compare the magnitude of gasps against the cost of reducing them or ignoring them. o Also known as: needs assessment, training needs analysis (TNA)

Needs analysis process: 1.A concern  A situation, or issues, that has captured the attention of the managers 2.Importance  Is it central to the effectiveness of the organization? 3.Consult Stakeholders  Identify and involve stakeholders who have a vested interest in the process and outcomes of the needs analysis process 4.Data Collection  Collection of information from three levels of analysis: Organization, Task, and Person/Employee

Define and explain how to conduct an organizational, task, and person analysis

Organizational Analysis: The study of the entire organization. This includes the following: 

Consists of an organization’s mission, goals, & objectives such as a dedication to quality or innovation.



Strategic training: Alignment of an organization’s training needs & programs with the organization’s strategy & objectives.



New technologies, competitors, recessions, regulations, mergers, acquisitions, and trade agreements can profoundly affect:

Strategy

Environment

Resources



The need for training.



The content of training.



Employees’ receptivity to being trained.

Resource Analysis: Identification of the resources (money, time, expertise) available in an organization that might be required to design and implement training and development programs. 

This will be covered in more detail in Lesson 12 – The Costs and Benefits of Training.

Organizational Context 

Climate: The collective attitudes of employees toward work, supervision and company goals, policies, and procedures.



Training transfer climate: Characteristics in the work environment that can either facilitate or inhibit the application of training on the job.



Learning culture: Culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization.

Context



The training transfer climate and learning culture were investigated in the previous lesson – Transfer of Training.

The key is to not only determine if training is needed, but also to measure the chances of success by identifying potential barriers.

Task Analysis: The process of obtaining information about a job by determining the duties, tasks, and activities involved and the knowledge, skills, and abilities required to perform the tasks. Job

Task

Consists of a number of related activities, duties, and tasks.

Smallest unit of behaviour studied by the analyst and describes specific sequence of events necessary to complete a unit of work.

Six Steps of a Task Analysis: 1

Identify the target jobs. Obtain a job description. 

2

Job description: A statement of tasks, duties, and responsibilities of a job. It lists the specific duties carried out through the completion of several tasks.

Develop rating. 3



Rate the importance of each task and the frequency that it is performed.

4

Survey a sample of job incumbents.

5

Analyze and interpret the information.

6

Provide feedback on the results.

Person Analysis: Process of studying employee behaviour to determine whether performance meets standards 1.

Define the desired performance

2.

Determine the gap between desired an actual performance

3.

Identify the obstacles to effective performance

Define and describe the purpose of a cognitive task analysis and team task analysis Cognitive task analysis: A set of procedures that focuses on understanding the mental processes and requirements for performing jobs. 

Differs from traditional task analysis in that it describes mental and cognitive activities that are not directly observable, such as decision making and pattern recognition.



Some will argue that task analyses are limited since they (1) emphasize the observable behaviours of individuals rather than their cognitive processes and (2) they assume that the tasks are performed by individuals rather than by groups

Team task analysis Analysis of task of the job, as well as the team-based competencies (knowledge, skills and attitudes) associated with the tasks. 

Differs from traditional task analysis in that interdependencies of the job, skills required for task coordination, and cognitive skills required for interacting in a team must be identified.

Describe the process of determining training is the best solution to performance problem Barriers to Effective Performance:

Human

Technical

Information

Structural

Lack of knowledge*

Poor job design

Ill-defined goals/ objectives

Overlapping roles & responsibilities

Lack of skills*

Lack of tools/equipment

Lack of performance measurements

Lack of flexibility

Lack of motivation

Lack of standardized procedures

Raw data, not normative or comparative data

Lack of control systems

Counterproductive reward systems

Rapid change in technology

Resources suboptimized

Organizational political climate

Group norms

Ineffective feedback

Informal leaders

Describe the different methods and sources for conducting a needs analysis Methods: Nine Methods 1. Observation

2. Questionnaires

3. Key consultation

4. Print media

5. Interviews

6. Group discussion

7. Tests

8. Records and reports

9. Work samples

Sources: 

Employees and managers o

Self-assessments



Subject matter experts



Customers o



Satisfaction ratings and perceptions

Computer-based analysis o

Analysis of business data (e.g. CR, manufacturing quality systems, call centre management software)

Describe the obstacles to conducting a needs analysis and how to overcome them 

Budgetary constraints to conduct a needs analysis



Feel that they can accurately identify training needs and that more analysis is a waste of time and money



Managers may even have their own agendas



Lack of expertise to conduct a needs analysis

KEY POINTS FOR LESSON 6 

Needs analysis is a crucial step in the design and development of training



The needs analysis process consists of a series of interrelated steps o

The identification of a concern, measuring its importance, consulting the stakeholders, and the collection of information



The outcome of needs analysis many reveal that the solution is non-instructional



Given that the proposed solution is instructional, the results of the needs assessment drive the rest of the instructional design process o



Information must be collected from various sources in order to properly understand the problem o



A poorly conducted needs analysis will impede the chances of a successful training program

Organizational analysis, task analysis, person analysis

There are many different methods to collect information o

Each have specific advantages and disadvantages

DEFINITIONS FOR LESSON 6 Needs analysis: A process to identify gaps or deficiencies in employee and organizational performance Organizational analysis: The study of the entire organization including its strategy, environment, resources, and context Resource analysis: The identification of the resources available in an organization that might be required to design and implement training and development programs Organizational climate: The collective attitudes of employees toward work, supervision, and company goals, policies, and procedures Training transfer climate: Characteristics in the work environment that can either facilitate or inhibit the application of training on the job Continuous learning culture: A culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization Task analysis: The process of obtaining information about a job by determining the duties, tasks, and activities involved and the knowledge, skills, and abilities required to perform the tasks Job description: A statement of the tasks, duties, and responsibilities of a job Competency: A cluster of related knowledge, skills, and abilities that enables the job holder to perform effectively Cognitive task analysis: A set of procedures that focuses on understanding the mental processes and skills required for performing a job Team task analysis: An analysis of tasks as well as the team-based competencies (knowledge, skills, and attitudes) associated with the tasks Person analysis The process of studying employee behaviour to determine whether performance meets standards

Contingency management: Practices based on the belief that every act has a consequence and if the consequence is a reward then the act will be repeated -------------------------LESSON 7 Lesson Objectives: Define and write training objectives and describe the five elements and three components that they should include According to the ISD Model, the end result of the Needs Analysis is the identification of a problem. The more information we are able to gather about that problem, the more likely we are to find a solution that will address it. If a training solution is chosen (recall that not all problems can be solved with training), the first step of the design and delivery phase of the ISD model is the establishment of the training objectives.

Training objectives should include five key elements of the desired outcomes: 1.

Who is to perform the desired behaviour?

2.

What is the actual behaviour?

3.

Where is the behaviour to be demonstrated?

4.

When is the behaviour to be demonstrated?

5.

What is the standard by which the behaviour will be judged?

Three components that they should include: 1.

Performance a.

2.

Condition a.

3.

What will the trainee be able to do after the training?

Where and when is this behaviour suppose to occur

Criterion a.

What is an acceptable level of performance?

Discuss the factors to consider when deciding to purchase or design a training program 1.

Advantage of Packaged Programs (aka: Commercial Off-The-Shelf Products) 

High quality



Immediate delivery



Ancillary services



Potential to customize



Benefits from others experience



Extensive testing



Often less expensive

2.

Advantages of Internal Programs 

Security and confidentiality



Use organizations terminology



Incorporate organizations value



Fully branded



Use internal content expertise



Understand audience



Pride and credibility



Content is linked with organization-specific processes

Important factors to consider when deciding between purchasing a ready-made training solution and designing it in-house: 

Cost



Human resources o

Access to a subject-matter expert (Do they have the time to devote to the program design? What would be the production lost if they have to take time off their job to work on this project?)



Time (How long will it take to have the training program ready? How soon can it be delivered to the employees?)



Who needs the training?



What is the expected return or benefit?

Discuss the purpose of an RFP (Request for Proposal) and how to create one Definition: A request for Proposal (RFP) is a document that outlines to potential vendors and consultants an organizations training and project needs (aka: a tender) 

Could be related to any subset of the training development processes

RFOs include sections such as:



Description of company and opportunity



Scope of project and statement of work



Instructions on how to respond



Level of service required

In the corporate world, RFPs are generally targeted to identified service providers (by invitation). In the public sector, RFPs may be available more widely as part of a public tender process.

Describe the ways to determine the content of a training program as well as on-the-job and off-the-job training methods Once the training content has been identified and the development phase has begun, a step to consider concurrently is the way in which that content will be delivered to the trainees. The training can be active or passive for the trainee, communication can be one-way or two-way, and it can employ techniques that are informational or experiential. The next three lessons are devoted to exploring the different ways that training can be delivered. Off-the-Job: 

Examples: classroom, simulations



On-the-Job: 

Examples: coaching, performance aids

Blended Training: 



Example: use of a combination of approaches to training (e.g. classroom training coupled with course website with online resources)

Define practice and active practice, the conditions of practice, active learning, and explain error training Active practice provides practice to learners in a training context. But what is practice? Practice: Physical or mental rehearsal of a task, skill, or knowledge in order to achieve a certain level of proficiency at performing that task or skill or demonstrating that knowledge Active practice, on the other hand, is planned and integrated in the course design Active Practice: Providing trainees with opportunities to practice performing a training task or using knowledge during training

Conditions of Practice during Training 1.

Massed versus distributed practice 

2.

Whole versus part learning 

3.

Training is offered in a single session or spread out

Training materials are presented all at once or one part at a time

Overlearning 

Repeated practice after mastery so that the behaviour becomes automatic

4.

Automaticity: the performance of a skill to the point at which little attention from the brain is required to respond correctly (e.g. typing, driving)

o

This concept was introduced in Lesson 3: Learning and Motivation

Task sequencing 

5.

o

Training material is divided, organized, and presented in a logical sequence of subtasks

Feedback or knowledge of results 

Providing trainees with information and knowledge about their performance on a training task

Integrating Errors into Learning and Training Error training: 

Error avoidant training:

 Training that explicitly allows trainees to make errors while learning to perform a task.

Advantages of error training:

Error management instructions:

Training that explicitly avoids or minimizes trainee errors while learning to perform a task.



Statements that emphasize the positive function of errors.



Forces people to develop thoughtful strategies



Deeper processing of information



Greater practice



Learn “error recovery strategies”



Greater exploration

Describe what a lesson plan is and outline the information it should include Definition: A lesson plan is a blueprint that outlines the training program in terms of sequence of activities and events that will take place. Lesson plans are important because they:   

Ensure training is directed toward solving real problems.

Lesson plan cover pages should include: 

 Organize the sequencing and complexity of  the content.  Enhance the credibility of the training.



Foster smooth operation of training activities.



Help control costs of training design and delivery.



Facilitate competition for funding.

 

Training objectives. Trainees and instructor. Time allocation and location (if applicable). Classroom requirements and seating (if applicable). Training materials and equipment. Trainee supplies and handouts (if applicable).

Discuss Gagne’s nine events of instruction Gagné (1962) proposed nine events of instruction that should be contained in every training program in order to ensure its effectiveness. You may notice that some of the events described have direct links to concepts that have been covered in previous lessons. 1. Gain attention



Get the trainees interested and motivated to initiate training.

2. Describe the objectives



Set the expectations of the trainees and establish how this relates to their needs.

3. Simulate recall of prior knowledge



Queue prior knowledge and how it relates to new training material.

4. Present material to be learned



Organization and presentation of material should be done in a logical and consistent manner.

5. Provide guidance for learning



Reflects use of metacognitive strategies, attentional advice, and advance organizers.

6. Elicit performance practice



7. Provide informative feedback



Provides trainees with an idea of what they understand well and what they need to work on.

8. Assess performance



Links training objectives to trainee learning and perfor...