Training and Development1st Edition Ian Anderson, INSTRUCTOR’S RESOURCE MANUAL

INSTRUCTOR’S RESOURCE MANUAL Ian Anderson

Training and Development First Edition Ian Anderson

Contents Chapter 1: Strategic Considerations

1

Chapter 2: Organizational Learning

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Chapter 3: Needs Analysis

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Chapter 4: Training Design

41

Chapter 5: Traditional Training Methods

56

Chapter 6: Technology-Based Training Methods

70

Chapter 7: Transfer of Training

84

Chapter 8: Training Delivery

95

Chapter 9: Training Evaluation

106

Chapter 10: Employee, Leadership, and Career Development

119

Chapter 11: Managing Diversity, Ethics, and Corporate Social Responsibility Chapter 12: The Future of Training and Development

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CHAPTER 1 STRATEGIC CONSIDERATIONS Part 1: Chapter Overview Chapter 1 introduces students to the history and foundation of training and development and its relation to human resources management. This chapter examines strategic training and development and looks at the impact of organizational characteristics and the external environment on training. It also introduces the key components in training design, a topic covered in full detail in Chapter 4.

Learning Outcomes LO 1.1 Describe the role of training and development in human resources management.

LO 1.2 Define strategic training and development.

LO 1.3 Explain the organizational characteristics that influence training.

LO 1.4 Describe the external environment and its impact on training in Canada.

LO 1.5 Describe the key components in training design.

Detailed Outline I.

Vignette: College H.U.N.K.S

College H.U.N.K.S. Hauling Junk & Moving® is a full-service residential and commercial service company that offers moving, junk removal, donation pickups, and labour services in Canada and the United States. One of their four core values relates directly to the topic of this text—“Building Leaders.” At the heart of building leaders is a philosophy that thrives on training and development. A successful initiative for them has been lunch and learns. Anyone attending a conference or off-site training class must give a 30- to 60-minute presentation on the training when they return.

Students can discuss the merits of lunch and learns as a training method, as it relates to formal vs informal training, and its ability to provide learning for both the employee presenting as well as the employees participating.

II.

Role of Training and Development Training and development supplies specific benefits to the employees themselves.

1. Extrinsic vs intrinsic benefits (see visual comparing them in textbook) A. Human Resources Management 1. The training and development function provides the workforce with the tools to be successful, which is integral to other HR functions.

2. Businesses that continually improve the workforce positions the organization as an industry leader, providing the impetus to achieve its competitive goals.

3. An employee’s first exposure to the company’s training and development function is typically during orientation, also known as onboarding.

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4. Training and development is closely related to performance management.

One way to look at the performance management process is in three main steps: a. Planning b. Review progress/Provide feedback c. Evaluation B. History of Training and Development and Organization Development 1. Organization development (OD) features planned interventions in the organization’s “processes,” using behavioural science, to increase an organization’s effectiveness and health. The fields of OD and training and development are considered separate fields of practice.

2. Training and development in North America really emerged during the period during and after the involvement in World War II. 3. The U.S. military spurred one of the first widely adopted models for designing training, the instructional systems development (ISD).

4. Human capital represents the knowledge, education, training, skills, and experience of a firm’s workers.

5. More recently, much more attention is being paid to soft skills such as emotional intelligence and mindfulness.

Teaching Tip There is a timeline widget in Revel where students can click on various time periods to see what relevant training events were occurring. For example: TIME DATE PERIOD 1930– 1939-1945 World War II 1949

EVENT Factors predicting training success in military settings Post-war military-industry training partnerships begin

1946 Lewin 1950s

Transfer of training evolves to a more applied concept

C. Learning Components 1. Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning”.

2. As organizations compete for talent, learning becomes vital to an organization’s ability to obtain needed skills.

3. Technologies such as robotics and AI could cause jobs to disappear, but many more will be transformed.

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Teaching Tip Technology and the Trainer’s Job looks at technology adoption and the need for new skills as a result.

4. Figure 1.1 illustrates that many organizations are looking at training instead of hiring to obtain the talent they need in their organizations.

Teaching Tip There is a drag and drop widget in Revel where students can match human capital terms (knowledge, skills, understanding, motivation) to a phrase.

D. Agile Learning 1. Learning professionals can move away from sequential design models to agile ones that integrate training design, delivery, and evaluation into a connected process.

2. Individuals learn in different ways, so agile HR professionals can target the content and delivery in such a way that people can learn on their own time, or even within their work teams.

3. Figure 1.2 demonstrates the need to put incentives in place so that managers support learning and employees are motivated to pursue learning opportunities.

Teaching Tip Trainer’s checklist examines bottom-up and top-down learning.

III.

Strategic Training and Development Discussion of Michael Porter’s three competitive strategies: • Cost leadership: delivering comparable value for a lower price • Differentiation: marketing the unique benefits that make a product or service more valuable • Focus: identifying and understanding the needs of a niche market A. Aligning Training Goals with the Big Picture 1. Training goals that align with the company’s strategy make it easier to get buy-in from every level.

2. Business strategy also has a major impact on training and development as resource allocation is based on company strategy.

3. Strategic training and development initiatives help organizations access the abilities of their employees to adapt to a changing work environment.

Teaching Tip Diversity Matters looks at strategy and the business case for diversity.

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4. Table 1.1 shows some examples of strategic training and development initiatives and their impact on training.

B. The Role of Training and Development in Gaining Competitive Advantage 1. The resource-based view of organizations focuses on three types of firm resources that provide competitive advantage. a. Physical capital resources include such things as the firm’s plant, equipment, and finances. b. Organizational capital resources consist of such things as the firm’s structure, planning, controlling, coordinating, and HR systems. c. Human capital resources include such things as the skills, judgment, and intelligence of the firm’s employees.

2. To identify the value of a firm’s human resources, as well as the proper role of training and development in managing the firm’s human capital to achieve competitive advantage, it is possible to apply the VRIO framework and ask about four factors: value, rareness, imitability, and organization.

3. Table 1.2 looks at the VRIO framework and the implications of each element for training. This provides a robust discussion of strategy and training and how they connect.

4. Competitive intelligence and benchmarking are also important to understand which internal practices help to maintain competitive parity and which can be used to gain competitive advantage.

C. The Use of Metrics to Evaluate Training Success 1. Determining how training and development activities contribute to organizational goals happens by identifying and collecting outcome measures or metrics.

2. Figure 1.3 looks at the Kirkpatrick model and their metrics: a. Level 1—Reaction b. Level 2—Learning c. Level 3—Behaviour d. Level 4—Results 3. Figure 1.4 looks at the Balanced Scorecard and their metrics: a. Financial b. Customer c. Internal Process d. Learning and Growth Teaching Tip Bryant’s Top 10 Training Metrics looks at measurement of the effectiveness of training.

IV.

Organizational Characteristics that Influence Training A. Strategy

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1. The goals and objectives of the organization need to directly link with HR’s goals and objectives to ensure that training and development activities deliver those results.

2. Another way for HR strategy to link with corporate strategy is through the lens of the customer and how they are impacted by the company’s value proposition.

B. Company Size and Structure 1. Structural changes such as downsizing and re-engineering tend to alter the tasks and responsibilities of employees, which creates a training need.

2. Training differs between small and large organizations.

C. Culture 1. Training programs need to be consistent with organizational culture, which is the core values, beliefs, and assumptions that are widely shared by members of an organization.

2. Culture shapes and defines training activities, and those training activities will in turn influence and redefine organizational culture.

Teaching Tip And the Survey Says... looks at business performance results in a study of highimpact learning cultures.

D. HR Practices and Systems 1. Table in the textbook depicts the link between Training & Development (T&D) and other HRM functions.

E. Role of Management and Employees 1. The role of the employee has changed dramatically, with many former management skills such as decision making and problem-solving shifting downward in organizations.

2. A shift in the training mindset is happening as training moves away from “one size fits all” content to more learner-centric approaches.

V.

The External Environment and Its Impact on Training in Canada A. Macro Trends 1. Macro trends include globalization, technology demographics, the labour market, and economic and legal trends.

B. Micro Trends 1. Micro trends include organizational change, employee engagement, training as part of brand, and the focus on knowledge workers.

2. Employee engagement is the emotional and intellectual involvement of employees in their work, such as intensity, focus, and involvement in their job and organization.

• Boxed feature—Social Media Applications for Training and Development • Figure 5.1 Temporary vs Permanent Workers in Canada

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Teaching Tip As part of the discussion of macro and micro trends, Revel features an interactive on the economic impact of training with four flashcards that reveal examples of the following costs: training location and expenses, training tools and supplies, cost of facilitator, and costs incurred for participants.

VI.

Training Design The instructional systems design (ISD) model looks at training and development from a rational and scientific perspective, based on three key steps: needs analysis, design and delivery, and evaluation.

1. Levels of needs analysis: i. Organizational analysis ii. Task analysis iii. Person analysis 2. Table 1.4 presents four popular instructional models: a. Bloom’s Taxonomy b. The ADDIE model c. The ARCS model d. The Agile model A. The ADDIE Model 1. The ADDIE model is widely viewed as the most popular framework for creating training.

B. Overcoming ADDIE’s Flaws The linear approach may not match the realities of training design in industry.

It can be heavy on data, which can lead to time-consuming documentation and reporting requirements for clients. Some criticize that the detailed processes may lead to training programs focused on measurable criteria (schedule, cost, flow) instead of needed behavioural changes.

Teaching Tip Revel has a worked example illustrating typical questions asked at each phase of ADDIE. This could work well for class discussion so that students understand the linkages between each phase.

Analysis What is the performance gap?

Who is the audience and their characteristics?

What new behaviour is desired?

What types of learning constraints are there?

What are the delivery options?

What is the timeline?

Design What instructional strategy should we follow?

What delivery methods should we consider?

What should be the user interface and experience?

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Implementation What training is needed for the facilitators?

How do we prepare the learners?

Are all the materials, tools, software, and equipment in place?

How is the training going?

Evaluation Is the training achieving the results that we wanted?

What tests do we need to evaluate the training?

What can we do differently next time?

End of the Chapter Content Key Terms Employee engagement: The emotional and intellectual involvement of employees in their work, such as intensity, focus, and involvement in their job and organization Human capital: The knowledge, education, training, skills, and experience of a firm’s workers Human resources management: The management of people in organizations to drive successful organizational performance and achievement of the organization’s strategic goals Learning: A process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning Organizational culture: The core values, beliefs, and assumptions that are widely shared by members of an organization Organization development (OD): Planned interventions in the organization’s “processes,” using behavioural science, to increase an organization’s effectiveness and health

Discussion Questions and Suggested Answers 1. What is the difference between intrinsic and extrinsic benefits?

Intrinsic benefits include new knowledge and skills, greater confidence, an increased sense of belonging, and greater positivity. Extrinsic benefits include higher earnings, improved marketability, job security, and promotional opportunities.

LO 1.1 Describe the role of training and development in human resources management.

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2. Why do some organizations view training and development as an investment instead of an expense?

When organizations view training and development as an investment instead of an expense, many benefits can accrue. By providing employees with new ideas, skills, and better practices, their confidence increases. The employees make better decisions and typically have increased productivity. Research has shown that companies that invest more in training have higher revenues, profits, and productivity growth. When organizations invest in employees, they have higher satisfaction which leads to increased retention. The investment in employees leads to their feeling more connected, valued, accountable, focused, and part of the team. Another benefit is creating an organizational culture that is adaptive to its environment.

LO 1.1 Describe the role of training and development in human resources management.

3. What are some differences between bottom-up and top-down learning?

Bottom-up learning means providing the motivation to employees to take control of their learning. Teach the employees to observe experts at work and try to learn their tactics and techniques. Suggest to employees that they keep a “to-learn” list by writing down the concepts, thoughts, practices, and vocabulary they want to explore. Encourage them to plan dedicated learning time into their work schedule.

Top-down learning is more traditional training that is employer-driven. Companies can use portals as corporate knowledge systems to share content internally. It can contain channels where leaders provide meaningful information in a dedicated online space for learning. Organizations are still using email as well to support learning.

LO 1.1 Describe the role of training and development in human resources management.

4. What training is required for a company following the cost leadership strategy?

Differentiation strategy? Focus strategy?

Answers will vary. The three strategies are: • Cost leadership: delivering comparable value for a lower price (e.g., Costco) • Differentiation: marketing the unique benefits that make a product or service more valuable (e.g., Nordstrom) • Focus: identifying and understanding the needs of a niche market (e.g., credit unions) Part of achieving competitive advantage comes through the knowledge, skills, and abilities (KSAs) of your employees.

For cost leadership, organizations will focus on employee effectiveness and efficiency, reducing costs, and simplifying processes and procedures. They may hire less expensive staff and spend more money and time on training. Or they may reduce training costs by outsourcing or doing more training via technology.

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For differentiation, customer service and sales training would be critical as it relies on sales and marketing. Product development training would also be important so that the companies can stay nimble and develop new products quickly. Training can help develop a culture of continuous improvement and innovation.

For focus, understanding customers is key. Employees need to be trained on building brand loyalty among their customers. They need knowledge and expertise to tailor products that add value for customers.

LO 1.2 Define strategic training and development.

5. Discuss the effectiveness of using the balanced scorecard to evaluate HR training at your school.

Answers will vary. Students could refer to the following academic journal for more information. The author has a visual of an educational balanced scorecard that could be used for class discussion.

Schwieger, D. (2015). Using a Balanced Scorecard Approach to Evaluate the Value of Service Learning Projects in Online Course. Information Systems Education Journal 13 (5). 1545-679X. September 2015. 4-11.

LO 1.2 Define strategic training and development.

6. What are some key metrics for evaluating training effectiveness?

Two common sources of metrics are the Kirkpatrick model and the balanced scorecard.

Kirkpatrick measures reactions, learning, behaviour, and results. The scorecard includes metrics in each of the four perspectives, such as customers (time, quality, performance, cost, etc.), internal processes and procedures, learning and growth (effectiveness, efficiency), and financial (profitability, revenue growth, or stock market valuation).

The Top 10 feature also looked at training metrics: 1. Decreased turnover. When front line, high turnover jobs are hurting the business, then a successful training program should lead to higher employee retention.

2. Increased sales. Dollar figures and unit sales are a good start but watch out for other factors that can influence sales numbers. Try to focus on the product knowledge, sales, or customer service training as it should be increasing sales numbers.

3. Increased operational efficiency. Any efficiency can boost the bottom line. For skills training, look to increases in output or decreases in errors and wastage.

4. Improved customer service. Surveying internal and external customers can provide the customer service related issues to be addressed by training and development.

5. Internal scorecards. This could be social media mentions, health and safety incidents ... something that is unique to your company.

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6. Training cost. HR will be able to determine the pain factors in training costing, such as cost per participant or overall cost related to turnover.

7. Return on Investment. ROI could be viewed by some as an overused one, and in terms of training it is difficult to measure ROI. 8. Revenue generation. This might be especially important if rolling out a new product or service.

9. Instructor performance. This can consider the instructor’s presentation skills, subject matter expertise, etc.

10. User satisfaction. This may be the most immediate measurement, with data easily obtained at the end of training or after a given time period, such as 30 or 60 days.

LO 1.2 Define strategic training and development.

7. How is training and development changing?

The role of the employee has changed dramatically, with many former management skills such as decision making and problem-solving shifting downward in organizations. That presents challenges and opportunities for training and development to equip employees with a new skillset in areas such as resolving conflict and giving feedback. As discussed earlier, soft skills training is increasingly important. Studies have shown that soft skills are a “critical priority”. This training should lead to higher employee retention, improved leadership, and a positive cultural impact.

A shift in the training mindset is happening as training moves away from “one size fits all” content to more learner-centric approaches. Focusing on the role of each employee looks at their experience, work environment, individual performance to create an individualized training program.

LO 1.3 Explain the organizational characteristics that influence training.

8. What impact does the Canadian legal environment have on training and development?

Answers may vary, but some of the common impacts follow. Employees who are not properly trained in recruitment and selection can cause an organization to be in violation of various Acts and codes, including labour relations, human rights, employment standards, and contract law. Training can help prevent breaching proprietary information and violating corporate policies and procedures. One of the most common legal pitfalls for employers is not following environmental, health, and safety laws. Training can help companies avoid punitive damages and criminal charges for unsafe work environments.

LO 1.4 Describe the external environment and its impact on training in Canada.

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9. What are the steps of the training design model? Which step is most important?

Why? The instructional systems design (ISD) model looks at training and development from a rational and scientific perspective, based on three key steps: needs analysis, design and delivery, and evaluation.

Answers may vary but many consider needs analysis as the most important step as it is the only way to ascertain whether a performance gap exists and whether it can be solved through training and development.

LO 1.5 Describe the key components in training design.

End of Chapter Features Tips for Trainers: Onboarding Secrets ❏ Make a connection before the start date to lessen the first day anxiety. ❏ Have their physical space personalized with business cards and some fun touches like a sign saying, “We’ve been expecting you” or “Where have you been all our lives?” ❏ Stagger the administrative orientation requirements and introductions over several days and use different media: social media, meetings and written materials. ❏ Introduce jargon—have a lunch with the new hire and the entire department to go over all the acronyms, abbreviations, and jargon unique to their environment. ❏ Debriefs weekly for the first 90 days. ❏ Provide cross-training opportunities—a half day per week in all the different departments to understand everyone’s roles.

Students could discuss other tips for onboarding based on positive examples they have experienced.

In Their Own Words: Lessons Learned from the Experts Cameron Bishop suggests thinking of your employees as customers.

Students could try to find a relevant MOOC (massive online open course) that would be relevant for their current or previous job. They could also do internet searches on platforms such as Facebook Workplace, Slack, or Microsoft Teams.

Case: Recap and Instructor Notes Recap Jobber is an Edmonton-based software company that focuses on small businesses such as landscapers, plumbers, painters, or perhaps even waste removal companies like H.U.N.K.S. from the opening vignette. Founders Forrest Zeisler and Sam Pillar saw a major gap in subscription-based business software available to small businesses versus

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mid-sized and larger businesses. They have more than 140 staff between two offices in Edmonton and Toronto.

Jobber focuses on mentorship as their major development initiative, which helps provide employees with clear career paths. Senior managers are evaluated in part on how well they mentor and teach junior employees. Jobber has also created a full-time position for a career coach who will work with any employee who wishes to grow in their role with the company.

Instructor Notes The strategy of the company relies on innovative solutions for clients, which means that employees are constantly being upskilled internally through training and mentorship.

They use training and development to attract employees with a different skill set. Certain functions will need high levels of creativity and innovation. Human resources management practices must shift to attract the right talent, and Jobber has succeeded through building an employer brand that focuses on training and development.

Part 2: Questions and Exercises for Blended Learning Environments 1. Self-analysis. What do you hope to gain from the study of training and development?

How well do you think you are currently being trained in organizations? What type of training have you received in past or current jobs? Was it effective? Why or why not?

2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to training and development. Describe the key points of the article and detail how training and development was used or should have been used in the situation.

3. Thirty Second Elevator Pitch. Have students introduce themselves by giving their name and any other information you deem appropriate, and by offering one short thirty second introduction. Give students several minutes to think about their story.

Keep time and stop students who go too long. Tell them to imagine that they are new employees introducing themselves to co-workers they meet such as in an elevator.

What three things would they want their co-worker to remember about them?

4. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• In what ways can/does training benefit society?

• How has training changed over the past century?

• How does strategy influence training and development?

5. Additional resources. Search out relevant educational films, TED talks, or professional presenters whenever possible to prompt discussion and critique. Be sure to ask students if they agree, disagree, or are unsure about a presenter’s statements, if

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there is information they felt was missing, or how the information shared could be used to benefit HR professionals.

Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform.

Students will examine a fictitious Canadian software company called Intuition Wells Incorporated (IWI). This simulation includes all the IWI organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

Faculty can elect to allow students to explore the simulation as an applied sandbox, assign the simulation activities as exercises or one or more of the assignments, or require students to complete all simulation assignments as a comprehensive suite of assignments assessing course learning goals.

The simulation is ready to play out of the box, requiring no faculty setup or configuration. Students simply login into the simulation, read instruction files, and begin to interact with the avatars. Throughout the instructors’ manual the simulation will be discussed.

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CHAPTER 2 ORGANIZATIONAL LEARNING Part 1: Chapter Overview Chapter 2 starts with some of the theories that underpin training and development by starting to look at the learner themselves—stages of learning, learning style preferences, and the purpose of learning outcomes. Some of the key learning theories are examined to understand their impact on training specifically and learning generally. The chapter examines learning cultures and explores knowledge management, as well as formal and informal learning.

Learning Outcomes LO 2.1 Discuss the types of learner outcomes, stages of learning, and learning styles.

LO 2.2 Explain the implications of the different theories of learning.

LO 2.3 Describe how to create a learning culture.

LO 2.4 Describe knowledge management.

LO 2.5 Define workplace learning, and discuss formal and informal learning.

Detailed Outline I.

Vignette: Crowe MacKay

Crowe MacKay LLP, one of Canada’s largest accounting firms, invests significantly in training for employees to become experts in corporate tax and accounting practices while keeping up with changes to rules and regulations. They are innovative in training practices and stay current on neuroscience. They use five cognitive techniques during and after training to help keep employee knowledge current and available when needed on the job. The five techniques are: 1. Retrieval practice 2. Spacing 3. Chunking 4. Confidence 5. Gamification Students can discuss the five techniques and how to adopt them in their academic lives and become better at retaining knowledge.

II.

Learner Outcomes, Stages of Learning, and Learning Styles A. Learning Outcomes in Practice 1. Verbal information is also known as declarative knowledge in that the learner can declare what they have learned. It consists of a body of knowledge gained (e.g., facts, names, dates, etc.).

2. Intellectual skills tell employees how to do things (also known as procedural skills). Procedures are rules and concepts that allow learners to acquire more complex skills.

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3. Cognitive strategies are another type of intellectual skills that allow learners to personalize the way they learn, think, and act. They include strategies such as rehearsal, summarizing, note-taking, and outlining.

4. Motor skills are complex performances of sequences of movements, generally learned through repeated practice.

5. Attitudes are internal states that influence behaviour by shifting the learner’s actions toward personal choices toward something or someone.

Teaching Tip Table 2.1 looks at Gagné’s five learning outcomes in more detail with the domain for each, the capability required, and an example. Students can come up with a different example for each of the five outcomes during class discussion.

B. Stages of Learning 1. The four stages of learning (also known as the four stages of competence) is a model whose premise is that learners move through different stages of psychological states as they learn. Table 2.2 illustrates the four stages. a. Unconscious incompetence: learning something we have never done before or something we have done but at a level of incompetence. b. Conscious incompetence: awareness of what the learner doesn’t know. c. Conscious competence: performing the skill requires attention and effort. d. Unconscious competence: so competent it becomes automatic.

2. Some have advocated a fifth level called reflective competence to describe a stage in which the learner can reflect on and explain their mastery or expertise.

C. Learning Styles 1. Figure 2.1 compares Kolb and Fleming’s models of learning styles. Kolb’s model has four learning styles: a. Accommodative b. Converging c. Divergent d. Assimilating Fleming’s model also has four learning styles: a. Visual b. Aural c. Read/Write d. Kinesthetic Teaching Tip Students can complete an online questionnaire (https://vark-learn.com/the-varkquestionnaire/) to gain some understanding about their learning style preferences. It can lead to a robust discussion about learning style preferences where students discuss how they prefer to learn and whether they use all the learning styles for different situations.

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2. Kolb’s model is examined in more detail. Perception happens either as feeling (concrete experience) or thinking (abstract conceptualization), while processing happens as watching (reflective observation) or doing (active experimentation). Kolb suggests this happens in a sequence, and although people may have a preference, they can learn best by using all four styles.

3. Figure 2.2 has arguments for and against learning style theory.

Teaching Tip Diversity Matters looks at various tips for accommodating employees with learning disabilities. Your college or university may have a Centre for Accessible Learning or a similar department which is trying to create an inclusive and accessible campus with support to students with visible and nonvisible disabilities who self-identify. This could lead to a class discussion of how to apply techniques used in an academic setting to the workplace.

III.

Implications of the Different Theories of Learning A. Schools of Thought 1. Behaviourism suggest that our behaviour is a subconscious result of our reaction to stimuli and that our thoughts, feelings, and intentions do not determine our actions.

Teaching Tip Technology and the Trainer’s Job looks at applying behaviourism to eLearning through repetition, feedback and recognition, and response measurement.

2. Cognitivism tries to understand the process of learning and focuses on the thinking domain. a. Many cognitivist theories draw from the modal model of memory (see Figure 2.3), which identifies three components of memory: sensory, short-term, and long-term.

Teaching Tip The memory strategies used by Crowe MacKay in the opening vignette are related to these theories.

3. Constructivism recognizes the uniqueness of individuals and proposes that people construct their own knowledge based on their needs, goals, and contexts. a. Andragogy is one of the stronger constructivist perspectives and focuses on adult learning principles.

4. All three schools of thought help instructional designers plan the best approach to learning.

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Teaching Tip Table 2.3 compares the three schools of thought on the following factors: • How learning occurs • Factors influencing learning • Role of memory • How transfer occurs • Types of learning best explained by the theory • Assumptions of the theory relevant to instructional design • Structure needed to facilitate learning Teaching Tip Revel features an interactive with flashcards listing the major theories that are grouped within the four broader categories. It also features a worked example looking at some of the assumptions of pedagogy and andragogy.

B. Learning and motivation 1. Motivation has three key components: a. Direction: learners work harder for goals they choose or support. b. Intensity: motivated learners engage in more effort, leading to higher retention. c. Persistence: motivated learners are less likely to give up or check out.

2. Flow theory from Mihaly Csíkszentmihályi is an intrinsic motivation theory wherein voluntarily engaged learners who control their own pace of learning see higher rates of retention, comprehension, recall, and transfer.

There are several ways to help learners find their flow: a. Specify tasks clearly. b. Provide feedback. c. Balance ability and challenge. d. Provide control. e. Ensure consistency. f. Remove distractions.

3. Goal-setting theory by John Locke demonstrated that well-defined goals, feedback, and challenge motivates employees.

4. Expectancy theory by Victor Vroom discusses three factors that lead individuals to pursue outcomes. All three must be met to motivate an employee. a. Expectancy—effort will lead to better performance. b. Instrumentality—improved performance will be met with rewards. c. Valence—the rewards will be valued.

IV.

A Learning Culture A learning culture is a mindset that encourages employees and the organization itself to continuously learn and add new KSAs. Ongoing learning is more than adopting one “correct” learning culture; it requires finding a fit with the organization’s overall culture to be effective.

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Teaching Tip Table 2.4 Learning Cultures looks at two variables and plots four different learning cultures in the quadrants. The first variable looks at whether learning is driven and controlled by management (top-down) or employees (bottom-up).

The second variable looks at whether the organization has a narrow or wide focus on employee learning.

Crowe MacKay, in the opening vignette, fits in the laissez-faire quadrant.

Students could do research to find other organizations to fit in the quadrants.

A. Tips for Creating a Learning Culture 1. Developing a strong learning culture requires senior executives to “buy in” on learning and devote time and energy to promote it.

2. Managers must provide many opportunities for workers to go out and experiment.

3. Communication and feedback are essential to creating a highperformance, high-impact learning culture. Feedback must be meaningful, constructive, and frequent.

4. Learning is more than training and it is a part of the daily routine.

Learning is not an interruption; it is part of ongoing growth.

V.

Knowledge Management Knowledge management (KM) is creating, sharing, using, and managing the knowledge and information of an organization.

A. Tacit versus Explicit Knowledge 1. Tacit knowledge is knowledge in the minds of employees that is gained by their individual experiences and is difficult to formalize.

2. Explicit knowledge is highly formalized knowledge that can be recorded easily in documentation or rules and procedures.

Teaching Tip Revel features an interactive where students can test their understanding of tacit and explicit knowledge.

B. Knowledge Management Stages 1. Knowledge management requires a strategic approach with three stages: a. The preparation stage involves establishing the need for KM by leadership. b. The next stage builds the supportive infrastructure for KM to thrive. c. The final stage involves monitoring and controlling the various KM activities, assessing the effectiveness of knowledge acquisition and sharing, and ensuring that core knowledge areas are the ongoing focus.

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Teaching Tip Top 10 looks at the symptoms that illustrate the need for knowledge management.

C. Retaining Knowledge 1. Losing critical knowledge when employees retire is costly on many levels, including financially, competitively, and organizationally.

VI.

Workplace Learning A. Types of Learning 1. The 70:20:10 model is introduced: the 70% is informal learning that occurs on the job; the 20% is social learning that occurs through interactions with our social connections; the 10% is the formal learning which is structured and planned training.

B. Formal Learning 1. Formal learning is typically characterized by structured learning activities targeting specific competences through organized curriculum; measurable outcomes, such as tests and certification; and design and delivery of content by instructional designers and trainers.

Teaching Tip Table 2.5 Transforming Formal Learning looks at five ways to transform formal learning.

C. Informal Learning 1. While formal learning is typically outsourced or left in the hands of training and development professionals, informal learning can involve subject matter experts from across the organization.

2. Informal learning can provide more flexibility in content development and consumption.

3. Informal learning tends to be more convenient for learners and can easily be shared and distributed via social channels and networks.

Teaching Tip Trainer’s Checklist: Overcoming Informal Barriers to Sharing Knowledge provides five tips for organizations to tap into the power of informal learning networks.

D. Measuring Informal Learning Effectiveness 1. It is important for the measurement of the informal learning to follow the same process as formal learning.

Teaching Tip Figure 2.4 Informal Learning Metrics shows three levels of measurement that are possible. Level 1 looks at basic metrics such as the number of participants,

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the satisfaction of the participants, and the assessment of the participants after the learning occurred. Level 2 looks at the impact on job performance. Are employees better at their jobs? Have they increased their competencies? Is the company more efficient or effective? Level 3 looks at the informal tools being used and how effective they are.

End of the Chapter Content Key Terms Chunking: Breaking information into small useful units Confidence: A retention technique based on belief in our knowledge and behaviour Declarative knowledge: An association between items learned through memorization Explicit knowledge: Highly formalized knowledge that can be recorded easily in documentation or rules and procedures Gamification: The process of applying gaming designs and concepts to learning in order to make them more engaging and entertaining for the learners Knowledge management: Creating, sharing, using, and managing the knowledge and information of an organization Learning culture: A culture that supports an open mindset, an independent quest for knowledge, and shared learning directed toward the mission and goals of the organization Learning disability: A disparity between a person’s apparent capacity to learn and their actual achievements Retrieval practice: Deliberately recalling information to enhance and boost learning Spacing: Learning is greater when spread out over time Tacit knowledge: Knowledge in the minds of employees that is gained by their individual experiences and is difficult to formalize

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Discussion Questions and Suggested Answers 1. Why might each of the five learning outcomes require a different type of instruction? What types of instruction do you think would work best for each outcome? Provide specific examples.

Answers will vary.

Gagné categorizes learning outcomes into five areas: verbal information, intellectual skills, cognitive strategies, motor skills, and attitude. Each of the outcomes require different capabilities, so it is likely that different instruction is required to develop that capability.

Refer to Table 2.1 Gagné’s Learning Outcomes.

LO 2.1 Discuss the types of learner outcomes, stages of learning, and learning styles.

2. Compare and contrast Kolb’s and Fleming’s models of learning styles.

Both models refer to four learning styles. Fleming identifies four primary types of learners: visual, auditory, reading/writing, and kinesthetic. Each learner has a unique preference for learning. Kolb’s four learning styles are accommodating, converging, diverging, and assimilating. Kolb asserts that an ideal learning process engages all four modes depending on situational demands and that all modes should be incorporated in the learning experience. Further, Kolb suggests they form a learning cycle from observation to conceptualization to experimentation and back to experience.

Refer to Figure 2.1 Kolb vs Fleming.

LO 2.1 Discuss the types of learner outcomes, stages of learning, and learning styles.

3. What are the main differences between behaviourism, cognitivism, and constructivism? What is the significance of these theories to trainers?

Each theory differs when it comes to several elements, including how learning occurs, the factors that influence learning, the role of memory, how transfer occurs, and the structure needed to facilitate learning.

The significance is all three of these schools of thought have provided rich data for instructional designers when trying to determine the best approach to successful learning in their own contexts.

Refer to Table 2.3 Comparing Three Main Schools of Thought on Learning Theories.

LO 2.2 Explain the implications of the different theories of learning.

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4. Compare and contrast flow, goal setting, and expectancy theories.

All three are process theories that explain how motivation occurs and how our motives change over time.

Flow theory is an intrinsic motivation theory that suggests “flow” happens with voluntarily engaged learners who control their own pace of learning, leading to higher retention, comprehension, recall, and transfer.

Goal setting theory makes a direct connection between goals, productivity, and employee engagement, demonstrating that well-defined goals, feedback, and challenges motivates employees.

Expectancy theory suggests an individual’s motivation equals their confidence, understanding of what is required, and how much they value the outcome.

LO 2.2 Explain the implications of the different theories of learning.

5. What are some key tips for creating a learning culture?

Developing a strong learning culture requires senior executives to “buy in” on learning and devote time and energy to promote it. Leaders serve as visible champions, explaining why the investment in learning will pay off. They can ensure that learning goals are aligned with business goals and that the company recognizes employees for their efforts and allows employees to learn by failing.

Managers must provide many opportunities for workers to go out and experiment.

Managers and leaders can show that learning underpins continuous improvement, operational excellence, and innovation.

Communication and feedback are essential to creating a high-performance, high-impact learning culture. Each worker needs to understand the value that learning offers them as an individual as well as to the organization. Feedback must be meaningful, constructive, and frequent.

In successful learning cultures, learning is more than training and it is a part of the daily routine. Learning is not an interruption; it is part of ongoing growth.

From a selection standpoint, it is important to hire employees with a high willingness to learn, as well as those with traits such as openness to experience, critical thinking, and a high tolerance for ambiguity. Once motivated learners are hired, companies need to nurture and develop them.

LO 2.3 Describe how to create a learning culture.

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6. Explain the difference between tacit and explicit knowledge. Give specific examples.

Tacit knowledge exists in the minds of employees, which is gained by their individual experiences, and is difficult to formalize. It is gained from personal experience and can be difficult to articulate or make tangible.

Explicit knowledge is highly formalized and can be recorded easily in documentation or rules and procedures. It can be explained verbally, but it is easier to pass along when it is written down and accessible. Some have said that explicit knowledge is outside of the person and that it is easy to understand when in reports, papers, or manuals.

Examples will vary.

LO 2.4 Describe knowledge management.

7. What is the significance of the 70:20:10 model for training and development professionals?

It remains a commonly used formula for training professionals to describe the optimal sources of learning for employees and managers. 70 represents informal learning, 20 represents social learning, and 10 represents formal learning. The mix is the important factor. The ratio is more of a guide than a rule. The order is unimportant, and the three methods are not isolated techniques; instead they are meant to seamlessly overlap.

LO 2.5 Define workplace learning and discuss formal and informal learning.

8. Differentiate between formal and informal learning through examples that you have experienced.

Answers will vary.

LO 2.5 Define workplace learning and discuss formal and informal learning.

End of Chapter Features In Their Own Words: Lessons Learned from the Experts There are five tips to enhance learner motivation.

Students could discuss how these tips could be applied to training they have received and discuss other tips to increase learner motivation.

Tips for Trainers: User-Generated Video for Knowledge Management Lisa Messelt is the director of demand generation at uStudio Inc. and presents five tips to get started with employee-generated video.

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Students could discuss which of the tips could benefit their current or past employers.

Case: Recap and Instructor Notes Recap Andrew Churches modified Bloom’s taxonomy to account for digital technology as part of the learning process. Bloom envisioned a classroom in the 1950s, and Churches updated the taxonomy to take advantage of tools that can assist in mastering different levels of learning in ways that were not previously possible. We will apply Churches’ revised taxonomy to a small Ottawa company, Westboro Flooring and Décor.

Instructor Notes Each of the six levels of Bloom’s taxonomy is applied to health and safety training. It could also be assigned to students to apply to any other type of training.

Discussion Questions and Suggested Answers 1. For each of the six levels, what other training suggestions do you have to help Westboro employees reduce slips and falls?

Answers will vary.

2. Which of the six levels will make the greatest impact on Westboro in your opinion? Why? Answers will vary.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. What topics in school are easiest for you to retain knowledge about?

Why? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to learning cultures.

Describe the key points of the article and detail how a learning culture can be created in an organization.

An example: Nabong, T. A. (2015, April 7). Creating a learning culture for the improvement of your organization. Training Industry. https://trainingindustry.com/articles/professional-development/creating-alearning-culture-for-the-improvement-of-your-organization/

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Chapter 2 brings up the concept of learning disabilities. Here are some of the ways the various levels of government are providing support to employers about accessibility. https://accessforward.ca/ https://ottawa.ca/en/city-hall/get-know-your-city/volunteering/importantinformation-volunteers/accessibility-training https://www.ontario.ca/page/how-train-your-staff-accessibility https://www.aoda.ca/accessibility-training-for-educators/ 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• What are the main differences between pedagogy and androgyny?

• How do learning theories influence training and development?

4. Auditory learners. Students might be very interested in the tips for auditory learners in the following links: 4 Best Study Tips for Auditory Learners https://www.campusexplorer.com/college-advice-tips/9BF7E43F/4-Best-StudyTips-for-Auditory-Learners/ St. Lawrence College Tips They post strategies for auditory, visual, and kinesthetic learners https://stlawrencecollege.libguides.com/SSF Tips for Studying for Auditory Learners https://www.cowley.edu/academics/skills/tipsal.html INC had an interesting article “How to Spot Visual, Auditory, and Kinestheticearning Executives. If your great ideas are being overlooked, perhaps it's time to communicate them differently.” https://www.inc.com/molly-reynolds/how-to-spot-visual-auditory-and-kinestheticlearni.html

Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform.

This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

The learner takes on the role of a Training and Development Professional in the Human Resources department at Intuition Wells Incorporated, a mid-sized information

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technology company specializing in cyber security. The leadership team at Intuition Wells is fully committed to their employees, and has made it clear that they are the company’s most important asset. To support this commitment, the company has implemented an employee wellness and retention program. This program includes trained chefs to make healthy meals for staff, as well as wellness professionals such as nurses, nutritionists, personal trainers, and yoga instructors.

The first deliverables of the simulation take place with Chapter 3, so it may be a good time to get the students started in the simulation. The first four object points could be assigned to students.

Plot Point

Title: Introductory Video from Jie

Purpose: • To situate the learner in their role at Intuition Wells and their assignment.

Object #1

Medium: Video

Learner Description: Jie Zhi, your mentor at Intuition Wells, is calling you to introduce himself. Please join by watching the video below.

Students have a video to watch to learn more about the context of the simulation.

Plot Point

Title: Organizational Information

Object #2

Purpose: • To provide background information about Intuition Wells that Medium: the learner can leverage in future tasks Text File Learner Description: Please review the following information carefully to ensure you are ready to begin your task at Intuition Wells.

Students can review the mission, vision, values, and history of Intuition Wells. They can also review company information, including an organizational chart.

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Plot Point

Title: Financial Statements

Purpose: • To provide background information about Intuition Wells that the learner can leverage in future tasks

Object #3

Medium: Text File

Learner Description: Please review the following information carefully to ensure you are ready to begin your task at Intuition Wells.

Students can review the company’s financial statements.

Plot Point

Title: Job Descriptions

Purpose: • To provide background information about Intuition Wells that the learner can leverage in future tasks

Object #4

Medium: Text File

Learner Description: Please review the following information carefully to ensure you are ready to begin your task at Intuition Wells.

Students can review the job descriptions. They will be randomly assigned one of four positions to perform needs analysis on: a registered nurse, a personal trainer, a professional chef, or a yoga instructor.

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CHAPTER 3 NEEDS ANALYSIS Part 1: Chapter Overview Chapter 3 explores the most critical aspect of training and development. It starts with a look at the reasons for needs analysis and the origin of organizational and individual training needs. It examines the steps in the needs analysis and provides theory and application on how to conduct an organizational, task, and person analysis. The chapter looks at various methods and sources for conducting needs analysis and explains competency models and how they are developed.

Learning Outcomes LO 3.1 Describe the purpose of needs analysis, and discuss organizational and individual training needs.

LO 3.2 Describe the needs analysis process, and discuss the steps involved in conducting a needs analysis.

LO 3.3 Explain how to conduct an organizational, task, and person analysis.

LO 3.4 Identify and explain different methods and sources for conducting a needs analysis.

LO 3.5 Explain competency models and the process used to develop them.

Detailed Outline I.

Vignette: Canadian and U.S. Pharmacists

The vignette looks at the use of needs analysis by the Canadian Hospital Pharmacy Residency Board (CHPRB) and the American Society of Health-System Pharmacists (ASHP). The CHPRB used needs analysis to review accreditation standards for pharmacists. They used a survey conducted with graduates of the residency program to determine the future direction of the residency program. The ASHP used needs analysis to investigate required research competencies of pharmacists.

Students can discuss the different uses of needs analysis by the two organizations.

Students may be interested to understand why the CHPRB did a pilot survey first before coming up with the final survey for residents.

II.

Purpose of Needs Analysis; Organizational and Individual Training Needs A. Needs Analysis 1. Needs analysis is a process for determining performance gaps that can be resolved with training.

2. Performance failures that would not be addressed with a training solution include lack of motivation, unsavoury aspects of the task itself, organizational obstacles (e.g., lack of time or equipment), negative organizational climates (e.g., interference and lack of input or support from others) or even adverse government policies.

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3. A broader outlook encompassing learning as well as training is also known as a learning needs analysis.

B. Training Needs 1. Training needs can be categorized in many ways: a. Magnitude: macro or micro b. Time period: short-term or long-term c. Level: individual, group, or organizational Teaching Tip Table 3.1 Types of Needs looks at definitions and examples for five different categories of needs.

2. There are problems that are not directly associated with training that may still lead to training needs, such as disputes, turnover, absenteeism, and customer or supplier complaints.

C. The Goals of Needs Analysis 1. Needs analysis is the first step in the instructional design process.

2. Lack of planning and analysis might mean the organization is trying to use training to fix a problem that might be due to policies and procedures, technology, workflow, motivational issues, or employee attitudes.

Teaching Tip Diversity Matters looks at how needs analysis was used to reduce anti-LGBTQ hate crime in Europe.

D. To Train or Not to Train 1. Needs analysis also serves as an objective basis for evaluating the effectiveness of the training program.

E. Determining Learning Outcomes 1. Needs analysis answers the following questions: a. What training is relevant to the employees’ jobs? b. How will training improve performance? c. Who should receive the training? d. What training is relevant to the employees’ jobs? e. Where, when, and how should the training be delivered? f. How will we ensure the transfer of training occurs? g. Is training the right solution? h. Can training be developed in-house, or is outside expertise required? i. How can we link job performance with the organizational strategy?

Teaching Tip And the survey says... looks at statistics from research on needs analysis.

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F. The Scope of Needs Analysis 1. We can identify needs analysis as a systematic process of collection, analysis, and interpretation of data on skills gaps.

2. It should also be proactive, based on observable skills and behaviours, using varied sampling techniques and data analysis, and featuring cost/benefit calculations.

3. Needs analysis needs a broad and proactive focus not only on present competencies important for specific jobs, but also on emerging competencies.

4. Perceptions of supervisors and managers are important, but objective and observable data is also needed.

5. Methodology has advanced and employs more scientific techniques to develop data-gathering instruments.

6. Analysis occurs at three levels: micro, meso, and macro.

7. Rapid needs analysis can be used if training is required immediately or if the client is small or the budget too limited.

Teaching Tip The Trainer’s Checklist provides examples of questions asked in a rapid needs analysis.

Figure 3.1 shows a flowchart of the steps that can be taken to review performance problems and decide whether a training solution is in order.

III.

Needs Analysis Process A. Step One: Identify organizational objectives and drivers.

1. Identifying objectives is essentially clarifying expectations. Management support is imperative, as is knowing what management expects in terms of timing, cost, and results.

2. Identifying the organization drivers helps guide the needs analysis process.

B. Step Two: Identify scope, time frame, and information sources.

1. This step looks at scope, time frame, and methodology. a. Time frame: current, future, historic. b. Scope: one, two, or all three areas (job, person, organization). c. Methodology: identifying informational sources, sampling the population, and gathering data.

C. Step Three: Consult stakeholders and create partnerships.

1. Solicit more specific cooperation at various levels.

2. Consider setting up a committee where you can bring potential trainees on board and gain support from their managers.

D. Step Four: Collect and analyze data.

1. Collect data to identify performance, training, and trainee needs.

2. Examine desired and current performance through job descriptions and performance reviews.

3. Collecting relevant data also includes challenging assumptions, bias, and validity.

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E. Step Five: Decide if a training solution is warranted.

1. Decide between training and non-training solutions to any gaps.

2. Determine whether job aids and performance support materials would be enough to solve gaps.

3. Consider training methods, delivery, transfer, and evaluation.

F. Step Six: Recommend action plan and training strategies.

1. Decide who needs the training and determine their educational level, learning style preferences, previous training received, etc.

2. Determine what kind of training is appropriate.

3. Decide where and when training will take place.

4. Develop learning objectives for the training.

5. Consider design and delivery elements.

Teaching Tip Revel features an interactive example of a basis computer training needs assessment where students select statements that belong as part of an internet browsers or the windows operating system.

IV.

Organizational, Task, and Person Analysis A. Organizational Analysis 1. Organizational analysis is an analysis of the organization’s strategies, goals, and objectives to determine whether the organizational needs create training needs.

2. Analysis starts with the strategic direction, including the mission, goals, and objectives.

3. Alignment with the external environment is examined due to its impact on organizational strategy.

4. The organizational context is examined including efficiency indexes and productivity records.

5. The organizational culture and climate are assessed to determine support for training.

6. Indicators for problems at the organizational analysis stage include how well the organization is meeting its goals and objectives; the effectiveness of relationships between people and subunits; and other symptoms including poor communications, employee grievances, high turnover, absenteeism, accidents, customer complaints, output shortages and waste, quality issues, and failing standards of performance.

Teaching Tip Table 3.3 looks at questions to ask in an organizational analysis that will specifically target how training will fit in the organizational context, culture, and climate.

B. Task Analysis 1. Task analysis is an analysis that looks at the distinct activities required of the employee to determine whether training needs are required.

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2. Identifying the nature of tasks to be performed in the job leads to the KSAs that are required to perform these tasks.

3. Steps in task analysis: a. Select the job to be analyzed. b. Develop a preliminary list of tasks performed on the job. c. Collect feedback to validate the list of tasks from Step Two. d. The final step is identifying the KSAs necessary to successfully perform each task.

Teaching Tip Table 3.4 shows a sample task analysis questionnaire for a retail store manager.

C. Person Analysis 1. A person analysis is an assessment that determines how well employees are doing their jobs through a. output measures b. self-assessment 2. Output measures include performance data, performance appraisal results, work sampling, role play, case studies, and job-knowledge tests.

3. Readiness for training is an important factor to assess.

4. Cognitive ability considers an individual’s verbal comprehension, math ability, and reasoning.

D. Essential Skills—Government of Canada 1. The Government of Canada identified nine essential skills used in nearly every job at different levels of complexity.

2. The nine skills are: reading, document use, numeracy, writing skills, oral communications, working with others, thinking, computer use, and continuous learning.

Teaching Tip Revel features an interactive with flashcards providing examples of each of the nine essential skills.

V.

Methods and Sources for Conducting a Needs Analysis To determine which methods are most suitable, organizations should look at their budget, their human and technical resources, what time frame is necessary, what commitment and support exists for stakeholders, and the size and culture of the organization itself.

Teaching Tip Table 3.5 Needs Analysis Methods lists 15 of the most popular needs analysis methods.

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A. Three Popular Methods 1. It is wise to consider the characteristics of your target population when selecting a method.

2. Questionnaires are excellent for collecting numerical data.

Teaching Tip Figure 3.4 illustrates an example of a self-assessment questionnaire.

3. Interviews are time intensive but yield terrific data.

4. Focus groups are essentially group interviews and yield similar data even though they are structured and led differently than interviews.

Teaching Tip Top 10 features some focus group questions.

B. Sources 1. Key stakeholders to gather information from include the potential trainees, managers, subordinates, peers, clients, suppliers, subject matter experts, previous trainees, and competitors.

2. There is also a wide range of effective documentation for data collection, including employee files, recruitment and selection records, job descriptions, exit interviews, performance appraisals, manuals, policies and procedures files, surveys, work samples, employee grievances, meeting minutes, strategic planning materials, and previous training materials.

Teaching Tip Table 3.6 Key Concerns of Major Stakeholders looks at the questions that might be asked at the organizational, task, and person levels by executives, managers, subject matter experts, and employees.

VI.

Competency Models • A competency is the combination of observable and measurable knowledge, skills, abilities as well as personal attributes such as personality, motivation, and attitudes.

• Competency modeling is an approach to needs analysis that looks beyond KSAs to identify the skills and behaviours needed for successful job performance • The competency modelling process starts by identifying organizational strategy and the business outcomes that support it. Next you can identify corporate-wide competencies, which are broken down further into role-based competencies.

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Teaching Tip Table 3.7 links with the opening vignette about the Canadian Hospital Pharmacy Residency program to demonstrate competency models in practice.

A. Critical Success Factors to Get Competency Data 1. There are three critical success factors concerning competency models. a. The model must examine the various proficiency levels and provide behavioural examples of competencies. b. The model should look at competencies that are critical for success now and in the future. c. The model should make it easy for leaders to understand what their employees can and cannot do well.

B. Steps in a Competency Needs Analysis 1. Step One: Identification of the organizational strategy.

2. Step Two: Identify the jobs for analysis.

3. Step Three: Conduct interviews and focus groups with senior leaders, managers, and employees.

4. Step Four: Map out results and develop the competency model with leaders.

5. Step Five: Validate and review the model.

Teaching Tip Technology and the Trainer’s Job looks at incorporating technology to improve data collected from self-assessments.

C. Ethical Practice Cluster 1. The Society of Human Resource Management developed a competency model to identify behaviours that define proficiency at four stages of an HR professional’s career: entry level, mid-level, senior level, and executive level.

2. There are nine clusters with sub-competencies, behaviours, and a proficiency rating.

Teaching Tip Table 3.8 examines the ethical practice cluster in greater detail. Students could research the other eight clusters to understand the full picture of competencies for an HR professional.

D. Relationship Between Needs Analysis and Performance Management 1. In the area of performance management competencies define the capabilities required for success.

2. Performance analysis is heavily linked to the analysis of training needs.

3. The use of competencies in performance appraisals may also identify competency gaps that do not require a training solution.

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Teaching Tips Tips for Trainers discusses producing a training needs analysis report.

In Their Own Words: Lessons Learned from the Experts offers three tips to improve the effectiveness of needs assessments.

End of the Chapter Content Key Terms Competency: The combination of observable and measurable knowledge, skills, abilities as well as personal attributes such as personality, motivation, and attitudes Competency modeling: An approach to needs analysis that looks beyond KSAs to identify the skills and behaviours needed for successful job performance Needs analysis: A process for determining performance gaps that can be resolved with training Organizational analysis: An analysis of the organization’s strategies, goals, and objectives to determine whether the business needs to create training needs Performance gap: The difference between desired and actual performance Person analysis: An assessment that determines how well employees are doing their jobs, through a) output measures or b) self-assessment PESTEL: An acronym for a tool used to identify the external forces facing an organization: political, economic, social, technological, environmental, and legal SWOT: A technique used to determine and define strengths, weaknesses, opportunities, and threats Task analysis: An analysis that looks at the distinct activities required of the employee to determine whether training needs are required

Discussion Questions and Suggested Answers 1. What are the different types of training needs? Why are there different types?

There are five main types of needs: self-identified, comparative, compliance, unperceived, and anticipated. Needs arise from individuals themselves as well as from comparisons of individuals and teams. They may also arise due to government legislation and regulations, input from subject matter experts, and organizational performance.

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Refer to Table 3.1 Types of Needs.

LO 3.1 Describe the purpose of needs analysis and discuss organizational and individual training needs.

2. What are the three levels in needs analysis? Which do you believe is most important? Why? Answers will vary.

LO 3.3 Explain how to conduct an organizational, task, and person analysis.

3. What is the difference between task and person analysis?

Task analysis reviews the tasks involved with various jobs. Task analysis looks at the distinct activities required of the employee and clarifies the performance standards for the various tasks in a job. By analyzing a job, you can determine what an employee needs to do and how well they need to be able to do it. Identifying the nature of the tasks to be performed in the job leads to the KSAs that are required to perform these tasks. The output of this analysis leads us to what the employees must learn and what types of training is required in order to perform the job at a high level.

Person analysis evaluates employee performance through a) output measures or b) selfassessment. Output measures include performance data (e.g., productivity, customer complaints), performance appraisal results, work sampling, role play, case studies, and jobknowledge tests. These measures can provide evidence of performance deficiencies.

LO 3.3 Explain how to conduct an organizational, task, and person analysis.

4. What are non-training solutions to performance problems? Provide an example for each.

Often performance problems come from three main areas: lack of KSAs, some sort of work impediment, or a lack of motivation. Training is an obvious response to a lack of KSAs. Other times employees may be lacking consequences for poor performance.

But when there is no KSA deficiency, non-training solutions should be applied.

Removing any obstacles, redesigning the job, re-engineering the work environment, or applying appropriate rewards and consequences can solve the impediment issue.

LO 3.2 Describe the needs analysis process, and discuss the steps involved in conducting a needs analysis.

5. Select a job for each of the needs analysis methods that is appropriate to evaluate with that method. Justify your answer.

Answers will vary.

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Refer to Table 3.5 Needs Analysis Methods.

LO 3.4 Identify and explain different methods and sources for conducting a needs analysis.

6. Explain what information you would collect from managers and executives in task and person analysis for an accountant, a supervisor, and a programmer.

Answers will vary.

LO 3.4 Identify and explain different methods and sources for conducting a needs analysis.

7. What is the difference between KSAs and competencies? How are competencies useful in training and development?

Some use KSAs synonymously with competency, but the ideas are different. Competency includes KSAs, but it also looks at personality, motivation, and attitudes. Competencies tend to define requirements for success on a job from a broader perspective.

Competencies provide a tool for determining what skills are necessary to meet current and future needs. They provide a link between needs and organizational performance. They help determine what skills are needed at different career points. They provide a framework for ongoing coaching and feedback as part of an employee’s development process.

Feedback can be tied to individual and organizational success. They create a successionplanning roadmap. They provide a common set of criteria used for total rewards and performance management as well as training and development.

LO 3.5 Explain competency models and the process used to develop them.

End of Chapter Features Cases Case #1: Royal College of Surgeons and Physicians of Canada (RCSPC) The first case put students in the role of training consultants who are looking at continuing professional development (CPD) for the RCSPC. Instructor Notes The case discusses ways of uncovering perceived and unperceived needs as part of needs analysis. It then presents a list of factors to consider when determining an approach for conducting needs analysis for the RCSPC.

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Chapter 3: Needs Analysis

Case #2: Non-Profit Needs Analysis Example The second case goes through the process of conducting needs analysis with a non-profit association.

Instructor Notes The needs analysis process is examined through the eyes of a training consultant. It starts with the initial client meeting and a list of typical questions asked of a non-profit client by a consultant. It continues to discuss individual employee meetings and the types of questions asked of the employees. It also provides examples of an observation template, a task analysis questionnaire, and a person analysis questionnaire.

The examples are meant to serve as templates to assist students with conducting needs analysis in a class project.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the job description of a current or past job. What information does it provide you for task and person analysis?

2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to competency modeling.

Describe the key points of the article and detail how it differs from traditional needs analysis.

3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• What are the main differences between skills and competencies?

• What skills do you have listed on your CV? How would you explain your skill level to an employer in an interview?

4. Essential skills. The chapter discusses the nine essential skills used by the Government of Canada. What other essential skills could they have considered?

The Institute of Corporate Directors (https://icd.ca/) provides toolkits and resources for Canadian boards of directors. Students could review their resources and come up with a list of key skills for a local non-profit that was recruiting members for their board.

Part 3: Simulation This text includes an artificial intelligence simulation through the Revel platform. This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational,

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task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

The first deliverables in the simulation are all tied to this chapter. Depending on the scope of the simulation in your course, these deliverables may be completed over the remainder of the semester or in a shorter time frame.

Students will receive an email from Jie and then be given a video to watch on organizational analysis.

Plot Point

Title: Email from Jie—Introduction

Purpose: • To introduce Jie to the learner and provide context about their assignment

Object #5

Medium: Email

Learner Description: You have received an email from Jie Zhi, your mentor.

Content

Title: Organizational Analysis

Purpose: • To provide learners with background information before they complete an organizational analysis

Object #6

Medium: Video

There will be an email exchange with Jie and the student will now be given three tasks related to needs analysis. Along with these tasks (below), there will be email exchanges and opportunities to review videos and other content on needs analysis.

A. Design an organizational analysis questionnaire (Object #8).

B. Design a task analysis questionnaire (Object #12).

C. Complete a quiz on KSAs (Object #16).

Email

Title: Draft Organizational Analysis Questionnaire

Purpose: • To provide the learner with an opportunity to suggest questions that should be included in an organizational analysis questionnaire

Object #8

Character(s): Jie Zhi

Learner Description: Send an email to Jie below and suggest the questions that should be included in an organizational analysis questionnaire. Remember to keep in mind what you learned from the video about organizational analysis.

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Dialogic Interaction

Title: Conversation with Jie

Purpose: • To provide learners with an opportunity to design a task analysis questionnaire

Object #12

Character(s): Jie Zhi

Learner Description: Discuss the design of your task analysis questionnaire with Jie below.

Quiz Title: Person Analysis Practice

Object #16

Purpose: • To provide learners with an opportunity to classify items as either K (Knowledge), S (Skill), or A (Ability)

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CHAPTER 4 TRAINING DESIGN Part 1: Chapter Overview Chapter 4 delves into training design by looking at learning objectives (LOs) in detail, both the purpose of them and how to prepare them. There are practical examples that students can use when crafting LOs for student assignments. The chapter also discusses the selection of trainers and introduces students to the Trainer Type Inventory, which provides connections with learning style preferences discussed earlier in the text. The chapter looks at design considerations, and how design helps with the selection of training methods, which are discussed in Chapters 5 and 6. The chapter concludes with an examination of curriculum road maps and lesson plans.

Learning Outcomes LO 4.1 Explain the purpose of learning objectives, and describe how to prepare them.

LO 4.2 Discuss the selection of trainers and the use of the Trainer Type Inventory.

LO 4.3 Define program design factors for successful training delivery.

LO 4.4 Explain the use of curriculum road maps and lesson plans for developing content.

Detailed Outline I.

Vignette: Amazon

The vignette looks at investments in training by Amazon, Walmart, and Google.

Students can discuss whether the investments by Amazon would be enough to overcome some of the negative perceptions held by employees.

II.

Preparation of Learning Objectives A. Clarity of Objectives 1. Every learning initiative needs clarity in terms of objectives, personal benefits, provision of self-directed learning along with necessary support, and informal learning opportunities.

Teaching Tip And the survey says... looks at some of the key findings from the report, Transforming Formal Learning, including statistics on learning objectives.

B. Purposes of Learning Objectives 1. Learning outcomes are what the learner should know and be able to do by the end of an assignment, activity, class, or course. a. They focus on the learner.

2. Learning objectives are the content or material that will be covered during an assignment, activity, class, or course. a. They focus on the trainer.

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Chapter 4: Training Design

b. Think of them as the questions the trainer is posing to the learners, and the outcomes are the answers to those questions.

3. Objectives have different purposes from the perspectives of trainers, trainees, and managers. a. Trainers: they help the trainer make adjustments during training, evaluate the program, and simplify the choice of content and method. b. Trainees: they help trainees establish a clear goal and provide focus on learning. c. Managers: objectives provide managers with the behaviours expected at the end of the training.

C. How to Write Learning Objectives 1. The three components of a learning objective are performance, conditions, and criteria. a. Performance: indicates exactly what the employee will be able to do after training. It can be described as the desired behavioural outcome.

It needs to be specific as to who is going to perform the desired behaviour and what actual behaviour needs to be demonstrated.

Teaching Tip Table 4.1 lists verbs from Bloom’s Taxonomy. Class discussion could focus on each of the six categories and the various verbs in each including the differences been categories and verbs within categories. b. Conditions: this covers when and where the behaviour will occur. It may include barriers or assistance (e.g., without the use of reference material or using a performance aid) that determine what can or cannot be used during the performance. It may also clarify time, place, resources, or circumstances. c. Criteria: we now need to tell them how well they are expected to perform with standards such as quality, quantity, accuracy, or time.

These are derived from the needs analysis or organizational performance standards.

Teaching Tip The Revel features a drag and drop interactive where students are matching statements to the three components of a learning objective.

III.

Trainer Selection: The Trainer Type Inventory A. Selection of Trainer 1. Factors to consider when deciding on an external provider or developing training in-house: a. Cost to attend external training b. Time to develop an in-house alternative c. Availability of in-house space and subject matter expertise d. One-time need or ongoing training

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B. Trainer Type Inventory 1. The Trainer Type Inventory was designed to help trainers understand their own learning styles in the hope that they could better understand the styles and preferences of their trainees.

Teaching Tip Table 4.2 Training Types describes the four training types in more detail. In Part 2, there is the actual inventory that could be provided to students to complete and have a full discussion in class.

IV.

Program Design Factors A. Design Considerations 1. Before delving into curriculum design and the learning experience itself, it is important to also consider what is happening to the learners before and after the learning experience.

2. This learning journey has six steps: engage and target (before), understand and practice (during), and assess and reinforce (after).

Teaching Tip An example of the six steps is provided for someone learning to play guitar. A good class exercise would be to relate it to another personal or work example.

B. Determining Methods 1. The learning objectives developed will influence the choice of methods.

2. There are several factors to consider when determining methods: a. Time necessary to use the method effectively b. Adequate access to equipment, materials, and supplies c. Availability of in-house space and subject matter expertise d. On or off the job e. Face to face, eLearning, blended f. Active or passive learning, focused on experiences or information g. One-way or two-way communication Teaching Tip Trainer’s Checklist discusses key factors about the role of the instructional designer.

3. Creativity in design thinking helps organizations remain competitive. a. Design thinking allows trainers to respond quickly and effectively to new trends and threats by equipping employees with adaptability and flexibility.

C. Design Constraints 1. Training design is impacted by time, budget, technology, communication, subject matter expert availability, and trainee characteristics.

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Teaching Tip Table 4.3 Training Costing Example goes over a potential budget for a threeday workshop on effective communication with a large provincial trade association and 20 trainees.

D. Design or Purchase Decision 1. The design or purchase decision in training and development comes down to factors such as cost savings, timing, and subject matter expertise.

2. The advantages of designing internally include the protection of privacy and confidentiality, the fit to organizational culture and values, familiarity with organizational language and understanding of the internal players, and development of content expertise in-house.

3. Outsourcing is purchasing training and development products and services from an external provider.

4. Another consideration is whether to hire a consultant or look at a learning solutions vendor-partner.

Teaching Tip The boxed feature, Guidelines on Hiring a Consultant Versus Outsourcing to a Vendor, looks at six key variables: scope, size, nimbleness, expertise, time, and cost.

E. Trainee Characteristics 1. There are many factors about trainees that impact training design: a. Motivation: knowing what drives people to learn is critical for learner engagement. i.

Flow theory (Chapter 2) ii.

ARCS Model Teaching Tip The photo caption offers five tips for helping learners stay focused and in the flow.

Revel has a worked example of the ARCS model. It provides guidelines for each element: attention, relevance, confidence, and satisfaction. b. Expectations: positive expectations link favourably with motivation. i.

Expectancy theory (Chapter 2) c. Readiness to learn: trainees need to have the necessary KSAs to take part in the training. i.

One key training need is autonomy. There are five tips for providing learners with more control: easy navigation, multiple options, variation, in and out privileges, and personalization.

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Teaching Tip The boxed feature and photo caption offers four tips to build confidence through training design: layering, challenging, practice, and feedback.

F. Gagné’s Nine Events of Instruction 1. His nine steps that are more than simply how to design instruction but a description of what must be provided for learning to take place.

Teaching Tip Table 4.4 Gagné’s Nine Events of Instruction looks at the nine events and considers cognitive process, timing, and types of learning activities.

G. Conditions of Practice 1. Conditions of practice are practice interventions implemented before and during training to maximize learning and retention.

2. Pre-training interventions are ideal for gaining attention, setting expectations, informing trainees of the objectives, recalling prior knowledge, and activating memory. There are six: a. Attentional advice: providing information to trainees about the process or strategy they could use to optimize learning during practice. b. Meta-cognitive strategies: helping trainees understand the ways that they learn. c. Advance organizers: a framework to help trainees build on what they have learned and how to integrate that with learning still to happen. d. Goal orientation: setting learning goals based on previous performance. e. Preparatory information: providing trainees with information about what will occur in the practice sessions. f. Pre-practice briefs: establishing roles and expectations as a team prior to team practice sessions.

3. The five interventions during training are: a. Massed or distributed practice: deciding if the content is conducted in a single session or in short sessions over a longer time. b. Whole or part learning: deciding if the material is presented all at once or into parts that are later combined. c. Overlearning: leading to automatic behaviour when the practice continues beyond initial mastery. d. Task sequencing: finding logical sub-tasks and timing for content. e. Feedback and knowledge of results: providing specific feedback about training performance.

4. Deliberate practice before and during training can improve accuracy and speed of performance for cognitive, perceptual, and motor tasks. It is more than simple practice and repetition. The practice in your training programs must be targeted at improving skills and performance with planned repetition and immediate feedback.

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V.

Use of Curriculum Road Maps and Lesson Plans A. Curriculum Mapping 1. A curriculum road map is a representation of all the courses in a curriculum, their sequence, and the typical path taken by learners.

2. It differs from a lesson plan, which is an outline that details what will be taught, how it will be taught, and what resources will be used to teach it.

B. Principles of Curriculum Mapping 1. The basic principles are: a. Define appropriate learning objectives. b. Establish useful learning experiences. c. Organize learning experiences for maximum cumulative effect. d. Evaluate the curriculum and revise those aspects not proven effective.

2. Current thinking around curriculum design has offered some further guidelines: a. Focus on the learning of students rather than the teaching of teachers. b. Pay attention to outcomes more than delivery. c. Consider how the curriculum prepares the student for professional practice. d. Ensure that the curriculum mapping is integrated in various ways: • horizontal: comparable to an equal lesson, course, or level • vertical: preparing students for the next lesson, course, or level • subject area: learning outcomes comparable regardless of teacher • interdisciplinary: skills developed in all subjects and levels, such as critical thinking and problem-solving.

3. Nine curriculum mapping tips were provided.

C. Content Planning 1. Several elements need to be taken into consideration during the design: b. Requirements: objectives > metrics > behaviours > KSAs > topics and activities. c. Structure: organization of the content. d. Interaction: what the learners will do, hear, and see during learning. e. Timing Teaching Tip In Their Own Words: Lessons Learned from the Experts discusses three sensory elements to consider in lesson planning.

D. Lesson Plans 1. A lesson plan can be broken down into four components: a. Outlining the learning objectives, assessing prior learning, understanding expectations, and providing a review and bridge-in to build motivation for learning. b. The activities that will be used, how they will be prioritized and sequenced, how to build on related material, and providing practice and feedback opportunities. c. Connects what students have learned back to on-the-job application.

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d. Evaluation and determining what changes are required for future lessons.

2. In the beginning; a. Start by determining what the students should be able to do at the end of the session. b. The introduction looks at prior learning (prerequisites) and student expectations. c. Making links between previous knowledge and the learning from the new session.

3. Meet in the middle: planning specific learning activities.

Teaching Tip The boxed feature Techniques to Achieve Certain Outcomes looks at six desired outcomes and what techniques could help achieve them.

4. And now the end: as we assess what the students have learned, we can focus on how the learning objectives were achieved and how the students will apply them in work or future training sessions. We can also start planning changes.

E. Sample Lesson Plans Teaching Tip Tables 4.5, 4.6, and 4.7 are three templates that can be used for lesson planning.

End of the Chapter Content Key Terms Asynchronous: Online education without a real-time component Conditions of practice: Practice interventions implemented before and during training to maximize learning and retention Curriculum road map: A representation of all the courses in a curriculum, their sequence, and the typical path taken by learners Design thinking: The mindset and activity that is typical for designers Learning objectives: The content or material that will be covered during an assignment, activity, class, or course Learning outcomes: What the learner should know and be able to do by the end of an assignment, activity, class, or course

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Lesson plan: An outline that details what will be taught, how it will be taught, and what resources will be used to teach it Outsourcing: Purchasing training and development products and services from an external provider Request for proposal: A document outlining the organization’s training needs so that individuals and companies can submit proposals for their services Synchronous: Online education happening in real time

Discussion Questions and Suggested Answers 1. Discuss the purpose of learning objectives from the perspective of the trainer, the trainee, and the manager.

Trainee prerequisites can be assessed to determine if material needs to be removed or expanded on. The objectives also help the trainer adjust during the actual training, based on how well the trainees are meeting the objectives. During training, it is possible to make specific linkages between the content and the objective, highlighting the importance of the content to the learner. They also serve as the basis for evaluating the training program, the learning that occurred, and the benefits to be expected by the organization. Finally, the choice of training content and method are much simpler with clear, specific learning objectives.

Objectives help the trainees have a clear goal to achieve. When addressing a performance gap, trainees need to know the criticality of the training and how they will be held accountable for the learning that should occur due to training. If trainees do not know what to expect, their anxiety will increase, and they may waste time or energy on insignificant tasks. The objectives help the trainees focus attention on relevant topics and use strategies to organize and retain the information.

Objectives provide managers with the behaviours expected at the end of the training. The managers will know what the trainee has learned and what new knowledge, skills, and abilities (KSAs) they possess, which they can then support and reinforce. Managers can provide trainees with encouragement and the necessary time to apply the new KSAs on the job. The managers can also tie the training objectives into the broader performance management framework so that employees know what they will be accountable for.

LO 4.1 Explain the purpose of learning objectives and describe how to prepare them.

2. Describe the three components of a learning objective.

The three components are performance, conditions, and criteria.

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Performance: This performance statement indicates exactly what the employee will be able to do after training. It can be described as the desired behavioural outcome. It needs to be specific as to who is going to perform the desired behaviour and what actual behaviour needs to be demonstrated. The learner is doing something that is evidence of mastery of the objective itself.

Conditions: This covers when and where the behaviour will occur. It may include barriers or assistance (e.g., without the use of reference material or using a performance aid) that determine what can or cannot be used during the performance. It may also clarify time, place, resources, or circumstances. They should not be included if they do not help clarify what is required.

Criteria: After telling the trainee what to do, we now need to tell them how well they are expected to perform with standards such as quality, quantity, accuracy, or time. These are derived from the needs analysis or organizational performance standards.

LO 4.1 Explain the purpose of learning objectives and describe how to prepare them.

3. What is your training type? Why is that important?

Answers will vary.

The Trainer Type Inventory was designed to help trainers understand their own learning styles in the hope that they could better understand the styles and preferences of their trainees. By learning about themselves, they understand the impact on others in a learning setting. It allows trainers to become more flexible in using different skills and tactics that are most appropriate in the particular learning setting.

Refer to Table 4.2 Training Types.

LO 4.2 Discuss the selection of trainers and the use of the Trainer Type Inventory.

4. Apply the six steps of the learning journey to something you have learned personally.

Answers will vary.

This learning journey has six steps: engage and target (before), understand and practice (during), and assess and reinforce (after). The example in the text is of someone learning to play guitar.

LO 4.3 Define program design factors for successful training delivery.

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5. What are the main training design constraints? How would you overcome each with a training program for retail salespeople?

Training design is impacted by various factors, including time, budget, technology, communication, subject matter availability, and trainee characteristics such as motivation.

Answers will vary for the second part.

LO 4.3 Define program design factors for successful training delivery.

6. What factors should an organization consider when deciding to outsource to a consultant or a vendor?

Project scope If the project can be completely defined at the outset, a fixed bid might be the best approach. If it is a series of tasks that don’t have defined timelines or may be individually generated, a consultant is probably the way to proceed.

Project size Larger projects can be better suited to a larger vendor. However, if you have a strong team of internal learning professionals, a consultant might be a good way to bring in the missing expertise.

Nimbleness An individual consultant is better suited for a smaller project where speed (time to delivery) and flexibility are issues.

Expertise Learning consultants are typically generalists or specialists, which both offer value to a company depending on the project. A vendor offers a team of specialists, which might include project management, engineering, quality assurance, copyediting, and multimedia design. That team can lead to higher-quality outcomes.

Time Managing a consultant is more time consuming than working with a vendor, so if you don’t have the bandwidth for that a vendor is required.

Cost Cost-effectiveness is always a factor in the decision, but typically it is the last factor on this list. The right decision should also be the most cost effective, and it will provide you with the best long-term return.

See boxed feature Guidelines on Hiring a Consultant Versus Outsourcing.

LO 4.3 Define program design factors for successful training delivery.

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Chapter 4: Training Design

7. What are the main trainee characteristics that impact training design?

There are many factors about trainees that impact training design, but some of the most important are motivation, expectations, and readiness to learn.

LO 4.3 Define program design factors for successful training delivery.

8. Describe the six pre-training interventions.

1. Attentional advice: providing information to trainees about the process or strategy they could use to optimize learning during practice.

2. Meta-cognitive strategies: helping trainees understand the ways that they learn.

3. Advance organizers: a framework to help trainees build on what they have learned and how to integrate that with learning still to happen.

4. Goal orientation: setting learning goals based on previous performance.

5. Preparatory information: providing trainees with information about what will occur in the practice sessions.

6. Pre-practice briefs: establishing roles and expectations as a team prior to team practice sessions.

Refer to Figure 4.1 Pre-Training Interventions.

LO 4.3 Define program design factors for successful training delivery.

9. Describe the four main components of lesson planning.

A lesson plan can be broken down into four components: The start involves outlining the learning objectives, assessing prior learning, understanding expectations, and providing a review and bridge-in to build motivation for learning.

The next component looks at the activities that will be used, how they will be prioritized and sequenced, how to build on related material, and providing practice and feedback opportunities.

The third component looks at what students have learned and connects that back to onthe-job application.

The last component is for evaluation and determining what changes are required for future lessons.

LO 4.4 Explain the use of curriculum road maps and lesson plans for developing content.

End of Chapter Features Tips for Trainers provides ten training design tips.

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Students may find tip number 9 to be most challenging, so an example in the class discussion could really heighten understanding.

Tip #9: Plan the sequencing carefully. a. order of performance—learning sequence is the same as the job sequence b. simple to complex—start the lesson with simpler concepts before tackling complexity c. known to unknown—familiar topics are covered first d. dependency—mastery of subsequent content depends on a previous learning objective Training Transfer discusses the movie called The Big Short that won an Academy Award for best adapted screenplay of a Michael Lewis book on the 2007–2008 financial crisis.

Adam McKay wrote the screenplay and directed the movie, facing challenges that are well-known to learning designers: engaging an audience, helping them care about historic information, and making technical knowledge interesting and applicable.

Students might not have seen the movie but could be assigned equally challenging material to apply the three principles in the boxed feature: avoid information overload, familiarity breeds attention, and use storytelling to create a compelling narrative.

Diversity Matters: Developing Training with Diversity and Inclusion in Mind Students could attempt to apply deliberate practice (discussed earlier in the chapter) to a hypothetical D&I initiative.

Case: Indigenous Learning Instructor Notes The case looks at some of the main challenges in designing learning experiences in remote Indigenous communities, such as limited cultural relevance of content, cost and availability of technology, infrastructure limitations, and poor attendance Discussion Questions and Suggested Responses 1. If you had to develop a training program for Indigenous students who were training to be bank tellers, how would you blend traditional knowledge with scientific knowledge?

Answers will vary.

Refer to Table 4.8 Comparisons between Traditional Knowledge and Scientific Knowledge.

Some of the key principles to keep in mind in working with Indigenous communities are: • Meaningful consideration: asking the community how they’d like to be consulted • Participate in events and ceremonies to learn their traditions • Decisions will be more collectively based • Learn and follow local protocols, such as acknowledging the host and territory

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•

Establish relationships first before developing training

2. Provide an example of how you would use each of the four design principles for training of hospital administrators?

Answers will vary.

The four design principles are: reflective presence, interaction, educator support, and simplicity.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Students could complete the trainer type inventory and examine results individually, in teams, or as part of a class discussion.

Students could find Richard Brostrom’s trainer type inventory with the following link and complete the word document to discover their trainer type.

Source: Brostrom, R. (1975). Developing effective teaching styles. Los Angeles, CA: COMCOR. Scoring the exercise: For each of the 15 question blocks, students will rank 4, 3, 2, 1. Results will be in four groupings: Listener (sum of “a” and “e” boxes) Director (sum of b and f) Interpreter (sum of c and g) Coach (sum of d and h) 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to the qualities of an effective trainer. Describe the key points of the article and detail how HR professionals can develop their skills as trainers.

Here are a few sources to share with students to get them started: Andriotis, N. (2018, April 23). What makes a trainer exceptional? TalentLMS. Ghosh, P., Satyawadi, R., Joshi, J. P., Ranjan, R., & Singh, P. (2012). Towards more effective training programmes: A study of trainer attributes. Industrial and Commercial Training, 44(4), 194-202. doi:10.1108/00197851211231469 Tefera, G. M. (2019, May 12). Characteristics of effective trainers. Atlas Corps. https://atlascorps.org/characteristics-of-effective-trainers/

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Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform.

This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

The next deliverable in the simulation are all tied to this chapter. Depending on the scope of the simulation in your course, these deliverables may be completed over the remainder of the semester or in a shorter time frame.

Students will receive their final assignment.

Plot Point

Title: Email from Jie

Purpose: • To introduce the learner to their next task

Object #20

Medium: Email

Learner Description: You have received an email from Jie, your mentor.

Hi [learner-name], Your next task is to develop a training objective for the performance gap. Then, you will be developing a training plan.

I would like you to put together an outline of the training content that you will be delivering along with which training methods you would use. Please provide me with the relevant trainee characteristics that you will be considering when designing your training.

Finally, I would like you to select an appropriate training evaluation method. As part of your training plan, I am very interested in what variables you will be measuring and how you will measure them. I would also like to know what barriers to evaluation you might anticipate and how to overcome them.

Many thanks in advance.

Best, Jie

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Students will watch a video on writing training objectives.

Content

Title: Writing Training Objectives

Purpose: • To provide learners with an example showing how to write a learning objective based on a performance gap

Object #21

Medium: Video

Learner Description: Please watch the following video carefully to ensure you have all the information you need to write your training objectives.

Students will then submit their final assignment. Timing will vary based on the level of usage of the simulation. The learning objective would be developed quickly but the training plan might take the remainder of the semester.

Submission

Title: Training Objective/ Training Plan

Object #22

Purpose: • The learner will submit their training objective and plan Learner Description: Please submit your training objective and training plan in a Word document below.

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CHAPTER 5 TRADITIONAL TRAINING METHODS Part 1: Chapter Overview The next two chapters look at training methods in more detail. Chapter 5 looks at traditional training methods, which involve more direct interaction between a trainer and trainees, while Chapter 6 looks at methods that use technology more. However, all the methods presented here could also be adapted for online, virtual, or mobile learning. The involvement of the instructor can be real time (synchronous) or time lapsed (asynchronous). Methods that are listed for on-the-job and off-the-job training can also be adapted to be used in either setting. We have attempted in this chapter to group the methods as they are most grouped in the workplace. We end the chapter with discussions on group learning and the use of video.

Learning Outcomes LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness.

LO 5.2 Describe various on-the-job training methods and evaluate their use and effectiveness.

LO 5.3 Explain methods of training that are used for group learning.

LO 5.4 Discuss the use of video as an audio-visual technique.

Detailed Outline I.

Vignette: Pride Group Enterprises

Pride Group Enterprises, a Mississauga trucking conglomerate, focus on career development and mentorship with their 300 employees. Drivers who are about to retire often help with mentoring and team building. Pride also provides career counselling sessions for all employees.

Students can discuss how different organizations could use career coaching and mentoring as effectively as Pride.

II.

Off-the-Job Training Methods A. Lectures 1. Lectures are most effective when they are personal, social, and experiential.

2. Lectures may require different instructional roles: a. A lecturer may present. b. A facilitator encourages learners to discover. c. A coach focuses on improving behaviours and attitudes. d. A teacher might enforce compliance.

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Chapter 5: Traditional Training Methods

B. Demonstrations 1. A demonstration is a visual display that illustrates how something works or how to do something.

2. Demonstrations can improve learning due to increased attention and retention from rehearsal and replication.

C. Flipped Classrooms 1. Flipped learning features direct instruction moving from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

2. It determines the best use of face-to-face time.

3. Another way to look at flipped learning is to look again at Bloom’s Taxonomy, where the instructor uses class time to focus on the top two levels (creating and evaluating), while the bottom four levels are handled independently and remotely by the learners.

Teaching Tip Review the example of occupational health and safety training, mirroring the levels of Bloom’s Taxonomy, at the end of the section, “Flipped Classrooms”.

D. Discussion Method 1. The discussion method features the use of forums for open-ended, collaborative exchange of ideas between individuals.

2. The discussion needs a clear objective and a concise process concerning timing, activities, and questions.

3. Ground rules need to be established regarding active listening, respectful debate, tolerating opposing viewpoints, and open-mindedness.

E. Case Study 1. This method has trainees simulate decision making that may happen in their workplace by analyzing a real-life situation or event that contains a problem.

2. Case studies build critical thinking skills when learners apply concepts and practices from cases to new situations in workplaces.

3. Three of the more popular types of case studies are: a. Illustrative cases are very descriptive and attempt to simplify complexity and introduce unfamiliar concepts to enable readers to develop a common language about the topic. b. Exploratory cases are used for pilot projects where readers analyze what to expect in implementing larger investigations. c. Cumulative cases bring together past studies in a general sense so that new, expensive research is not required.

F. Case Incident 1. A shorter version of a case study to examine a specific problem, issue, or concept.

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2. Where cases have value in generalization, incidents often challenge generalizability by looking at unique situations.

3. Case Incident (Rita)—examines one of a series of case incidents that the Ontario Human Rights Commission (OHRC) provides to primary and secondary level teachers.

Teaching Tip Revel features an interactive where students are asked if the principal should deal with the situation in a different way and prompts some possible responses.

G. Behaviour Modelling 1. A type of training that incorporates four principles of learning: a. Modelling (attention): observation of modelled behaviour. b. Rehearsal (retention and reproduction): practice of the modelled behaviour. c. Reinforcement: social reinforcement of behaviour. d. Transfer: application of behaviours in the work context.

Teaching Tips: Table 5.1 Four Key Aspects of BMT looks at various examples of Behaviour Modelling Training (BMT) in practice.

In Their Own Words: Lessons Learned from the Experts looks at using BMT to learn how to cut off the top of a champagne bottle with a sabre.

H. Role Play 1. Role play is a method that allows learners to play roles in realistic situations by interacting with other participants playing similar or different roles or as observers.

2. The three steps in role playing are: developing, presenting, and debriefing. a. Developing: defining the learning objectives and the plan for achieving them through role play. b. Presenting: once roles have been assigned, scripts and instructions are provided. c. Debriefing: evaluate understanding of the training concepts, discuss the incorrect behaviours, and reinforce the correct behaviours.

Teaching Tip Trainer’s Checklist: IS MAD for Role Play looks at how the University of British Columbia’s Chemistry Department uses role play in two-day workshops for teaching assistants. They use an acronym ISMAD: icebreaking, shared experiences, modelling, acting, and debriefing.

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I. Simulations 1. Simulations can be instructor-guided but often are self-paced, recreated situations in virtual or manageable physical environments.

2. Effective simulations create an environment that mirrors actual work conditions, including background noise, effects, simulated workspaces, and stressful situations needing quick action or creative decisions.

3. The steps in simulations are: a. Preparation: consider the learning objectives, the nature of the work environment, and the participants themselves. b. Delivery: the simulation must be like aspects of the job, both physically and mentally. c. Debrief: the nature of simulations allows for immediate feedback about the trainee’s performance and use of the platform, equipment, or guidelines.

Teaching Tip The photo caption explains how the Proctor & Gamble Training simulation was used for quality assessors in a 3D production plant to determine the overall health and efficiency of the facility. The simulation gives new assessors time to explore, make mistakes, and practise conducting an entire quality assessment on their own.

J. Games 1. Games help access each of the processes of the affective domain: a. Receiving: exploring the surroundings of the game and oneself as a participant. b. Responding: dealing with the game’s challenges and learning to face successes and failures. c. Valuing: understanding the fit between personal values and corporate values. d. Organizing: managing the various emotions that occur while playing a game. e. Internalization: the challenge of the game forces learners to think of others as well as themselves.

Teaching Tip Tips for Trainers: Implementing Game-Based Learning offers five tips for using game-based learning.

III.

On-the-Job Training Methods A. Job Instruction Training 1. A four-step method used to train employees on the job: a. Preparation b. Instruction

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c. Performance d. Follow-up Teaching Tip Table 5.2 Task Breakdown: Reviewing LinkedIn Profiles looks at some of the key tasks a new recruiter might have to learn when reviewing LinkedIn profiles.

B. Performance Aids 1. Performance aids are anything that support employees performing their tasks more efficiently and effectively.

2. There are three major categories of job aids: informational, procedural, and decision-making aids.

Teaching Tip Table 5.3 Common Performance Aids look at six categories of performance aids: step-by-step, form or worksheet, checklist, decision table, flowchart, and reference.

C. Apprenticeships 1. Training that involves following and studying a master of the trade on the job.

Teaching Tips Figure 5.4 lists the major barriers for employer participation in apprenticeship.

And the Survey Says ... looks at the ongoing challenges of recruiting women and minorities into apprenticeship programs.

D. Coaching • One-on-one guidance and instruction focused on improving performance, advancing career development, or developing KSAs. 1. Types of Coaching a. Strategic and executive coaching i. Strategic coaching helps employees adapt to new circumstances, reduce their resistance to change, and align individual goals with corporate goals. ii. Executive coaching also deals with change but focuses on individual change versus corporate change. b. Skills and performance coaching i. Deals more with improving the coachee’s effectiveness and productivity, rather than fixing a specific performance issue. c. Personal or life coaching

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i. Motivates individuals to meet challenging personal goals.

2. Coaching Discussions a. The plan should identify priorities to pursue over the next year, as well as follow-up actions.

Teaching Tip Revel features an interactive where students must match career coaching questions into the correct career goal area (overall career goals and needs, current position goals and needs, future position goals and needs).

3. Barriers to Effective Coaching a. Organizations need a plan to overcome barriers related to the organization, the coaching model, the coach, or the coachee.

Teaching Tip Figure 5.5 lists the most common barriers to effective coaching.

E. Mentoring • A form of coaching that, looking beyond skills and technical aspects, tries also to improve an employee’s fit within an organization by changing their attitudes and providing career and social support.

1. Buddy system—the mentoring buddy seeks to integrate the new employee and help them become more knowledgeable about social and cultural norms.

2. Shadowing—an opportunity to introduce your new hire to the team and share different perspectives.

3. Reverse Mentoring—senior employees and executives benefit from new ideas, perspectives and collaborative innovations from exchanges with younger employees.

Teaching Tip Diversity Matters discusses the need for women to use mentors as much as men do.

E. Self-Directed Learning • An on-the-job method wherein employees take responsibility for all aspects of learning, including what, when, and who will be involved.

Teaching Tip Self-Directed Onboarding looks at how to make employees take more direction over the onboarding process.

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IV.

Methods of Training for Group Learning A. Adventure Learning 1. An experiential approach that actively engages learners in authentic, mentally and physically challenging tasks, either directly or through online and hybrid education.

2. Through interpersonal and intrapersonal challenges, learners develop adaptability, problem solving, planning, decision making, leadership, communication, trust, and teamwork.

B. Action Learning 1. Small groups of colleagues from various parts of the business meet to tackle real problems or issues in order to get things done, where the focus is on the learners and the organization.

2. Professor Reg Revans, founder of action learning, indicated that learning (L) is a combination of programmed instruction or knowledge (P) combined with insightful questions (Q) generated in group problemsolving activity C. Team Training 1. Team training can focus on organizational cross-training, team leadership, team coordination, or scenario-based coaching.

2. Dodd suggests six tips for building a high-performance team: a. Put trip wires in place. b. Recognize your teams. c. Create a team mentality. d. Regard trust as currency. e. Slow with team training = fast performance f. Practise delayed gratification.

V.

Video as an Audio-Visual Technique A. Video • Modern learners access video anywhere and anytime, making it one of the most impactful and efficient methods for learning and knowledge transfer.

B. Ten Steps to a Successful Video Training Program 1. Define the audience 2. Define the scope 3. Confirm the timeline 4. Brainstorm the narrative 5. Pick the right length 6. Create a detailed script 7. Sound is critical 8. Channel your internal videographer 9. Provide feedback opportunities 10. Plan for easy access

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C. Training Uses for Video • Video plays a variety of roles in today’s corporate training environment, ranging from onboarding to live product demonstrations, by fostering social learning or even coaching by subject matter experts.

D. Benefits and Limitations of Video 1. Taking Video to the Next Level—Video should capture the look and feel of a live event with engagement exercises such as pausing to answer questions, prompting the user to view other segments, or allowing the learner to choose their own path.

End of the Chapter Content Key Terms action learning: A practical and cost-effective group problem-solving process that also serves to develop, engage, and retain employees adventure learning: An experiential approach that actively engages learners in authentic, mentally and physically challenging tasks, either directly or through online and hybrid education apprenticeships: Training that involves following and studying a master of the trade on the job behaviour modelling training: A training method that focuses on changing behaviour on the job case incident: A shorter version of a case study to examine a specific problem, issue, or concept case study: A method of simulating decision making that may happen in a workplace by analyzing a real-life situation or event that contains a problem coaching: One-on-one guidance and instruction focused on improving performance, advancing career development, or developing KSAs demonstration: A visual display that illustrates how something works or how to do something discussion method: A method that features the use of forums for open-ended, collaborative exchange of ideas between individuals flipped learning: A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is

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transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter game-based learning: The application of gaming principles to real-life settings to engage learners groupthink: A team state where collective thinking or decision making discourages creativity and individual input job instruction training: A four-step method used to train employees on the job mentoring: Helping and giving advice to a less-experienced person performance aids: Tools that improve job performance by guiding, facilitating, or reminding learners how to perform their tasks role play: A training method that allows learners to play roles in realistic situations by interacting with other participants playing similar or different roles or as observers self-directed learning: A process in which employees take responsibility for all aspects of learning simulation: A self-paced, recreated situation in virtual or more manageable physical environments

Discussion Questions and Suggested Answers 1. What is flipped learning and what are some of its features?

Flipped learning is another way to look at classroom training by sharing information in advance so that facetime in the classroom can focus on application. A flipped classroom can be different in every instance, such as creating videos to replace the lectures and direct instruction, which students would access offline and move the traditionally assigned homework back to the classroom.

The Flipped Learning Network provides a handy acronym to help illustrate the key components of flipped learning.

F L

Flexible environment Learning culture

I

Intentional content

Allows for a variety of learning modes Participants are more actively involved as topics are covered in greater depth with more participation and evaluation of learning Maximizing class times with active learning strategies

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P

Professional educator

The role shifts from lecturer to facilitator, with timely and specific feedback based on observation and handson education

Refer to Figure 5.1 Bloom’s Taxonomy. The instructor uses class time to focus on the top two levels (creating and evaluating), while the bottom four levels are handled independently and remotely by the learners. The participants are now getting the help on the most difficult aspects.

LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness.

2. Provide an example of when you would use a case study and when you would use a case incident? Explain your rationale.

Answers will vary.

Case studies analyze a real-life situation or event that contains a problem and tend to be longer than case incidents. While cases have value in generalization, shorter case incidents that only examine a specific problem, issue, or concept often challenge generalizability by looking at unique situations.

LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness.

3. Describe the four elements of behaviour modelling. Provide a workplace example.

Behaviour modelling training (BMT) features four principles of learning: 1. Modelling (attention) 2. Rehearsal (retention and reproduction) 3. Reinforcement 4. Transfer

Observation of modelled behaviour Practice of the modelled behaviour Social reinforcement of behaviour Application of behaviours in the work context

LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness.

4. Describe the three steps in role playing.

The three steps in role playing are: developing, presenting, and debriefing.

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Planning the content (developing) starts by defining the learning objectives and the plan for achieving them through role play. This includes analyzing relevant workplace roles to discover situations and interactions that participants could benefit from exploring.

Once roles have been assigned, scripts and instructions are provided. If using an observer, provide instructions for them as well. It is useful for all participants to take some time to prepare before enacting the scenario (presenting).

The most important aspect of role play is the discussion of experiences and outcomes (debriefing). It is time consuming to evaluate understanding of the training concepts, discuss the incorrect behaviours, and reinforce the correct behaviours.

LO 5.1 Describe various off-the-job training methods and evaluate their use and effectiveness.

5. What performance aid would be most helpful for your job? What format would you use?

Answers will vary.

There are three major categories of job aids: informational, procedural, and decisionmaking aids.

LO 5.2 Describe various on-the-job training methods and evaluate their use and effectiveness.

6. What are the differences and similarities between coaching and mentoring?

Mentoring is a form of coaching that, looking beyond skills and technical aspects, tries also to improve an employee’s fit within an organization by changing their attitudes.

Both feature one-on-one guidance and instruction, but coaching is performance driven and mentoring is development driven. Coaching is designed to improve the professional’s on-the-job performance, while mentoring looks beyond the current job function.

LO 5.2 Describe various on-the-job training methods and evaluate their use and effectiveness.

7. What are the main methods used for group learning?

The three main methods are adventure learning, action learning, and team training.

Adventure learning is an experiential approach that actively engages learners in authentic, mentally and physically challenging tasks, either directly or through online and hybrid education.

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Action learning is a practical and cost-effective group problem-solving process that also serves to develop, engage, and retain employees.

The goal in team training is to build bonds inside the workplace that will increase productivity and produce a high-performance team by improving behaviour, knowledge, and attitudes.

LO 5.3 Explain methods of training that are used for group learning.

8. What type of training is best suited for video? Why? Answers will vary.

Live and on-demand video can save time, lower costs, and provide more flexibility for employee training. Video allows for the pace of training to be carefully controlled, as well as providing consistent content to all learners. It offers employees the chance to gather, access, and process information at an individualized pace whenever convenient (during downtime) or on a just-in-time basis (like solving a workplace dilemma) and can be viewed as many times as desired.

Video can provide information much more quickly than words alone and is more engaging than manuals or PowerPoints. It supports organizational communication and facilitates teamwork and collaboration, especially when employee-generated video is integrated into training. Video can allow for cross-departmental knowledge transfer.

Using an intranet or SharePoint could allow content that would otherwise be siloed to be available to all employees with proper permissions.

LO 5.4 Discuss the use of video as an audio-visual technique.

End of Chapter Features Case Microlearning for Compliance Training The case discusses microlearning used for compliance training.

Instructor Notes Students will be familiar with various health and safety training, but they might struggle with adapting microlearning in that domain. Start with some background on the compliance issues, such as the rules and regulations. Then they might opt for some weekly scenario-based situations where employees choose the right and wrong answers.

For health and safety compliance, they could identify risks.

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Discussion Questions and Suggested Answers 1. Think about some training you have received. How would you use microlearning for that training? What would the main differences be?

Answers will vary.

Refer to Top 10 Microlearning Tips.

2. Are there any topics not suitable for microlearning? Why? Answers will vary.

There are some areas where microlearning may be less effective: • When content is difficult to fragment • When content is being sliced and diced without a plan first • Complex content • Content where the goal is attaining total mastery or expertise • When learners need to move from a basic level to fluency in a short time period • When the goal is long-term retention more than repetition and awareness

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the methods listed in the chapter. Which are most and least effective for you? Why? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to team training or simulations. Describe the key points of the article and detail how they are used in industry.

Here are some articles to get students started.

Simulations Backlund, P., Engström, H., Lebram, M., Maurin Söderholm, H., & Andersson Hagiwara, M. (2018). Breaking out of the bubble putting simulation into context to increase immersion and performance. Simulation & Gaming, 49(6), 642–660.

Baily, L. (2019, December 12). 7 recent medical simulation news articles. https://www.healthysimulation.com/8331/7-recent-medical-simulation-newsarticles/

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Burch V., Reuben F., Smith, B. (2019). Using simulation to teach lean methodologies and the benefits for Millennials. Total Quality Management & Business Excellence, 30(3/4). 320–334.

Davoren, J. (n.d.). How effective is simulation training in HR? https://smallbusiness.chron.com/effective-simulation-training-hr62822.html.

Team training Sibley, J. (2018). Using teams properly. Learn TBL. https://learntbl.ca/what-istbl/using-teams-properly/ 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• What types of training are most suited for a team-based approach?

• What types of training are more suited for face-to-face simulations instead of online simulations?

Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform.

This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

In Chapter 4 students were assigned the training objective, which they likely have now finished. They were also tasked with developing a training plan, which ties in with developing content and choosing methods. Chapters 5 and 6 will be used by the students to complete this aspect. They will also use this chapter to discuss the relevant trainee characteristics that they will be considering when designing the training.

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CHAPTER 6 TECHNOLOGY-BASED TRAINING METHODS Part 1: Chapter Overview Chapter 6 continues the discussion of training methods by looking at those which use technology more. Blended learning involves combining the best of traditional face-toface with eLearning. The chapter continues by examining computer-based training methods, Web 2.0, social learning, gamification, and mobile learning. We end the chapter with a look at learning management systems.

Learning Outcomes LO 6.1 Describe eLearning and its influence on training and development.

LO 6.2 Describe blended learning, its benefits and drawbacks, and how to implement it successfully.

LO 6.3 Explain various methods of computer-based training.

LO 6.4 Discuss the use of Web 2.0, social learning, and gamification in training and development.

LO 6.5 Understand mobile learning’s impact on training.

LO 6.6 Discuss learning management systems.

Detailed Outline I.

Vignette: Online Peer-Based Coaching

The vignette discusses Facebook’s Leadership in Practice (FLiP) program and LinkedIn’s peer-to-peer learning.

Discussion could feature how peer coaching has been used in other industries such as health care and education. Revel features a flashcard interactive which presents a series of eLearning Client Intake Questions based on who, what, when, where, and how.

II.

eLearning and its Influence on Training The use of technologies and the Internet delivers training and development experiences to learners.

A. Exploring Different Modes of eLearning 1. eLearning is offered in synchronous (real-time online) and asynchronous (online without real-time interaction) modes, or as a combination of the two modes.

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Teaching Tip The Jiffy Lube photo caption discussed questions they asked their web conferencing vendor: 1. Is the platform built only for meetings or also for training?

2. Is the design responsive and consistent across all devices?

3. Can repeatable sessions be prepared to save time and money?

B. Advantages and Disadvantages of eLearning 1. eLearning offers several advantages: scalability, access to a wide audience of employees, high ease of use, reduction of costs of traditional training methods, better learner engagement, self-paced learning, and availability.

2. eLearning’s wider access can lead to disadvantages: a. control: users can fall behind, only skim the material, and may find it technologically challenging b. technology issues: includes storage capacity, bandwidth, internet speeds, specific browser requirements, obsolescence, and poor device compatibility.

C. Leaving the Classroom 1. Planning is required for shifting classroom training programs to virtual delivery. Content needs to be organized in smaller chunks, using topics and subtopics so that it makes sense to the learner. Assessments may have to replace Q&A periods.

Teaching Tip The photo caption discusses virtual leadership training which mimics real-life experiences with clients, customers, and employees, but in a low-risk environment where mistakes made don’t cause damages or lost revenue. eLearning allows learners to share content with one another and interact by discussing their own personal experiences, creating a community of future leaders contributing different ideas and working together.

D. Bite-Sized Learning 1. Bite-sized learning also builds on the concept of spaced learning from Chapter 2.

E. Motivation and eLearning 1. Self-determination theory (SDT) proposes that learners want to satisfy three basic psychological needs: competence, autonomy, and relatedness.

Teaching Tip Table 6.1 Strategies to Improve Learner Motivation looks at strategies to satisfy SDTs three needs through eLearning.

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III.

Blended Learning • Blended learning is a mix of eLearning and face-to-face, instructor-led sessions.

Teaching Tip In Their Own Words: Lessons Learned from the Experts shares tips for successful blended learning from seven experts.

A. Benefits and Drawbacks 1. Benefits: a. Saving time b. Cost-effective in the long-term c. Learners still get to bond d. Learner control e. Enhanced virtual communication f. Feedback g. Collection h. Extended training reach 2. Drawbacks: a. High technology and maintenance costs b. Wasted resources c. Technological dependence d. User technology limitations and unwillingness B. Planning the Blend 1. What is the instructional goal? What are the performance objectives?

What will mastery of these objectives look like?

2. Assessment techniques help determine potential delivery technologies.

3. Decide which technology is best for each learning outcome.

C. Implementing Blended Learning Successfully 1. For blended learning to be successful, organizations must be able to adapt to new and emerging technology, build self-learning skills of learners, and provide engaging content in the right blend.

Teaching Tip Table 6.2 examines some IBM Mindspan clients that have moved from traditional to blended learning.

IV.

Computer-based Training • Instruction and delivery of training by computer through an intranet or the internet is often referred to as computer-based training (CBT). It also includes

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Web learning, distance learning, virtual classrooms, online simulations, virtual reality (VR), and augmented reality (AR).

A. Simulations 1. Simulations immerse online learners in virtual environments that mimic the real world to allow them to put knowledge into practice.

2. Avatars are becoming more central as part of simulations and social learning, aiding in character development and storytelling.

B. Virtual Reality 1. Virtual reality has been used mostly by larger organizations to provide an immersive, real-world, first-hand experience for learners.

Teaching Tip Table 6.3 provides examples of virtual reality.

C. Augmented Reality (AR) 1. AR superimposes digital information over what we see, offering additional information for better comprehension.

D. Web-Based Training 1. Distance learning is commonly used as Web-based training, which happens in synchronous, asynchronous, or a mixed version of the two.

2. Webinars allow for more than sharing slides—webcam access, polls, a chat area, and even a Q&A section.

3. Webcasts and podcasts both allow storytelling, are shareable and easy to consume, and can captivate your audience for longer than many forms of training.

Teaching Tips Storytelling in Webcasts and Podcasts provides three basic tips: know the audience, use a storyboard, and pick an approach.

Trainer’s Checklist: Things to Consider for Online Training provides ideas to help with planning an eLearning initiative.

V.

Web 2.0, Social Learning, and Gamification • Web 2.0 is end-user applications that require dynamic interaction, social networking, or user interfacing between people and information.

Teaching Tip Table 6.4 lists 15 of the popular Web 2.0 examples.

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A. Social Learning 1. Social learning has always been about sharing knowledge and information among peers, but it now encompasses interactive, online tools.

B. Making Social Learning Work 1. It should be easy to access with regularly updated content that is relevant for learners. The content should be interesting but provide business value, which will make it easier for learners to share and collaborate, which will help build a vibrant community for social learning.

C. Netflixing 1. Netflix is impacting the way that learners seek information, which challenges organizations to have an optimizable and searchable platform, including: personalized content delivery, easy navigation and access, structured content anytime and anywhere, and effective content curation.

2. Netflix social learning can cater to the personal needs of learners, whether their preferences are for a quiz, game, interactive scenario, infographic, video nugget, or more.

D. Gamification 1. Gamification offers many benefits but only when the concept challenges learners, captures and retains learners’ attention, engages and entertains, and teaches the material effectively.

Teaching Tip Table 6.5 Game Design Techniques looks at five aspects of game design: feedback, goals and missions, competition, collaboration, and a narrative.

E. Benefits of Gamification in eLearning 1. Encourages learners to think on the fly.

2. Fits most employee learning needs.

3. Makes content more engaging.

4. Offers lower risk learning environments.

5. Provides employee development.

F. Criticisms of Gamification Teaching Tips Table 6.6 looks at some of the myths of gamification.

Revel features a drag-and-drop interactive where students select an eLearning technology that fits with the four different types of learning cultures from Chapter 2.

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VI.

Mobile Learning’s Impact on Training A. Mobile Learning Considerations 1. There are many factors to consider as part of your mobile learning strategy. Will they be on a bus, a commuter train, in an airport, in their office, at home? Will they be using headphones? Will they have access to additional screens and monitors?

2. The answers to these questions determine whether they need training that is designed for the phone or that works on the phone.

B. Reasons for Going Mobile 1. Mobile learning is adept at grabbing attention with short nuggets, videos, or games.

2. It works well with BYOD (bring your own device) and flexible work arrangements.

3. Mobile learning strategies focus on delivering individualized learning experiences based on learning/search patterns, assessment results, and a desire for instant access to information.

4. Through cost savings and increased access, the ROI on training increases and higher employee satisfaction leads to higher workplace productivity.

5. Studies show higher knowledge retention.

6. Mobile devices allow social interaction and facilitate collaboration.

VII.

Learning Management Systems A learning management system (LMS) is software and technology that is used for training and development to administer, develop, and deliver learning activities and programs.

An LMS helps organizations with the entire learning process: registration, course administration, tracking progress, and assessing participants’ performance.

An LMS is useful in almost all industries and for a wide range of users, including HR departments, professional groups, entrepreneurs, and self-learners.

A. The Make-or-Buy Decision 1. Buying an LMS is a significant decision because it impacts the entire training strategy of an organization as well as the learning of its employees.

Teaching Tip Table 6.7 looks at seven factors to consider with a make or buy decision: cost, capabilities/functionality, new features, training, customer service, security, and compatibility.

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B. LMSs and Self-Learning 1. LMSs have features that can take learning to the next level by sharing additional videos, or learning materials that the learners can utilize freely, and lead them to the next stage of self-driven learning.

2. The LMS can be the platform where different roles are filled: a. Facilitator: guiding the group/individual toward learning, assisting in solving issues that may pop up, maintaining the collaboration b. Asker: a point that needs to be discussed, a problem that needs to be solved, a query that becomes the central aspect of the learning session c. Sharers: people who share experiences learning around the problems presented C. Compliance Training 1. An LMS can minimize the risk of human error and produce an audit trail to prove compliance.

Teaching Tip Tips for Trainers discusses compliance training with an LMS.

End of the Chapter Content Key Terms blended learning: A mix of eLearning and face-to-face, instructor-led sessions eLearning: The use of technologies and the Internet to deliver training and development experiences to learners gamification: Applying game elements and game design techniques in non-game contexts learning management system (LMS): Software and technology that is used for training and development to administer, develop, and deliver learning activities and programs mobile learning: Learning, education, or support delivered on mobile devices such as smartphones, tablets, notebooks, MP3 players, gaming consoles, or other technology that allows the learner to be mobile while learning self-determination theory (SDT): This theory suggests that people are able to become self-determined when their needs for competence, autonomy, and relatedness are fulfilled

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Web 2.0: End-user applications that require dynamic interaction, social networking, or user interfacing between people and information Discussion Questions and Suggested Answers 1. What is bite-sized learning? How would you use it in fast food restaurant training?

Microlearning, also known as bite-sized learning, was also discussed in Chapter 5. Its use in eLearning is designed specifically for time-pressed, multi-tasking learners, with online modules of 10 minutes or less that can be quick and efficient learning “bites.” Short eLearning modules allow learners to effectively process all the information, are ondemand and on the go, and build on the concept of spaced learning (Chapter 2).

Answers will vary.

Fast food restaurants can use it for training on dealing with customers, operational procedures, cleaning tables, placing orders, food preparation and presentation, health and safety, food hazards, emergency preparedness, etc.

LO 6.1 Describe eLearning and its influence on training and development.

2. What are three ways to ensure that eLearners are motivated?

Learners have three basic needs: autonomy, competence, and relatedness. To keep eLearners motivated, trainees need to have some control and freedom over their learning.

They also enjoy the ability to do something and being associated with or connected with others.

Refer to Table 6.1 Strategies to Improve Learner Motivation.

LO 6.1 Describe eLearning and its influence on training and development.

3. What training blend would you suggest for new supervisors in a grocery store?

Answers will vary.

It would be useful to know which mode of delivery will captivate them the most. What is their technology literacy? Would they prefer traditional face-to-face training methods?

LO 6.2 Describe blended learning, its benefits and drawbacks, and how to implement it successfully.

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4. What types of training are most appropriate for webinars? Webcasts? Podcasts?

Answers will vary.

Webinars can accommodate a greater number of participants and can also provide webcam access, polls, a chat area, and even a Q&A section.

Webcasts and podcasts both allow storytelling, are shareable and easy to consume, and can captivate your audience for longer than many forms of training. A webcast features audio and video and is typically a broadcast of a live or pre-recorded event.

Podcasts are pre-recorded digital audio files that people download and listen to on their phone or preferred device. Widely popular, they can be solo, co-hosted, interview format, etc.

Refer to boxed features Storytelling in Webcasts and Podcasts.

LO 6.3 Explain various methods of computer-based training.

5. What is gamification and why is it effective for training? Provide examples.

Gamification is applying game elements and game design techniques in non-game contexts. Think of it as taking something that already exists, such as training programs, and applying game mechanics to make them more engaging and drive higher results.

Gamification is effective at giving learners a time constraint so that they must resolve a situation on the fly, which reflects real-world situations. It is suitable to most employee learning needs and makes content more engaging. It can offer lower-risk learning environments, where a mistake doesn’t cost someone their life or end a career. This creates an engaged experience that promotes safety and knowledge retention, particularly in situations where the learning experience can prove hazardous.

LO 6.4 Discuss the use of Web 2.0, social learning, and gamification in training and development.

6. What are some of the reasons for a company to have a mobile learning strategy?

Research emphasizes that today’s multi-tasking workers get bored easily and have very short attention and concentration. Mobile learning is adept at grabbing attention with short nuggets, videos, or games. Short bits of information provide just-in-time learning at regular intervals. BYOD (bring your own device) is widely accepted by organizations, as are “flexible work arrangements,” which feature employees working from home or at

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different sites. Mobile devices may also help in situations where bandwidth and internet connectivity are problems. Training can be completed in offline mode on mobile devices.

LO 6.5 Understand mobile learning’s impact on training.

7. What factors should you consider for a make-or-buy decision on an LMS? The main factors to consider are cost, capabilities/functionality, features, training, customer service, security, and compatibility.

Refer to Table 6.7 Factors to Consider.

LO 6.6 Discuss learning management systems.

8. Provide examples of how an LMS can be used for self-learning.

LMSs have features that can take learning to the next level by sharing additional videos, or learning materials that the learners can utilize freely, and lead them to the next stage of self-driven learning. Many LMSs have “friending” features, which helps create a learning community. Social networks lead to the formation of “communities” around shared interests and concerns. Most LMSs allow the learners to upload and share self-generated content (videos, images, or docs) for group consumption as a part of the “friending” concept or “communities”. Discussion boards can serve as a medium for users to share, interact, ask questions, post queries, and get responses.

LO 6.6 Discuss learning management systems.

End of Chapter Features Diversity Matters: CCDI Provides Help for Employers talks about the 30-minute eLearning modules that help organizations advance their diversity practices. CCDI focuses on scenarios to engage learners and provide solutions to real-life challenges.

Students may be interested in what would be included in the three programs: diversity and inclusion fundamentals, managing bias in hiring, and unconscious bias.

Top 10 Tips to Gain Attention Students could discuss which of the tips would be most/least effective on them. They could try to find other tips that would help gain attention.

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Case Girl Guides of Canada They have an ambitious goal of getting 2.5 million girls interested in STEM (science, technology, engineering, and mathematics) by 2025. Ericsson partnered with Girl Scouts to create a digital assistant called Jumpstart, based on a cutting-edge augmented reality (AR) and immersive multimedia learning design.

Ericsson created SpARk!, an app-based AR learning solution, to provide experiential and comprehensive learning. 360-degree videos and AR allow learners to play with scientific concepts, mechanical components, and technological capabilities in a real-life environment. Content is broken down into subjects, then topics, and finally activities.

Instructor Notes Discussion could focus on what kind of content might be necessary for this application.

Discussion Questions and Suggested Answers 1. What can other organizations do to support this STEM initiative?

Answers will vary.

2. What are the advantages of SpARk! being an app?

Answers will vary.

The app will be interactive and provide the benefits of game-based learning. It also allows for mentoring online.

3. What other eLearning opportunities might work with this program?

Answers will vary.

Teaching Tip Revel has a worked example interactive case on Sobey’s, which examines the job instruction method (Tell, Show, Do, Apply) in detail.

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Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the methods listed in the chapter. Which are most and least effective for you? Why? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to unconscious bias.

Describe the key points of the article and detail how they are used in industry. How could training help organizations minimize unconscious bias?

3. Gamification can save organizations money when implemented correctly and has wide uses in organizations.

• What are some ways that gamification can save money?

• Outside of training, how else can gamification be used in HR? Gamification has been shown to increase employee knowledge-retention rates, job satisfaction, and employee retention rates (Hughes, 2020). It achieves this by creating more motivating training programs, a more motivating environment means more engaged employees (Hughes, 2017). More engaging and motivating training causes higher job satisfaction which causes better productivity in an organization by around 22 % (Baldoni, 2013). More engaging and motivating training leads to better knowledge-retention rates which means less training is needed to train employees and maintain their skills. More engaging and motivating training causes high employee retention which means organizations need to train fewer new employees (Hughes, 2020).

Baldoni, J. (2013). Employee engagement does more than boost productivity. Harvard Business Review. https://hbr.org/2013/07/employee-engagement-does-more Hughes, A. (2017). Gamification in corporate training: it keeps learners engaged and motivated. HR.com. Training and Development Excellence Essentials.

Hughes, A. (2020, February 5). How to leverage gamification in millennial employee training. HR.com. Training and Development Excellence Essentials.

Gamification of recruitment can help organizations recruit prospective and talented new employees by creating a more enjoyable recruiting experience for possible new employees (Zielinski, 2015). It provides an interesting experience that can help give the employer a better image which makes them a more desirable employer to work for (Zielinski, 2015). Gamification can also simulate the workplace to give possible recruits a better understanding of how the organization operates (Zielinski, 2015).

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Gamification hasn’t been fully explored yet and has many more applications than just training.

Zielinski, D. (2015, November 1). The gamification of recruitment. SHRM. https://www.shrm.org/hr-today/news/hr-magazine/pages/1115-gamificationrecruitment.aspx 4. Virtual Reality.

• What jobs are best suited for VR training?

• How can VR be used for therapy to treat social anxiety or post-traumatic stress disorder (PTSD)?

Fade, L. (2018, May 24). The 5 industries set for disruption with virtual reality employee training. VR Vision. https://vrvisiongroup.com/the-5-industries-setfor-disruption-with-virtual-reality-employee-training/ Spichak, S. (2020, October 2). How virtual reality found its niche in therapy.

Predict. https://medium.com/predict/how-virtual-reality-found-its-niche-intherapy-bcaa8edee3c5 Watts, Z. (2017, July 10). Virtual reality: utopia or dystopia? The Sign Post. https://signpost.mywebermedia.com/2017/07/10/virtual-reality-utopiaor-dystopia/

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Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform.

This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

In Chapter 5 students started selecting traditional training methods that might be suitable for their performance gap. In Chapter 6, students can now consider which technologybased training methods to adopt. They will also start to consider how to use a blend.

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CHAPTER 7 TRANSFER OF TRAINING Part 1: Chapter Overview Chapter 2 introduced knowledge transfer, and this chapter continues the discussion of transfer of training. It starts with the three main training transfer theories and looks at various types of transfer, as well as barriers to transfer. The transfer training model and its impact are explained and moves into specific strategies that can be used to support transfer before, during, and after training. It also looks at the role of managers, trainers, and trainees. The chapter ends with a discussion of how to create a positive climate for training transfer.

Learning Outcomes LO 7.1 Define transfer of training, and explain training theories, types of transfer, and major barriers to transfer.

LO 7.2 Explain the training transfer model and its impact on transfer.

LO 7.3 Explain what can be done to support transfer before, during, and after training by managers, trainers, and trainees.

LO 7.4 Identify the characteristics of a positive climate for transfer of training.

Detailed Outline I.

Vignette: General Electric

General Electric does a massive amount of training: 20,000 trainee days per year, and 230 certified and experienced trainers. Like many companies, they were facing a large cohort of staff retiring and departing with vital information and skills.

Discussion could focus on what else large companies like GE can do to transfer knowledge from retiring employees.

II.

Transfer Training Theories and Types of Transfer • Transfer of training is a change in on-the-job behaviour that indicates whether a trainee applied what was learned in training to an actual work setting. The model defined two transfer conditions: maintenance and generalization of skills.

A. Transfer Theories and Types of Transfer 1. There are three main theories that explain training transfer: a. Identical elements theory suggests that transfer takes place from one situation to another to the extent that there are commonalities in the two situations.

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b. Stimulus generalization theory looks beyond common elements to broad principles or generalizations that may apply in other situations. c. Cognitive theory proposes that transfer of training can be more effective when focusing on the trainees’ internal processes, such as mental models, retention of information, and comprehension.

Teaching Tip Table 7.1 looks at the three training transfer theories and considers the emphasis and appropriate conditions for each, along with examples.

2. Types of Transfer a. Learning transfer theories and types have a great deal of importance in training. If a learned behaviour or skill does not transfer to relevant work situations and is not maintained over time, then the training is ineffective.

Teaching Tip Table 7.2 Transfer Types provides descriptions and examples for seven types of transfer.

B. Motivation 1. Motivation for change should come intrinsically (from the participants) as well as from HR and the organization.

2. Holton and Baldwin have researched the factors that support the transfer of learning and identified the most significant factors that impact learning transfer, grouped into three broad categories: capability, motivation, and work environment.

Teaching Tips Table 7.3 Learning Transfer Key Performance Indicators looks at the 16 enablers that can improve learning transfer. Motivation is tied to five of those enablers.

Table 7.4 shows what a learning diagnosis might look like in practice.

C. Evaluation of Transfer 1. Transfer is the bridge between learning and impacting business results.

Without transfer of KSAs in level three, learning will never influence business results.

2. Level 3 of the Kirkpatrick/Phillips model assesses transfer by evaluating how learners have changed their behaviour as a result of the training.

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Teaching Tip The photo caption links with the opening vignette, discussing GE’s online learning experience platform, BrilliantYOU™.

D. Barriers to Transfer of Training 1. There are many barriers that prevent training from transferring to a job, which can include personal factors, work environment factors, and support of peers and managers.

Teaching Tips Table 7.5 looks at 28 barriers to transfer in four areas: personal factors, work environment, peer support, and management support.

Figure 7.2 looks at research on trainer perceptions of which barriers to transfer are highest for the learner.

And the Survey Says . . .has some interesting trend statistics on global knowledge transfer.

III.

Training Transfer Model Teaching Tip Figure 7.3 Baldwin & Ford’s Model of the Transfer of Training Process has a detailed representation of the three components of the training transfer model: training inputs, training outputs, and conditions of transfer.

A. Trainee Characteristics 1. Learner’s capability 2. Motivational factors 3. Personality traits Teaching Tip Diversity Matters examines self-efficacy as it relates to diversity training.

B. Training Design 1. The characteristics that relate most directly to transfer of training are the use of adult learning principles, transfer theories, and self-management strategies to help achieve near and far transfer.

2. These principles also shape the selection and use of interactive instructional methods and media to engage different learning styles,

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engage qualified trainers, and create a conducive atmosphere and comfortable training environment to achieve successful transfer.

3. Physical fidelity is the level to which the training environment is made to look like the work environment, and psychological fidelity is the level to which the trainees attach similar feelings between training and the job context.

C. Work Environment 1. Characteristics of the work environment also influence the transfer of training, including strategic linkages, creating a supportive organizational climate, organizational accountability, opportunity to use, and technological support.

IV.

Supporting Transfer Before, During, and After Training Teaching Tip The boxed chart looks at which role/time combinations would produce the most powerful transfer effects.

A. Before Training Teaching Tip Table 7.6 lists various transfer of training strategies which can be implemented before training.

1. Managers a. Align training with overall strategy. b. Review training content before session. c. Incorporate the KSAs to be transferred into job descriptions and performance expectations. d. Clarify trainee selection. e. Help prepare the trainees to attend the training program (e.g., WIIFM). f. Get employee input and involvement in the training process. g. Provide employees with support for training (e.g., release time). h. Create a positive learning climate.

2. Trainers a. Conduct a needs analysis. b. Review training goals with manager to understand how learning will contribute to improved performance. c. Find out the expectations of trainees and managers. d. Review training content before the session. e. Prepare trainees ahead of time. f. Design the program with transfer in mind.

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g. Use actual work issues or examples during training to support the “identical elements theory” of transfer. h. Meet the learners, if possible, and communicate the importance of the training. i. Pilot programs (if necessary).

3. Trainees a. Provide input into the program. b. Find out more about the training programs prior to attending. c. Meet with the manager to discuss the training program and develop an action plan. d. Prepare for the training.

B. During Training 1. Managers a. Participate in training programs. b. Reassign employees’ work while they are attending training. c. Set goals. d. Prevent interruptions. e. Monitor progress and attendance. f. Review information on trainees. g. Plan the transition back to work.

Teaching Tips Table 7.7 lists various transfer of training strategies which can be implemented during training.

Tips for Trainers lists three criteria to determine when managers should be involved in the transfer plan.

The photo caption discusses how much involvement managers should have in the actual learning. Asking your overburdened managers to increase their workload supporting trainees may lead to a low support level, such as mere acceptance of the training. Start by evaluating which training programs need more managerial involvement and decrease the involvement for plans that can be more employee driven.

2. Trainers a. Incorporate conditions of practice and design features to increase transfer. b. Include content that is relevant and meaningful. c. Provide opportunities to practise. d. Provide trainee relapse prevention techniques and memory aids. e. Have trainees update their action plan with a commitment to transfer the trained skills on the job.

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f. Stimulate a positive trainee mindset. g. Reduce trainee distractions.

3. Trainees a. Enter with a positive attitude and motivation to learn. b. Engage in the training by actively participating and taking notes. c. Finalize an action plan to apply the training on the job. d. Clear their mind of distractions. e. Trainee as trainer.

C. After Training 1. Managers b. Provide trainees with immediate and frequent opportunities to apply their new KSAs on the job. c. Encourage and reinforce application of KSAs on the job. d. Provide refreshers and follow-up training. e. Provide opportunities for knowledge sharing from trainees. f. Establish support systems to facilitate transfer. g. Set goals and provide feedback. h. Foster a learning climate. i. Get input from the trainer.

Teaching Tip Table 7.8 lists various transfer of training strategies which can be implemented after training.

2. Trainers a. Ask trainees to provide examples of what they learned and how they can apply that learning to their job. b. Finalize the action plan the trainee has been working on. c. Distribute job aids and materials to remind employees of key concepts. d. Follow up with trainees in 30–60 days (if possible) using “sticky sessions.” e. Assess transfer of training as part of training evaluation and feedback. f. Update training programs regularly. g. Help set up trainee networks for social learning.

Teaching Tip Trainers Checklist: Action Plans looks at how trainers can help trainees with the action plan before leaving training.

3. Trainees a. Begin using the new KSAs as soon as possible on the job. b. Meet with manager to discuss opportunities for practice.

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c. Talk with other trainees about how they are applying the training at work. d. Set goals for transfer and plan for relapses.

V.

Characteristics of a Positive Climate for Transfer of Training A. Workplace Climate 1. Workplace climate includes factors such as cues that remind trainees of what they have learned, lack of punishment, and consequences for using training on the job.

2. Research shows that trainees’ perception of a supportive work climate that encourages using skills on the job leads to higher transfer.

3. Support can be expressed in a variety of ways, including encouragement to attend training, goal-setting activities, types of reinforcement and consequences provided, and modelling of behaviours.

Teaching Tip The infographic looks at six ways to create a positive workplace climate for transfer.

B. Peer Support 1. Peer support includes the encouragement trainees receive from their immediate co-workers and peers.

2. Organizations can set up peer support networks, participate in communities of practice, or even offer to assist trainees with the work that piled up while they were in training.

3. Employees can come together in a series of face-to-face or online sessions to share successful stories of training applied to their work and brainstorm on ways to overcome issues with transfer of learning.

4. Organizations can use buddies or mentors.

Teaching Tips In Their Own Words: Lessons Learned from the Experts Emma Weber discusses her Turning Learning into Action® (TLA) program, which promotes transfer by holding a series of “specific, structured and accountable one-on-one conversations that occur at various intervals after the training event.”

Top 10 Transfer Techniques Barbara Carnes outlines 10 low-cost techniques to transfer learning in her book Making Learning Stick: 20 Easy and Effective Techniques for Training Transfer.

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End of the Chapter Content Key Terms generalization: Ability to apply skills from the learning environment to the job maintenance: Trainees maintain skills in the workplace over time mnemonic device: A combination of symbols, words, pictures, or numbers that help people remember a concept motivation to transfer: The trainees’ desire to use the knowledge and skills mastered in the training program in a job setting transfer of training: Change in on-the-job behaviour which describes if a trainee applied what was learned in training to the actual work setting

Discussion Questions and Suggested Answers 1. What is the difference between maintenance and generalization?

Maintenance features the trainees maintaining skills in the workplace over time, while generalization is the ability to apply skills from the learning environment to the job.

Maintenance occurs when trainees continue to practice a skill they previously learned in order to retain the skill. Generalization indicates that a trainee can apply a skill in a variety of workplace settings and situations.

LO 7.1 Define transfer of training, and explain training theories, types of transfer, and major barriers to transfer.

2. Which of the barriers to transfer in Table 7.5 have you experienced? How did you attempt to overcome it?

Answers will vary.

Refer to Table 7.5 Barriers to Transfer.

LO 7.1 Define transfer of training, and explain training theories, types of transfer, and major barriers to transfer.

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3. Which factor in the transfer of training process do you believe has the greatest effect on successful transfer? Why? Answers will vary.

Refer to Figure 7.3 Baldwin & Ford’s Model of the Transfer of Training Process.

LO 7.2 Explain the training transfer model and its impact on transfer.

4. During your latest learning experience, who played a pivotal role in supporting your use and application of learning? How did this stakeholder(s) help support the transfer?

Answers will vary.

LO 7.2 Explain the training transfer model and its impact on transfer.

5. Identify the stakeholders who would be the most responsible for supporting the three transfer strategies listed below: a. Create mnemonic devices to help trainees remember key concepts (i.e., abbreviations or metaphors). b. Participate in training to show support for training program. c. Complete action plans as a part of training program.

Answers may vary.

Mnemonic devices are most likely to be created by trainers, although trainees could also create their own device on their own or with help from a trainer or supervisor. Managers that participate in training will increase the likelihood of training transfer. Trainees are best served to develop action plans during training, with or without the support of the trainer.

LO 7.3 Explain what can be done to support transfer before, during, and after training by managers, trainers, and trainees.

6. What different transfer strategies might be better if used before training?

During? After? Consider your own learning experiences in school or on the job.

Answers will vary.

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LO 7.3 Explain what can be done to support transfer before, during, and after training by managers, trainers, and trainees.

7. What are some examples of peer support that might work best for an HR generalist who received training on recruitment and selection?

Answers will vary.

Examples of peer support include feedback, encouragement, problem-solving assistance, providing supplemental information, coaching assistance, buddies and mentors, communities of practice, etc. Supportive climates have positive peer pressure that helps support organizational goals and objectives.

LO 7.4 Identify the characteristics of a positive climate for transfer of training.

8. Have you experienced an unsupportive work climate? What features did it have?

Answers will vary.

LO 7.4 Identify the characteristics of a positive climate for transfer of training.

End of Chapter Features Case Knowledge Capture and Transfer We discussed explicit and tacit knowledge in Chapter 2. The case discusses ways an organization can capture and transfer knowledge.

Instructor Notes Discussion could focus on whether the techniques being used by the four companies would work for other companies or if they would need to be modified.

Discussion Questions and Suggested Answers 1. Think about some of the “experts” at a place that you have worked. What tactics could you use to capture their tacit knowledge in case they were to leave?

Answers will vary.

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2. What other tactics could be used by MEC? Destination Canada? YVR? FYidoctors?

Answers will vary.

Interactive Case Revel features an interactive case looking at Diversity & Inclusion Training. Successful transfer of training involves three phases: planning, design, and implementation. Students click on each area to see an example of what might happen in each phase.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Which elements of your personality help you with training transfer?

Which do not?

2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to self-efficacy and training. Describe the key points of the article and detail how they impact training transfer.

3. Essential questions a. How is transfer of training different when using traditional training methods versus technology-based training methods? b. What processes have helped and hindered transfer of training at your current or previous job?

Part 3: Simulation This text includes an artificial intelligence simulation through the Revel platform. This simulation includes all the organizational information required for students to interact with artificial intelligence either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

The next element in the simulation will be training evaluation in Chapter 9.

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CHAPTER 8 TRAINING DELIVERY Part 1: Chapter Overview We discussed training design in Chapter 4, which is directly linked with delivery. In Chapter 8, we discuss training delivery and implementation, starting with a discussion of the various logistical issues. Delivery requires an action plan that covers adult learning theories, instructional design, training content, and supportive logistical decisions. As with our vignette, many organizations pilot their initiatives and gather feedback to adjust before launching the program organization-wide. The chapter also discusses the elements in successful presentations.

Learning Outcomes LO 8.1 Discuss the logistics involved in delivery planning.

LO 8.2 Explain the factors that lead to the delivery of effective training.

LO 8.3 Understand the elements that go into successful presentations.

LO 8.4 Describe the elements involved in the implementation of training.

Detailed Outline I.

Vignette: Ontario’s Developmental Services (DS) Sector

The vignette looks at a project to implement 15 core competencies in an Ottawa DS agency. The goal of adopting the core competencies was to strengthen human resource practices including recruitment, retention, training, career development, and succession planning. It started with a gap in the performance of certain behaviours that agencies and the Government of Ontario wanted to address to improve services to clients.

Students can discuss the different the core competencies that might comprise their jobs.

They can also look at different ways the DS sector could have implemented this program.

II.

Logistics in Delivery Planning 1. The first question to answer is, “Who should be doing the training?”

2. Effective trainers need to possess subject matter expertise as well as understanding of adult learning principles and instructional methods. They need various skills, including research, organizational, interpersonal, communication, active listening, questioning, and providing feedback.

3. Trainers should also possess the following key professional competencies, including the ability to • assess performance needs • design training

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• facilitate training • support the transfer of knowledge • evaluate training 4. Outsourcing may be required for smaller organizations without in-house expertise or others who may be too busy to take on managing a training and development function.

5. Consultants and trainers can be hired to develop programs or to provide more generic type training that they have delivered elsewhere. Larger consulting firms provide pre-packaged programs as well as training for internal staff to deliver the programs. Vendors offer thousands of seminars and other eLearning solutions.

A. Administration 1. There are detailed trainer and trainee records to maintain, including individual learning plans, training histories, evaluations, and general information.

2. There will be training resource libraries to maintain, along with instructor and trainee manuals.

3. Support is required for promoting various training activities, stimulating maximum attendance, organizing travel and accommodation, preparing training rooms, and meeting and greeting attendees.

Teaching Tip Trainer’s checklist lists many of the typical administrative elements for a training program.

B. Facilities 1. Location decisions include proximity to the trainees or trainer, accessibility, availability of parking, access to public transit, food and beverage services, etc.

Teaching Tip Table 8.1 looks at eight of the most popular seating styles for training.

C. Materials and Equipment 1. For training to be effective, it needs to be fully supported by appropriate materials and equipment. These fall into several basic categories: a. reference materials and guidelines for trainees b. training reference materials and aids for trainers c. materials, equipment, and technology to be used in demonstrations and simulations D. Scheduling 1. Scheduling involves accommodating participants, trainers, and content.

2. The availability of the site is also a factor.

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Teaching Tips Table 8.2 provides a sample employee training schedule that could be used for a DS agency planning their core competencies training (such as in the opening vignette).

Revel has a worked example looking at the steps in planning the schedule.

III.

Factors Leading to the Delivery of Effective Training A. Learning Style Preferences 1. Participants who like to learn by listening need a quick pace but fewer details, while visual learners are engaged by slideshows, handouts, and whiteboards that present key concepts.

2. Hands-on learners want the trainer to explain and demonstrate the task, provide an explanation, then allow them to perform the task on their own with feedback.

3. Some of the key elements of adult learning to consider are maintaining interest, challenging participants, and controlling the pace of learning.

Teaching Tip Table 8.3 Matching Delivery Mode with Learning Style Preferences looks at the likes and dislikes of trainees that must be considered for effective delivery.

B. Facilitation Versus Instruction 1. Instructors tend to be more directive and retain control of what is taught and when. They are a source of subject matter expertise and share their knowledge with learners, often through lectures and writing.

2. Facilitation is more supportive, encouraging the learner to share responsibility for the learning. The focus is on the process, where learners search, acquire, and develop the information and knowledge desired.

3. John Heron described six types of facilitator roles that can be used at different times and with different learners: a. Prescriptive roles offer advice and direction. b. Informative roles offer ideas about how to proceed. c. Confronting roles challenge learners on process, mental models, frameworks. d. Cathartic roles seek to release tension. e. Catalytic roles provide a structure to develop an idea or to remove an obstacle. f. Supportive roles display care and offer empathy.

Teaching Tip

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In Their Own Words: Lessons Learned from the Experts looks at five different roles to consider for delivery of health and safety training.

C. Maximizing Training Effectiveness 1. Gagné’s nine events of instruction provides a template for effective delivery a. Trainers must set the right tone at the start with a strong first impression and present the learning objectives to the students (WIIFMY). b. Organize and chunk content in a meaningful way, with cues for key content. c. Repetition and practice help instill familiarity with new skills and knowledge, especially if you can associate the new knowledge with other knowledge and memories. d. Along with practice is immediate and specific feedback on students’ performance to assess and facilitate learning. e. Learners must internalize the new knowledge.

D. Training Delivery Problems Teaching Tip Table 8.4 looks at 12 categories of training delivery problems, along with practical solutions to these common problems.

E. Trainee Engagement 1. Typical engagement techniques include eye contact, varying tone and pace, using props, and assigning roles to group members such as team captain, scribe, and timer.

Teaching Tip Table 8.5 looks at ways to deal with 11 common negative participant behaviours.

IV.

Elements of Successful Presentations A. Planning 1. Whenever you think about content, ask yourself these three questions: a. What do I want the audience to think? b. What do I want them to feel? c. What do I want them to do?

B. Organizing the Presentation 1. A common framework has three core sections: a. Unit: The heading for the segment of material. Often there is an introductory unit, multiple units for skill development, and a closing unit.

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b. Modules: Sections of the unit (e.g., learning outcomes in this chapter).

Modules feature smaller sub-groups of information that are easier to demonstrate and understand. c. Components: These are the heart of the workshop: tell, show, practice, debrief, apply, and evaluate.

Teaching Tip The photo caption breaks down the component level of the workshop: Tell Show Practice Debrief Apply Evaluate

— Describe how to do the skill being taught.

— Use relevant workplace examples.

— Demonstrate the skill.

— Use activities to build retention of skills.

— Coach and offer feedback.

— Focus on how to transfer into job.

— Determine what skill development occurred.

C. Presenting Teaching Tip The photo caption presents 12 rules to increase the effectiveness of presentations and lectures based on the three focuses of cognitive learning theory: Attention Get their attention.

Help them focus.

Don’t overload them.

Slow down for challenging material.

Reduce distractions.

Information processing Help people discover patterns.

Present information in context.

Explain the meaning.

Link new information to past knowledge.

Memory Provide mnemonic devices and memory aids.

Allow time for short-term memory to function.

Get people actively involved in remembering.

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Teaching Tips Seven tips are listed for handling a Q&A. Five activities are presented to end workshops.

The photo caption suggests that trainers should master three listening skills: Attending skills—physical body language (e.g., leaning in, eye contact) Following skills—involvement and asking questions, interjecting encouraging words, nodding Reflecting skills—restating the speaker, displaying understanding, stimulating conversation.

Tips for Trainers offers seven tips to make a workshop great.

V.

Elements in the Implementation of Training A. Dry Run 1. A dry run is not designed for training participants but to understand the value and clarity of the various pieces of the training program in a controlled setting.

B. Pilot Program 1. With a pilot program, you are looking at a smaller scale deployment of your training to make any necessary revisions before launching the full training initiative.

2. An example is provided of the DS sector pilot project (from the vignette).

C. Full Implementation 1. The full launch of the program may have multiple phases for larger training initiatives or be as short as two hours for a presentation.

Teaching Tip An example is provided of the launch of the DS sector core competencies project which had four phases, with the critical activities for each phase.

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End of the Chapter Content Discussion Questions and Suggested Answers 1. What seating style would you use for sexual harassment training for an accounting firm? New product training for a retail store?

Answers will vary.

Sexual harassment training likely wants an arrangement that is good for debate and discussion like the diamond, or features audience participation with subject matter experts like the U-shaped, or even one suited for small group discussion like the herringbone.

New product training could use a more traditional style like theatre or classroom.

LO 8.1 Discuss the logistics involved in delivery planning.

2. Why are lectures less effective for accommodators and convergers?

Accommodators and convergers both process through active experimentation, which does not work as well in traditional lectures. Accommodators prefer hands-on simulations, online group work, and self-directed learning, while convergers prefer self-evaluation, participation, and small group discussions.

Refer to Table 8.3 Matching Delivery Mode with Learning Style Preferences.

LO 8.2 Explain the factors that lead to the delivery of effective training.

3. Provide a specific example for when you would use a confronting facilitation role in training?

Answers will vary.

Confronting roles challenge learners on process, mental models, frameworks.

Challenging trainees may be necessary if the group is resistant or avoiding things it needs to face and deal with.

LO 8.2 Explain the factors that lead to the delivery of effective training.

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4. Which of Gagné’s nine events do you expect would be hardest for you as a trainer? Why? Answers will vary.

The nine events are: 1. Gaining attention (reception) 2. Informing learners of the objective (expectancy) 3. Stimulating recall of prior learning (retrieval) 4. Presenting the stimulus (selective perception) 5. Providing learning guidance (semantic encoding) 6. Eliciting performance (responding) 7. Providing feedback (reinforcement) 8. Assessing performance (retrieval) 9. Enhancing retention and transfer (generalization) LO 8.2 Explain the factors that lead to the delivery of effective training.

5. Come up with another training delivery problem apart from Swanson and Falkman’s list of 12? How would you resolve it?

Answers will vary The list of 12 are: fear, credibility, personal experiences, difficult learners, participation, timing, adjusting training, questions, feedback, logistics, openers/closers, use of notes.

Refer to Table 8.4 Training Delivery Problems.

LO 8.2 Explain the factors that lead to the delivery of effective training.

6. What are the differences between units, modules, and components?

Unit: The heading for the segment of material. Often there is an introductory unit, multiple units for skill development, and a closing unit.

Modules: Sections of the unit (e.g., learning outcomes in this chapter). Modules feature smaller sub-groups of information that are easier to demonstrate and understand.

Components: These are the heart of the workshop: tell, show, practice, debrief, apply, and evaluate.

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LO 8.3 Understand the elements that go into successful presentations.

7. What is the difference between a dry run and a pilot program? Would you ever do a pilot program before a dry run?

A dry run is not designed for training participants but to understand the value and clarity of the various pieces of the training program in a controlled setting. For smaller training initiatives, it could be simply talking through the content. It helps to identify trouble spots and areas that are confusing to the trainer or potentially the trainees (e.g., lack of realism or clarity, or an improper time allocation).

With a pilot program, you are looking at a smaller scale deployment of your training to make any necessary revisions before launching the full training initiative. The goal is to assess certain (or all) components for accuracy, relevance, ease of learner navigation appropriateness, clarity, and flow of material.

Answers will vary, but it is unlikely that you would do a dry run after a pilot unless the training initiative was large enough that you might have multiple pilot programs.

LO 8.4 Describe the elements involved in the implementation of training.

End of Chapter Features Diversity Matters looks at implementing diversity training.

Students could use the four steps of the Society for Human Resource Management (SHRM) action plan on another training program or apply it to a class project.

Top 10 Commandments for a Great Training Session Students can discuss which of these tips would be easiest and hardest for them to incorporate if they were doing training.

Case Two professors teaching accounting courses applied the Canadian Soccer Association’s format of six sections: warm-up, balance/agility/coordination, skill/technique, simplified small game, game, and cooldown.

Instructor Notes As per the two questions, students could be challenged to apply this to a hypothetical type of workplace training.

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Discussion Questions and Suggested Answers 1. What types of classes might the soccer format not work for? Why? Answers will vary.

Classes where student motivation is low, or ones with very large numbers where participation and collaboration is limited by the sheer size.

2. Can you think of another use for the soccer method apart from university or college classes?

Answers will vary.

The format is flexible and adaptable for learners with varying skills, motivations, and interests. Classes are collaborative and interactive, with regular feedback and support from peers and the professor.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. What seating styles do you find most/least effective for you personally?

2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that discussed icebreakers and introductions. Which do you feel would be most effective?

3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• What are the main training delivery challenges when planning a blended training program?

• In Their Own Words discussed five roles that OH&S trainers should fulfill. Are there different roles for Diversity & Inclusion trainers? What would the differences entail?

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Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform.

This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

The next element in the simulation will be training evaluation in Chapter 9.

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CHAPTER 9 TRAINING EVALUATION Part 1: Chapter Overview Chapter 9 discusses evaluation, the last step of the ADDIE model. The chapter starts by looking at the arguments for and against training evaluation, and then compares the different types of training evaluations. The major models are presented as well as the various tools trainers can use in evaluation. The chapter ends with a look at data collection and metrics.

Learning Outcomes LO 9.1 Define training evaluation and discuss the rationale for and resistance against evaluation.

LO 9.2 Understand the differences between the different types of training evaluations.

LO 9.3 Compare and contrast the major models of training evaluation.

LO 9.4 Describe the various measurement tools that are available for training evaluation.

LO 9.5 Determine which data collection evaluation designs are appropriate for various situations.

LO 9.6 Discuss the metrics used to measure training effectiveness.

Detailed Outline I.

Vignette: MLSE LaunchPad

Gamification is applied to engage employees with pre- and post-course evaluations.

MLSE LaunchPad used gamification to achieve these benefits: • pre- and post-program outcome evaluation survey response rates above 80% • two-thirds of respondents completing surveys independently, requiring minimal staffing resources and less time away from the program • data sets with less than 5% of respondents skipping questions or completing only one of the pre- and post-surveys Students can discuss other ways that organizations can increase participation in evaluation surveys.

II.

Training Evaluation and the Rationale for, and Resistance Against, Evaluation • Training evaluation is the process of measuring training outcomes to determine the effectiveness of training.

A. Rationale for Conducting Evaluation 1. Evaluation data can justify the appropriate level of investment, serve for quality management purposes, provide feedback to HR on employee

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performance, and provide standard measures that can be used to evaluate all training activities.

Teaching Tip Table 9.1 lists the major reasons for training evaluation.

B. Resistance to Evaluation 1. Training barriers fall into three categories: a. Human factors describe evaluator and user characteristics b. Contextual factors relate to the training program’s context c. Evaluation factors are specific to the evaluation itself.

Teaching Tip Table 9.2 lists the major barriers to evaluation, broken down by the three areas.

III.

Types of Training Evaluations 1. Formative evaluation takes place during program design and development and focuses on the process; focus is more on qualitative data.

2. Summative evaluation takes place after program delivery and focuses on the outcome; focus is more on quantitative data.

Teaching Tips Figure 9.2 shows some of the questions they could ask about a new art-making program being developed to better engage visitors who are visually impaired.

The photo caption highlights research from the Association for Talent Development into the top three barriers to conducting learning evaluations: a. the difficulty of isolating the effects of learning programs from other data b. a lack of access to the expertise needed to conduct higher-level evaluations c. the costs of conducting higher-level evaluations A. Types of Evaluation Variables 1. Including more measures increases time and cost of evaluation, but it provides much richer information to help you improve the program.

Teaching Tip Table 9.3 looks at the five main variables used in training evaluation.

B. Reactions 1. Affective reactions are the trainees’ likes and dislikes of a training program

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2. Utility reactions are the trainees’ perceived usefulness of the training.

C. Learning 1. Declarative learning is acquiring facts and knowledge 2. Procedural learning is translating facts and information into behaviour.

D. Behaviour 1. Behaviour is the display of KSAs on the job.

Teaching Tip Table 9.4 looks at ways that evidence is gathered directly or indirectly in the workplace.

E. Results 1. Hard data: indicators such as quality, quantity, time, and cost.

2. Soft data: employee motivation and engagement, customer satisfaction, etc.

Teaching Tip And the Survey Says ... looks at some statistics on ROI measurement.

F. Returns 1. Return on expectations (ROX) is a holistic measurement of all the benefits (both qualitative and quantitative) realized from a training program or initiative.

2. Return on investment (ROI) is a financial metric comparing the monetary benefits of a program to the investment in the program itself.

Teaching Tip Revel has a widget interactive where students select eight statements and determine whether each represents ROX or ROI. Figure 9.5 examines ROI and the Benefit-Cost Ratio (BCR).

Tips for Trainers lists the steps in determining ROI. G. Diversity Training Programs Teaching Tip Diversity Matters looks at D&I metrics that can be used for considering ROI.

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IV.

Major Models of Training Evaluation A. Kirkpatrick 1. The Kirkpatrick model has four levels: reaction, learning, behaviour, results.

B. Kirkpatrick/Phillips Model 1. The Kirkpatrick/Phillips model adds one more level: return.

C. Brinkerhoff Success Case 1. The model deliberately looks at the most, and least, successful participants of a program and examines their situations in detail.

Teaching Tip There is a visual of three other evaluation models so that students can see what metrics they use. a. CIPP: Context, Input, Process, Product. b. Kaufman: Resources/Reaction, Objectives, Impact, Benefits, Effectiveness. c. Anderson: Learning, Benchmark / Capability, ROX, ROI.

V.

Measurement Tools for Training and Evaluation A. Surveys 1. Surveys often use questionnaires and rating scales but work with other tools as well.

Teaching Tip Figure 9.7 gives an example of a short survey questionnaire that could be used for smaller training sessions.

B. Questionnaires 1. Questionnaires are inexpensive and practical, and they provide fast results and easy analysis.

Teaching Tip Revel has an interactive where students evaluate problems with six questions from a questionnaire.

C. Tests 1. Measure changes in knowledge and skills without the distraction of observing employees.

D. Interviews 1. Conducted face to face or online, and they allow you to ask employees questions (as with other tools), but you can answer their questions and delve deeper into their responses.

E. Focus Groups

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1. Facilitated discussions among a small group of trainees to explore reactions, learning, and transfer of training F. Observation 1. Observing employees as they perform a task, process, or team activity.

G. Records and Reports 1. Examples include customer sales, clients served, support tickets solved, units made, or customer satisfaction ratings.

H. Work Samples 1. Measure a simulation in which an individual demonstrates competency in a situation parallel to that at work under realistic and standardized conditions VI.

Data Collection Evaluation Designs • All evaluations are trying to involve one or more of these three comparisons: a. Trainee states relative to a preset criterion b. Trainee changes c. Trainee states relative to non-trained people A. Determining Whether Outcomes are Appropriate 1. There are five main areas of concern with the appropriateness of outcomes: relevance, reliability, discrimination, practicality, and validity.

2. Threats to Validity: alternative explanations, to whether those changes were due to the training or some other factor.

Teaching Tip Table 9.4 looks at nine internal threats to validity and four external threats to validity.

B. Types of Evaluation Designs 1. The main ways to control the threats to validity that we identified are through pre- and post-tests, comparison (control) groups, and random assignment. Pre-tests establish a baseline that can be compared to a measure after the training.

2. Post only: outcomes are collected after the training program.

3. Post with comparison: after the training program outcomes are collected with the learners and with another group that did not attend the training.

4. Pre-post: outcomes are collected with the same test before and after the training.

5. Pre-post with comparison: data are collected before and after training from a group that attended training and a group that did not.

6. Time series: training outcomes are collected at various intervals before and after training.

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VII.

Additional Metrics to Measure Training Effectiveness • According to research, the most common metrics are: a. completion of courses b. employee satisfaction with training c. learning expenditure per employee d. learning hours per employee e. learning expenditure as a percentage of payroll f. cost per learning hour received g. percentage of expenditures for external services h. average percentage of learning hours outsourced i. averaged percentage of learning content by content area j. average percentage of learning hours provided by different delivery methods (instructor-led, technology-based) Teaching Tip The photo caption shows the metrics used by Unilever’s: • turnover and the effect on average employee tenure and skill levels • skill assessments and their connections to performance ratings • time until peak skill levels (proficiency) reached • the effect of onboarding on skill acquisition A. Performance Metrics 1. Although activity metrics help to evaluate the success of implementation and participation, performance metrics reflect the impact of training on the business and could include a. job proficiency b. time to job proficiency c. instructor performance d. impact on business goals e. turnover, retention, and recruitment trends.

Teaching Tip The photo caption shows the metrics used by Ingersoll Rand: • Increased Learning Management System (LMS) adoption (unique visitors, hits, page views) • Reduction in training time • Reduced need for LMS support staff • Increased reporting/visibility on learner progress • Improved eCommerce training revenue B. KPIs and Analytics 1. KPIs provide qualitative and quantitative answers instead of basic yes/no responses such as with the following questions:

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a. Did employees learn anything of value? b. Did the training increase their job proficiency? c. Did it contribute toward performance-related business results?

Teaching Tip The photo caption discusses another way to determine the impact of your training programs: measure results against your company’s key performance indicators (KPIs). Prior to training, gather baseline data on productivity (e.g., number of assignments completed, length of time taken to complete assignments) and accuracy (e.g., assignments completed without errors). Other metrics such as sales goals, customer retention, and profitability can be used as well. These metrics should be evaluated again after the employee has completed the training program.

• Did sales go up after the employee learned new sales techniques?

• Did client retention numbers increase after the employee completed customer service training?

• Is the employee getting more work done with fewer mistakes after being trained on how to use new software?

End of the Chapter Content Key Terms affective reactions: Trainees’ likes and dislikes of a training program declarative learning: Acquisition of facts and knowledge formative evaluation: Data about various aspects of the training program during program design and development procedural learning: Translation of facts and information into behaviour return on expectations: A holistic measurement of all the benefits (both qualitative and quantitative) realized from a training program or initiative summative evaluation: Data about various aspects of the training program after delivery training evaluation: The process of measuring training outcomes to determine the effectiveness of training. utility reactions: Trainees’ perceived usefulness of the training

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Discussion Questions and Suggested Answers 1. How would you overcome the various barriers to evaluation? Provide specific examples.

Barriers fall into three many areas: human, contextual, and evaluation.

Human barriers for the evaluator would be lack of expertise, inability to access key stakeholders, and amount of interactions with others. Human barriers for stakeholders include the perceived threat of evaluation results, lack of interest or accountability, and political problems.

Contextual barriers include policies, ethical concerns, limited resources (time, money), the time and effort involved in evaluation, overlap with other programs, and the age/maturity of the program.

Evaluation barriers include a lack of methods, tools or models, the lack of a common cost framework, data relevancy and specificity, and the format and timing of reports.

Answers will vary (specific examples).

Refer to Table 9.2 Barriers to Evaluation.

LO 9.1 Define training evaluation and discuss the rationale for and resistance against evaluation.

2. What is the difference between formative and summative evaluation? Provide an example of each type for time management training of call centre representatives.

Formative evaluation takes place during program design and development and focuses on the process. Formative techniques try to catch problems early on and fix them before they negatively impact learning. This evaluation looks at the whole program to ensure it is well organized and running smoothly and that trainees are satisfied and learning.

Summative evaluation takes place after program delivery and focuses on the outcome.

Summative post-training techniques look at the effectiveness of a training and the extent to which trainees have changed as a result of the training.

Formative evaluation focuses more on qualitative data, while summative looks more at quantitative data.

Refer to Figure 9.2 Formative Evaluation for Art-Making Program.

LO 9.2 Understand the differences between the different types of training evaluations.

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3. What is the difference between learning and behaviour?

Learning measures the knowledge, skills, and abilities (KSAs) acquired through training without the component of performance on the job. It is commonly assessed through testing recall; however, simply learning something does not necessarily mean that it will be applied on the job or that its link with performance will be understood.

Behaviour is the display of KSAs on the job. Assessing whether learning has transferred to the job in the form of behaviour is the first test of how well training really “works”.

LO 9.2 Understand the differences between the different types of training evaluations.

4. What soft data would you collect for a lifeguard? A security guard?

Answers will vary.

Soft data are measures of beliefs, attitudes and perceptions, such as motivation or selfefficacy. For each position you could collect data on work habits, work climate, attitudes, etc.

LO 9.2 Understand the differences between the different types of training evaluations.

5. Which tools would you use to evaluate training for each of Phillips’s five levels?

Level one can be measured with surveys, questionnaires, interviews and focus groups.

Level two can be measured with every tool except records and samples.

Level three can be measured with every tool except tests.

Level four can be measured with questionnaires, interviews, and records and reports.

Level five can be measured with interviews and records and reports.

Refer to Figure 9.6 Phillips ROI Model Level.

LO 9.4 Describe the various measurement tools that are available for training evaluation.

6. What jobs are not suitable for the following evaluation tools a. Observation b. Work samples c. Tests Answers will vary.

LO 9.4 Describe the various measurement tools that are available for training evaluation.

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7. What is the difference between reliability and validity?

Reliability is the degree to which outcomes can be measured consistently over time. This is not impacted by test characteristics (wording) or the test environment (noise).

Validity is the certainty with which you can attest that improvements are due to the training. It determines whether the results are likely to apply to other people and situations.

LO 9.5 Determine which data collection evaluation designs are appropriate for various situations.

8. Why might performance metrics be used instead of activity metrics?

Although activity metrics help to evaluate the success of implementation and participation, performance metrics reflect the impact of training on the business.

Some common performance metrics are: • job proficiency • time to job proficiency • instructor performance • impact on business goals • turnover, retention, and recruitment trends LO 9.6 Discuss the metrics used to measure training effectiveness.

End of Chapter Features In Their Own Words: Lessons learned from the Experts discuss key evaluation aspects for small businesses and non-profit organizations who may not have the time and resources to conduct more elaborate evaluations.

Students could discuss which of the checklist were suitable for formative evaluations, summative evaluations, or both.

Trainer’s Checklist provides a template to be used as a self-evaluation checklist Students could watch a video of a training presentation on YouTube and apply the checklist to the trainer.

Technology and the Trainer’s Job looks at an artificial intelligence algorithm that evaluates McGill University neurosurgery residents on their surgical ability. The algorithm determines whether the virtual surgeon is an expert, a beginner, or somewhere in between, based on a study of 250 simulated operations by 50 different people.

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Students could discuss other uses of AI in training.

Case: Sip Smart!

Sip Smart! is an educational program to help elementary school students in Grades 4, 5, and 6 make healthy drink choices and to reduce consumption of sugar-sweetened beverages (SSBs). They used a detailed evaluation process which was created to ensure that the following goals were met: • Using evaluation to improve effectiveness and ensure that program design and delivery were aligned with the program’s goals • Communicating the evidence of effectiveness so the program could grow beyond a pilot, continue to receive support, and be implemented in provincial schools • Building sustainability into the program (the initial program was a two-year pilot only Instructor Notes Students can discuss the pros/cons of SipSmart!’s approach and other ways that evaluation could have been conducted.

Discussion Questions and Suggested Answers 1. What were some of the lessons learned from the project?

• • • • •

Teacher feedback from the first pilot led them to split the program into level one (Grades 4 and 5) and level two (Grade 6).

Teachers and facilitators suggested simplifying the drink diary and providing tools to lead students in how to fill out the diary.

Facilitators indicated that three sessions weren’t enough for all the content, so it was split into five shorter lessons.

Pages were reorganized, and the content layout was changed.

Observation led to more coaching for some facilitators.

2. What were some general benefits of evaluation in this case?

The evaluation proved that the program was implemented successfully and affected the students’ knowledge and consumption of sugar-sweetened beverages. After the six-month follow-up of students, evaluators noted that that the students’ knowledge was diminishing, and the decrease in the consumption of sugar-sweetened beverages observed during the program did not persist. The recommendation was made that the program be lengthened, with more support and follow-up with teachers.

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Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider some training that you have received. Try and apply the first three levels of the Kirkpatrick model to evaluate that training.

2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to giving effective feedback. Describe the key points of the article and detail how you might be able to adopt some of the suggestions in training evaluation.

3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• What are the main differences between the types of metrics presented in the chapter?

• What other metrics can be used for training evaluation?

4. Training costs. One of the best ways to increase training returns is to manage training budgets more effectively and reduce training costs. Students could do research to determine some practical ways to reduce costs.

Here are some possible sources: Andreottis N. (2017). Training budget 101: How to effectively manage your training costs. eLearning. https://www.efrontlearning.com/blog/2017/07/training-budget-minimizetraining-costs.html Handzhiev, B. (2017, October 23). 8 practical ways to reduce employee training costs. eLearning Industry. https://elearningindustry.com/reduceemployee-training-costs-8-practical-ways Lamp A. (2018, October 24). How to reduce employees training costs without sacrificing quality. Training Journal. https://www.trainingjournal.com/articles/features/how-reduce-employeetraining-costs-without-sacrificing-quality Pratt, M. K. (2009, October 10). 6 ways to train your employees on the cheap.

ComputerWorld. https://www.computerworld.com/article/2550285/6-waysto-train-your-employees-on-the-cheap.html Robertson N. (2020). How to train employees without wasting money. BDC. https://www.bdc.ca/en/articles-tools/employees/manage/pages/how-stopwasting-money-employee-training.aspx

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Part 3: Simulation This text includes an artificial intelligence (AI) simulation through the Revel platform.

This simulation includes all the organizational information required for students to interact with AI either individually or in teams to conduct needs analysis at the organizational, task, and person levels, create a training objective, and develop a training plan as assignments in the simulation.

The final task in the simulation relates to Chapter 9. Students must select an appropriate training evaluation method and determine what variables to be measured on how they will be measured. They must also identify what barriers to evaluation they anticipate and plan to overcome them.

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CHAPTER 10 EMPLOYEE, LEADERSHIP, AND CAREER DEVELOPMENT Part 1: Chapter Overview Chapter 10 adds the development dimension of training and development, and looks at it from an employee, leadership, and career perspective. The chapter looks at management broadly to understand the functions, roles, skills, and characteristics that make up some of the key components of development. We discuss the main approaches to employee and leadership development and explain the implementation of a leadership development program. We also look at career development and succession planning.

Learning Outcomes LO 10.1 Clarify the relationship between training and development.

LO 10.2 Understand the main functions, roles, skills, and characteristics of managers.

LO 10.3 Explain the main approaches to employee and leadership development.

LO 10.4 Discuss the implementation of a leadership development program (LDP).

LO 10.5 Describe career planning and development.

LO 10.6 Describe the succession planning process.

Detailed Outline I.

Vignette: Canadian Armed Forces (CAF)

The Canadian Armed Forces (CAF) and the U.S. military are renowned for their training expertise.

The CAF has always embraced a simple premise—distributed leadership. Every member of CAF must be able to accept the mantle of leadership at any time, and under any circumstance. Like the CAF, the U.S. military uses a long-term, continuous, and consistent approach to developing leadership competence for all members. Both militaries expect vertical development by everyone learning the role of their supervisor, whereas many traditional leadership development programs focus only on horizontal development—developing new knowledge, skills, and abilities (KSAs). Horizontal development is very worthwhile but combining with vertical development leads to progressive growth by building on prior knowledge.

Teaching Tip Figure 10.1 looks at the CAF’s professional development opportunities.

Students can discuss why it is so important for the military to leave no stone unturned.

II.

The Relationship Between Training and Development 1. Development has a longer-term focus that does not look at current performance gaps but instead helps employees prepare for the future through education, experiential learning, self-development, and interpersonal relationships.

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2. Employee development ties in most directly with training; it may have some focus on future roles but concentrates more on upgrading an employee’s current skill set for their existing role.

Teaching Tips Table 10.1 illustrates some of the main differences between training and development.

Trainer’s Checklist looks at five actions that will help ensure that effective development occurs.

The photo caption discusses how the CAF creates development plans. Leaders in the Canadian Armed Forces typically begin with an assessment of strengths and weaknesses and then agree on challenging assignments that will enable the individual to develop. The next step is to provide the necessary resources and coaching.

III.

The Main Functions, Roles, Skills, and Characteristics of Managers A. Functions 1. Planning 2. Organizing 3. Leading 4. Controlling B. Roles 1. Interpersonal a. Figurehead b. Leader c. Liaison 2. Informational a. Monitor b. Disseminator c. Spokesperson 3. Decisional a. Entrepreneur b. Disturbance handler c. Resource allocator d. Negotiator Teaching Tip Figure 10.3 Mintzberg’s Management Roles shows examples of each of the ten roles.

C. Skills and Characteristics 1. Technical skills 2. Conceptual skills

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3. Interpersonal skills Teaching Tips Revel features a drag and drop interactive on Katz’s framework.

Top 10 looks at the Canadian Armed Forces (CAF) leadership traits.

IV.

Main Approaches to Employee and Leadership Development • Like any training initiative, development activities go through the same process of needs analysis, identifying objectives, choosing activities to meet those objectives, and evaluating the development program.

A. Education Teaching Tip Figure 10.4 Educational Development Options looks at the advantages and disadvantages of the most popular educational options.

CAE Courses looks at the five courses that make up the Canadian Society of Association Executive’s Certified Association Executive (CAE) designation.

Technology and the Trainer’s Job looks at the rise of the Personal Learning Cloud (PLC).

B. Experiential and Action Learning 1. Job Redesign a. Job enlargement broadens the scope of a job with different tasks to be performed. b. Job enrichment involves expands the depth of the role with additional responsibility for planning, organizing, and controlling tasks of the job.

2. Job Rotation a. The systematic movement of employees from job to job.

Teaching Tip The photo caption discusses L’Oreal’s use of job rotation for more than 100 managers. The rotations tend to remain within one of four tracks— manufacturing, development, finance, and supply chain—although some participants explore two tracks. Participants who are put into a rotation that is not working out for them can change it, and all the young managers come together periodically to network and meet with senior leaders.

C. Upward, Downward, and Lateral Moves • Promotions are advancements into roles that feature greater challenges, responsibility, and authority, often with an increase in compensation.

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• Downward moves could be demotions for poor performance, but they could also be used for cross-functional development.

• Lateral moves provide different job assignments for employees.

1. Temporary Assignments 1. Sometimes referred to as stretch assignments, these are commonly used with employees approaching or in mid-level management positions.

2. Volunteer Assignments a. Can be used for development of soft skills such as teamwork, consensus building, and conflict resolution.

Teaching Tip The photo caption looks at the City of Fredericton and their strong links between the business community and the volunteer sector. It offers many benefits for companies, such as enhancing visibility, image, and reputation in the community. One of the greatest benefits is employee development.

Organizations see an increase in teamwork and relationship building among employees, as well as developing interpersonal, leadership, and problemsolving skills.

D. Self-Development 1. 360-Degree Feedback a. Gives leaders clear feedback on their performance and abilities from a 360-degree view: themselves, peers, employees, managers, and possibly external stakeholders, such as customers and suppliers.

Teaching Tip The boxed feature looks at sample 360-degree feedback questions.

E. Personality Tests 1. Often used in developing leadership candidates and for analyzing leadership styles and their impact on the work environment and individual performance. a. Strength Deployment Inventory (SDI) b. Myers-Briggs Type Indicator (MBTI) c. True Colours d. Emotional Intelligence (EQ) F. Assessment Centres 1. Through a series of group and individual exercises that mimic the leadership role and environment, candidate behaviours are observed and assessed.

2. Some of the common tools used are as follows: • In-box assessment—A real-life scenario is presented in which the candidate must explain how they would deal with each element of the scenario.

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• • •

Role plays—These could be individual or group exercises to put a candidate in a stressful situation where they must think on their feet.

Testing—This examines the candidate’s knowledge or technical skills, personality, logical ability, verbal reasoning, problem-solving, or judgment.

Presentations—The candidate delivers a presentation in front of assessors.

Teaching Tip The example looks at assessment centres for a college or university professor.

Scenario—The professor could be asked what they would do if a student submitted work that was plagiarized. The professor would provide a detailed breakdown of every step they would take to resolve the issue.

Role play—With an assessor, the professor could role play a situation about dealing with students (e.g., coaching), colleagues (e.g., collaborating), or academic coordinators (e.g., steps in developing a course).

Testing—The professor would have to demonstrate technical understanding of a learning management system like BrightSpace or Blackboard.

Presentations—The professor could be given a topic in advance to prepare and would then present the topic as if they were presenting the topic to students.

G. Performance Appraisals 1. They can also be used for training and development purposes, in which an individual development plan (IDP) is created to assist employees in goal setting and individual development that will serve to advance their career and developmental opportunities.

Teaching Tip A sample Individual Development Plan is provided.

H. Interpersonal Relationships I. Mentoring 1. Mentors help the participant learn more about senior positions, the organization, and the industry.

Teaching Tip In Their Own Words: Lessons Learned from the Experts looks at key tips to make a mentoring program successful.

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A. Coaching 1. Coaches focus more on teaching as part of development to assist participants with problems and challenges.

2. Coaching can also assist with • Career development: Assessment of where an individual’s career is and where it might go next • Retaining high-potential employees: Demonstrating a commitment to developing key executives and internal talent • Managing leadership transitions: Helping executives make the transition to a new role • Developing coaches: Developing the individual capabilities of coaches as well Teaching Tip The photo caption looks at an innovative personal productivity coaching program called “Getting Things Done.” General Mills suggests that coaches create a checklist of key milestones: • Setting expectations at the outset of the coaching assignment to ensure that the stakeholders understand the purpose of the coaching engagement.

• Managing the process by setting a schedule of periodic check-ins and creating a set of questions to be used for these check-ins.

• Evaluating success by determining the standards and methods to assess the program.

V.

Implementation of a Leadership Development Program (LDP) • Leadership development encompasses formal and informal training and employee development programs designed to assist in developing leadership skills.

Teaching Tips Table 10.2 lists some of the most popular leadership development activities.

And the Survey Says . . . looks at the effectiveness of leadership development, by dimension.

•

The Center for Creative Leadership has identified four trends for future leadership development programs: a. Vertical development. Many programs focus on developing fundamental skills and competencies needed to perform well at one’s current level in various functions. A stronger emphasis will be placed on building employees’ leadership capacity at a vertical level, building on previous competency. b. Individual ownership. HR has traditionally been very involved in sponsoring and coordinating leadership development initiatives, but

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the shift is toward employees who can determine their own training agenda. c. Collective leadership. Fewer management levels and less hierarchy will require leadership skills to be more widely distributed across the workforce. d. Innovation. To meet the demands of the new environment, leaders need to be more adaptable, flexible, and creative.

Teaching Tip Table 10.3 examines various types of leadership development activities used by organizations and research on the change in importance of those activities over a medium-term period.

A. Reasons Why Development Programs Fail 1. Leadership development programs will not be successful if they fail to measure activity and results, choose the wrong competencies, treat it as an event, and neglect to collect the feedback of subordinates.

VI.

Career Planning and Development • Career development is an employee-driven process of development and progression within an organization.

A. Career Mapping 1. Career maps help employees think strategically about their career paths and how to proactively progress toward their career goals. a. The first step is self-assessment, in which the manager assists the employee in exploring their strengths and weaknesses in terms of KSAs and experiences. b. The second step in career mapping involves identifying other positions within the organization that meet the employee’s interests, whether horizontally or vertically. c. The last step in career mapping is to explore other job opportunities within the organization as they become available.

Teaching Tip Table 10.4 lists career anchor preferences by gender.

B. Career Ladders and Paths 1. There are several types of career ladders and paths, including dual ladders, horizontal paths, accelerated and decelerated paths, and encore paths.

2. There are four career path profiles: a. Climbers. Advance by taking on varied assignments, working long hours, networking, and seeking greater visibility. b. Hedgers. Use any career tactic available to advance inside/outside their organization. c. Scanners. Monitor the job market closely and are poised to change jobs as they arise.

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d. Coasters. Inactive or do little to seek career advancement.

Teaching Tip Revel features a worked example of an employee planning for their first career development discussion, including the common questions they could prepare for.

VI.

Succession Planning • It identifies and prepares future leaders, helps keep the organization running smoothly when jobs are vacated, and creates opportunities for development and promotion for any employee.

Teaching Tips Figure 10.7 Continuum of Succession Processes looks at the continuum from basic to comprehensive.

Figure 10.8 The Succession Management Process illustrates the three phases of succession management.

A. The Succession Management Process 1. Preparation involves asking a lot of questions before planning a development strategy. A strategy needs to be put in place before planning and development can occur.

2. Planning must start with broad top management support. Development needs to be integrated with the actual work as much as possible (through experiential learning and job assignments) instead of decoupling and treating it as a separate event.

3. Development plans start with employee self-assessment combined with 360-degree feedback. The personal accountability needs to be established at the outset. Development must be tied with the organization’s strategy for it to have long-term success.

B. The Nine-Box Grid 1. One way to identify high-potential leaders is through a nine-box grid that rates individuals based on performance (low, medium, and high) and potential (low, medium, and high).

C. Succession Management in Small and Medium Enterprises 1. To solve their leadership difficulties, SMEs need to find their own version of leadership development programs within their budgets and customized to their own workforce.

Teaching Tip Table 10.5 Succession Management for SMEs looks at some key opportunities and challenges.

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End of the Chapter Content Key Terms horizontal development: Development of new knowledge, skills, and abilities (KSAs). vertical development: Development of competencies by presenting successively more complex stages to participants.

Discussion Questions and Suggested Answers 1. What is an example of vertical and horizontal development for a law clerk?

Vertical development occurs when competencies develop through successively more complex stages to participants. It includes developing more complex and sophisticated ways of thinking and helps law clerks move into leadership roles.

Horizontal development features the development of new knowledge, skills, and abilities (KSAs). A law clerk must be up to date on all changes to legislation. It includes acquiring more information.

LO 10.1 Clarify the relationship between training and development.

2. What is an example of each of the four functions of management for a call centre manager?

Call centre managers need to make sure that call centre goals and objectives are met by delegating responsibilities to employees and providing timelines and completion standards. It requires checking on the efforts of individuals to make necessary adjustments to keep plans aligned with organizational or departmental goals.

Call centre managers must organize the centre into various activities: customer service, technical support, supervision, etc. Organizing also involves establishing systems and processes to ensure that these efforts are coordinated and organized effectively and efficiently.

Call centre managers must inspire their employees to follow the vision, mission, and values of the organization. They create buy-in at every level and support their employees and recognize their contributions.

Call centre managers must spend a lot of time controlling—monitoring the activities of the organization and its employees to ensure that they contribute positively to meeting organizational goals and objectives. Controlling involves establishing monitoring mechanisms, resolving performance gaps, and solving problems that hinder the progress toward organizational goals.

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LO 10.2 Understand the main functions, roles, skills, and characteristics of managers.

3. What is the main difference between Mintzberg’s informational and decisional roles?

Informational roles involve developing relationships and contacts that provide rich sources of information which can be used for the benefit of the organization.

Decisional roles involve taking the various sources of information acquired from their interpersonal relationships and making decisions to solve organizational problems or exploit opportunities.

LO 10.2 Understand the main functions, roles, skills, and characteristics of managers.

4. When would you use coaching instead of mentoring?

Developing a coaching program requires focusing on one-on-one leadership development to expand an individual’s skill set. Coaching can also assist with career development, retaining high-potential employees, managing leadership transitions, and developing other coaches.

LO 10.3 Explain the main approaches to employee and leadership development.

5. What personality tests have you taken? Did you agree with the results?

Answers will vary.

Three popular tests are the Strength Deployment Inventory (SDI), the Myers-Briggs Type Indicator (MBTI), and True Colours.

LO 10.3 Explain the main approaches to employee and leadership development.

6. How do you overcome the obstacles to leadership development programs?

To help with overcoming obstacles, organizations need the right metrics to measure the effectiveness of leadership development programs and activities. It is useful to track activity metrics such as the number of participants and volume of content, as well as overall participant satisfaction. But the most important metrics are the measurement of learning and application of leadership skills to various job situations. That data will help justify the business impact of developing leaders as well as return on investment considerations.

LO 10.4 Discuss the implementation of a leadership development program (LDP).

7. What career anchors are most important to you? Why? Answers will vary.

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The career anchors are lifestyle, pure challenge, autonomy/independence, service, technical/functional, entrepreneurial creativity, managerial competence, security/stability.

Refer to Table 10.4 Career Anchor Preferences by Gender.

LO 10.5 Describe career planning and development.

8. Which quadrants in the nine-box grid are most ready for succession management?

The four boxes in the top right of the grid are most ready for succession management: High potential / Medium performance

High potential / High performance

Medium potential / Medium performance

Medium potential / High performance

LO 10.6 Describe the succession planning process.

End of Chapter Features Tips for Trainers: Mindsets Students could discuss the four mindsets presented (growth, open, promotion, and outward) and how they could be applied to a leadership development program.

Diversity Matters: Leadership Development Students could discuss what it means to be an ally. They could also discuss the strategies for developing female leaders and suggest other strategies that might also work.

Case: Fire Services The case looks at leadership and professional development in fire services in Canada.

Instructor Notes Students could discuss what would be contained within each of the four pillars, and how the competency pillar would differ in other industries. Students could use the Acts Ethically as an example and develop a competency map for one of the other components.

See Figure 10.9 City of Richmond Fire Department Competency Framework and the RFR Leadership Competency Map. Discussion Questions and Suggested Answers 1. One of the challenges in fire houses is that senior leaders may be promoted based on seniority and might have less education than members of their team. What leadership development would you suggest for a senior leader who may only be 5–10 years away from retirement?

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Answers will vary.

2. What were the similarities and differences between the Canadian and American models?

Both models feature three of the same four pillars: training, education, and experience.

The Canadian model’s fourth pillar is competency development and the US’s fourth is self-development. The US model is more individualized and the Canadian model more focused on specific competencies for all members.

Case: PepsiCo The case discusses Pepsi’s Leadership Assessment and Development (LeAD) program. It presents seven competencies: 1. strategic mindset 2. smart innovation 3. talent development 4. global acumen 5. inclusive culture 6. collaborating beyond boundaries 7. delivering the right results Instructor Notes Students could discuss what makes up each of the seven PepsiCo competencies before assessing themselves on each of them.

Discussion Question and Suggested Answers 1. Which of the PepsiCo competencies is your strongest? Weakest?

Student answers will vary.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the management roles and functions. Which are you strongest in and which do you need the most development?

2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to succession planning in small businesses. Describe the key points of the article.

3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• What are the main differences between employee and career development?

• Is there an ideal split between training and development? How does that split change over time as an employee advances in the organization?

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4. Leadership training. Should organizations invest in it? Is the cost worth the output?

Resources: Bear, M., Finnström, M., & Schraeder, D. (2016, October). Why leadership training fails—and what to do about it. Harvard Business Review. https://hbr.org/2016/10/why-leadership-training-fails-and-what-to-do-about-it Center for Creative Leadership. (n.d.). 4 reasons to invest in leadership development. Center for Creative Leadership. https://www.ccl.org/articles/leading-effectively-articles/hr-pipeline-4-reasonsto-invest-in-leadership-development/ Center for Creative Leadership. (n.d.). Leadership development works—we have proof. Center for Creative Leadership. https://www.ccl.org/articles/leadingeffectively-articles/3-keys-making-leadership-development-work/ Courtney, F. (2015, October 16). 6 big benefits of leadership training. eLearning Industry. https://elearningindustry.com/6-big-benefits-of-leadership-training

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CHAPTER 11 MANAGING DIVERSITY, ETHICS, AND CORPORATE SOCIAL RESPONSIBILITY Part 1: Chapter Overview Training can help change attitudes and behaviour, but systemic organizational change is needed in an organization trying to break away from harassment and unethical behaviour.

Chapter 11 starts by looking at managing diversity through training and development and the key aspects of the multi-generational workforce. The chapter continues with a look at approaching diversity, ethics, and corporate social responsibility (CSR) collectively.

Promoting ethical and inclusive behaviour helps attract top talent, which in turn allows the organization to create more innovative products and services that have value for diverse communities. The chapter concludes with a look at the impact of ethics and corporate social responsibility on training.

Learning Outcomes LO 11.1 Explain how organizations can manage diversity through training and development.

LO 11.2 Examine the impact of a multi-generational workforce on training and development.

LO 11.3 Describe the elements of an ethical culture.

LO 11.4 Evaluate ethics training and its impact on creating an ethical workplace.

LO 11.5 Examine the impact of corporate social responsibility on training and development.

Detailed Outline I.

Vignette: Ford Motor Company

The vignette concludes with a discussion of how organizations can support a positive workplace culture: • Start with an anti-discrimination and anti-harassment policy that is comprehensive, clear, and communicated regularly to staff (via newsletters, podcasts, posters, lunch-and-learn events, etc.).

• Provide a whistleblowing system and other procedures for complaints that are accessible to all employees to report harassment and discrimination without fear of punishment (an ethics hotline and email).

• Conduct frequent training for employees on the organization’s harassment policy and how to use the complaint/reporting system.

• Conduct training for managers and supervisors on how to identify potential risk factors and consider what actions to take that may reduce or prevent the risk of discrimination and harassment.

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Students can discuss the content of the supervisory training, as well as any other training and development opportunities to create an ethical and inclusive culture.

II.

Managing Diversity Through Training and Development 1. The purpose of diversity training is to create lasting change in employee behaviour and help create an inclusive organizational culture.

2. Two types of coaching have shown promise in diversity training: a. Perspective taking involves walking in someone else’s shoes. b. Goal setting features participants setting specific, measurable, and challenging (yet attainable) goals related to diversity in the workplace (e.g., challenging inappropriate comments about marginalized groups).

Teaching Tips Table 11.1 Coaching Inclusivity for Leadership Development shows some potential areas of focus for diversity coaching.

Table 11.2 Developing Underrepresented Groups discusses how coaching is also used to accelerate development for underrepresented employee groups such as minorities and women.

The photo caption illustrates that cultures can have tendencies, as generations do. Monochronic cultures (pictured in blue on the map) prefer doing one thing at a time, while polychronic cultures (red on the map) like to do multiple things at once. While many people within those cultures could be either blue or red, or a mix, these tendencies impact how employees interact in those countries.

A. Link Between Diversity Management, Ethics, and CSR 1. Promoting ethical and inclusive behaviour helps attract top talent, which in turn allows the organization to create more innovative products and services that have value for diverse communities.

2. Community, ethics, and diversity initiatives require consistency and ongoing investment of time and resources to be effective.

Teaching Tips And the Survey Says . . . shows the correlation between the number of female board directors in Fortune 500 companies and higher philanthropic donations.

The photo caption shows how SaskTel has used diversity hiring strategy for attracting and recruiting a representative workforce, mirroring the demographics of the changing provincial population. They work to integrate diversity and inclusion into all aspects of their business. SaskTel’s employee networks are encouraged to participate in socially driven activities which promote diversity and inclusion as well as highlighting SaskTel’s values and community focused spirt for the next generation of employees.

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B. Legal Issues Concerning Training 1. The Forbes Human Resources Council advises addressing these important and often overlooked issues during training to stop legal issues before they begin: a. Employee manual coverage b. Anti-harassment and discrimination c. Dating in the workplace d. Expectations in an inclusive culture e. New manager training Teaching Tip Revel has an interactive table with a list of situations that may result in legal action where students select that training issue to match with the situation.

III.

Training and Development in a Multi-Generational Workforce A. Traditionalists 1. Traditionalists have worked hard and sacrificed for their experience, qualifications, and credentials. They are loyal, quality-focused, and value authority and respect.

B. Baby Boomers 1. Baby Boomers value the concepts of “team” and “teamwork,” and tend to be ambitious and optimistic, motivated by development that leads to more important responsibilities.

C. Gen X 1. Gen Xers are collaborative, with a strong work ethic that drives execution and brings new ideas to reality.

D. Gen Y 1. Millennials want to move forward in their abilities and their career progression is flexible and may involve job hopping to find the recognition and responsibility they seek.

E. Gen Z 1. Digital natives would prefer to access training on the go or even at places other than work. They want to be independent and make their own mistakes, but they also want to learn from a more senior employee.

Teaching Tip Revel features an interactive: Top 10 Myths about Generation Z.

IV.

Elements of an Ethical Culture 1. Four pillars of an ethical culture: values, decision making, incentives, and norms.

2. The Society for Human Resource Management (SHRM) describes an ethical workplace culture as one that gives priority to employee rights, fairness in

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procedures, equity in pay and promotion, and tolerance and compassion in the treatment of customers and employees.

A. Strong Versus Weak Cultures 1. In weaker ethical cultures, employees feel less engaged and are not interested in the ethical actions are demanded by the organization. In stronger cultures, employees believe that ethical actions are not only the right thing to do, they make business sense as well.

Teaching Tip Table 11.3 looks at the likelihood of misconduct in weak and strong ethical cultures.

B. Benefits of an Ethical Culture 1. Studies show that organizations that work to build and maintain ethical workplace cultures are more financially successful and have more motivated, productive employees. Because employees are happier, turnover rates are low and misconduct declines.

C. Obstacles to Building an Ethical Culture 1. Organizational leaders will face many ethical dilemmas, including bribery, corruption, and anti-competition issues.

2. Research has shown that most common dilemmas were the result of competing interests, misaligned incentives, clashing cultures, and a reactive focus.

Teaching Tip Table 11.4 lists some common ethical danger zones.

D. Improving the Ethical Climate 1. Employees need to know where they stand. Creating an ethical code of conduct can be a smart strategy, and organizations also need to communicate what matters to them.

2. The nonprofit Institute for Global Ethics says strong ethics programs cover five elements: responsibility, respect, fairness, honesty, and compassion.

V.

Ethics and Training and the Impact on Creating an Ethical Workplace 1. Ethics training programs help employees and managers clarify their own ethical principles and choose the right path when confronted with ethical dilemmas.

A. Purposes of Ethics Training 1. Many organizations focus on mandatory compliance and limiting legal liabilities, but ethics training must go beyond that to shape employee attitudes and behaviours as well as organizational culture.

B. Components of an Ethics and Compliance Program

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Teaching Tips Figure 11.2 looks at six elements of an ethics and compliance program.

Figure 11.3 poses ten questions for examining the ethics of a business decision.

VI.

Impact of Corporate Social Responsibility (CSR) on Training and Development (T&D) 1. One key goal of CSR is to align the various social and environmental activities an organization undertakes with its the mission and values.

2. Philanthropic CSR programs are not designed to generate profit or improve operational performance.

3. Strategic CSR looks at delivering social and environmental benefits that improve the efficiency and effectiveness of an organization’s business model and value chain.

4. Transformative CSR features organizations creating new forms or ways of doing business to address social or environmental challenges.

Teaching Tip Figure 11.4 Theatres of CSR looks at philanthropic, strategic, and transformative CSR. A. Benefits of CSR Teaching Tip Figure 11.5 looks at the top benefits of organization’s CSR activities across all three theatres.

B. The Relationship Between CSR and T&D Teaching Tips Diversity Matters looks at promoting CSR. Table 11.5 lists individual CSR-related leadership competencies.

End of the Chapter Content Key Terms perspective taking: viewing a situation from another person’s point of view. value chain: A set of activities that a firm operating in a specific industry performs to deliver a valuable product or service for the market.

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Discussion Questions and Suggested Answers 1. What should companies do to ensure that underrepresented groups take top management positions? Provide support for your recommendations.

Answers will vary.

One of the best ways to develop inclusivity is through accountability, guidance, and feedback from a trained coach. Managers need to be engaged in solving the problem, such as mentoring underrepresented groups, and examining organizational systems and processes to weed out systemic discrimination.

LO 11.1 Explain how organizations can manage diversity through training and development.

2. What is the difference between perspective taking and goal setting? Provide an example where each would be appropriate.

Answers will vary.

Perspective taking is coaching that involves employees “walking in someone else’s shoes” or looking at the challenges faced by a marginalized minority. Goal setting is coaching to motivate job performance, which has proven successful in diversity training.

LO 11.1 Explain how organizations can manage diversity through training and development.

3. How can organizations ensure that diversity, ethics, and corporate social responsibility are integrated to maximize their effectiveness?

Community, ethics, and diversity initiatives require consistency and ongoing investment of time and resources to be effective. Making a commitment to responsible business practices that will benefit the community is a long-term organizational change process. It starts from the top, and all organizational activities, including training and development, must consider how diversity, ethics, and CSR can be incorporated with measurable and long-lasting results.

LO 11.1 Explain how organizations can manage diversity through training and development.

4. Describe a potential legal issue that training could prevent. What type of training would work best in that situation?

There are many legal issues that training can help with:

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Employee manual coverage—training can include a detailed review of all employee policies and procedures, including ethical codes of conduct.

Harassment and discrimination—prevent legal issues by clarifying the organization’s policies and procedures.

Dating in the workplace—train employees on organizational expectations using scenarios where dating in the workplace can cause issues.

Ethical and diversity issues—go beyond the policies and procedures to train employees on values and behaviours that support organizational goals.

New managers—train them on the do’s and don’ts of management to prevent issues with their employees.

LO 11.1 Explain how organizations can manage diversity through training and development.

5. What type of training might appeal to Millennials but not Gen Zers?

Millennials want on-demand learning from peers as well as industry experts. Letting them train one another is empowering for them. They want targeted, personalized content with great flexibility. Training can be set up so that a Gen Y employee can identify their personal goals and challenges and then select training content that caters specifically to those needs.

Gen Zers also enjoy flexibility but prefer to access training on the go or even at places other than work. They want to be independent and make their own mistakes, but they also want to learn from a more senior employee.

LO 11.2 Examine the impact of a multi-generational workforce on training and development.

6. Find a mission statement and/or list of values for a company you work for or would like to work for. Are there any elements missing from an ethical or diversity standpoint?

Answers will vary.

LO 11.3 Describe the elements of an ethical culture.

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7. How can you help employees navigate each of the ethical danger zones in Table 11.4?

Answers will vary.

The ethical danger zones are conflicting goals, fear of retaliation, avoidance, rationalization, lowered thresholds, and euphemisms.

Refer to Table 11.4 Ethical Danger Zones.

LO 11.3 Describe the elements of an ethical culture.

8. What CSR leadership competencies do you possess? Explain your answer.

Answers will vary.

Refer to Table 11.5 Individual CSR-Related Leadership Competencies.

LO 11.5 Examine the impact of corporate social responsibility on training and development.

End of Chapter Features Tips for Trainers Students could discuss other ways for eLearning to be used for diversity, ethics, or corporate social responsibility training.

In Their Own Words: Lessons Learned from the Experts She offers her tips for Gen Z learning design.

Students could try to generate tips that would apply to the other four generations in the chapter.

Trainer’s Checklist: Sample Training Program/Ethics Workshop Students could come up with a checklist for corporate social responsibility or diversity workshops.

Technology and the Trainer’s Job: 3D Simulations Students could discuss other uses for 3D training solutions, and other training solutions to solve the manufacturing skills gap.

Case: Workplace Threats and Violence Taking care of employees is an element of CSR, and the rise of workplace threats and incidents has organizations taking a closer look at their threat- and crisis-management

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plans, policies, and training. Threat training benefits all employees but is especially important for managers and supervisors, who have a greater responsibility to keep the workplace safe.

Instructor Notes The case provides practical instructions for: • how to prevent workplace violence • how to report suspicious behaviour • how to conduct employee separations • how to respond to an active threat Students could discuss what other actions organizations could do to provide a safer workplace for their employees. Class discussion could look at the potential content in the training sessions for supervisors and for employees.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the organizational culture of an organization that you currently work for or worked for in the past. In what ways had the organization tried to promote ethics? Diversity? Corporate social responsibility?

2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to the effectiveness of diversity training. Describe the key points of the article and detail how it could be improved.

Some resources for students: Chang, E. H., Milkman, K. L., Zarrow, L. J., Brabaw, K., Gromet, D. M., Rebels, R., . . . Grant, A. (2019, July 9). Does diversity training work the way it's supposed to? Harvard Business Review. https://hbr.org/2019/07/does-diversitytraining-work-the-way-its-supposed-to Cioca, I. A. (2017, September 18). Does diversity training work? Time for an evidence-based answer. Science for Work. https://scienceforwork.com/blog/diversity-training-effectiveness/ Dobbin, F., & Kalev, A. (2016, July-August). Why diversity programs fail.

Harvard Business Review. https://hbr.org/2016/07/why-diversity-programs-fail 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• Should diversity training be mandatory or voluntary? Why?

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•

What are the main benefits of diversity for organizations?

4. Diversity training. How can coaching be used in diversity training?

Lindsey, A., King, E., Membere, A., & Cheung, H.K. (2017, July 28). Two types of diversity training that really work. Harvard Business Review. https://hbr.org/2017/07/two-types-of-diversity-training-that-really-work

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CHAPTER 12 THE FUTURE OF TRAINING AND DEVELOPMENT Part 1: Chapter Overview Chapter 12 discusses how training and development professionals must adapt to change and ensure that employees have a relevant skill set to thrive in this new environment.

It starts by looking at the shift to lifelong learning, moving away from what and how to who and why. Neuroscience helps us understand how employees learn, which moves training to a more active and continuous type of learning. The chapter discusses how technology and analytics are changing training and development, and the components of a personalized learning environment. The chapter concludes with a discussion on soft skills and the changing role of training and development professionals.

Learning Outcomes LO 12.1 Explain the impact of lifelong learning and neuroscience on training and development.

LO 12.2 Discuss how technology and analytics are changing workplaces.

LO 12.3 Describe the elements of a personalized learning environment.

LO 12.4 Understand the increased focus on soft skills.

LO 12.5 Describe the changing role of training and development professionals.

Detailed Outline I.

Vignette: Wearable Technology

The vignette looks at wearable technology and its use in training and performance support. The benefits for training are varied: access to live experts and resources, assessment of training needs, tracking compliance, and monitoring transfer of training.

Students can discuss other uses beyond onboarding and coaching. They can also try to come up with some other benefits apart from safe access to resources, interactive training, and real-time feedback.

II.

Lifelong Learning and Neuroscience A. Impact on Organizations 1. Organizations will have to move away from relying solely on traditional training and provide continuous professional development. Employers must develop different upskilling initiatives to retain employees and grow internal talent for jobs of the future. Organizations may have to reshape work environments to support lifelong learning.

Teaching Tip In Their Own Words: Lessons Learned from the Experts offers eight tips for becoming a lifelong learner.

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B. Neuroscience and Learning 1. Advances in neuroscience are increasing the ability to study the brain and its functioning, which in turn helps us understand how we learn.

Teaching Tips Revel features a hotspot interactive looking at the three areas involved in the brain’s processing of learning.

Figure 12.1 shows the three areas involved in the brain’s processing of learning: the neocortex, hippocampus, and amygdala.

C. Implications for Training and Development Professionals Teaching Tip Table 12.1 looks at neuroscience implications for training and development.

III.

How Technology and Analytics Are Changing Workplaces • Advances such as artificial intelligence, automation, and data analytics are reshaping all jobs and sectors of the economy.

A. AR and VR • Augmented Reality (AR) is an interactive experience in which real-world objects are augmented. Virtual Reality (VR) is a simulated environment with computer-generated experiences.

1. Obstacles: cost prohibitive for smaller organizations; PC-based devices are expensive and bulky, while mobile devices may be limited in necessary features such as gyroscopes, magnetometers, accelerometers, and touchscreen sensors; lack of a simple plug-and-play option.

2. Training and Development Uses: both VR and AR can simplify onboarding processes and enable collaboration among teams and remotely based employees; VR can be effective in teaching skills and riskmanagement tasks or in performing complicated sequences, AR can be a game changer in providing just-in-time learning.

B. Artificial Intelligence (AI) 1. AI’S Impact on Training and Development a. AI can help simulate the environments in which we work. b. Combining AI with adaptive learning creates systems that can determine an individual’s competency in a specific area. c. AI systems can be trained to search for relevant material and store it in a readable format.

Teaching Tip The photo caption describes how banks were using AI ineffectively. Research found that junior analysts in investment banking were being isolated from senior partners as those partners interpreted algorithm-assisted company

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valuations in mergers and acquisitions. The junior analysts compiled AI reports on companies of interest and passed them to the senior partners for analysis of the algorithms, to reduce the risk of mistakes from junior partners and to maximize senior partners’ efficiency. It provided some short-term gains in efficiency, but it moved junior analysts away from challenging, complex work, making it harder for them to learn the entire valuation process and diminishing the firm’s future capability.

C. Automation 1. A research paper by RBC predicted that 50% of Canadian jobs will be disrupted by automation by 2025.

Teaching Tip Diversity Matters looks at automation’s impact on women.

D. Big Data 1. Big data involves collecting data about users’ activities, analyzing trends from the data, and linking those trends to business goals.

2. Experience API Application Programming Interface collects data about online and inperson training experiences.

IV.

Elements of a Personalized Learning Environment A. Why Personalize?

1. The growth of personalized learning is being fueled by a focus on results, continuous improvement, and respecting employee individuality.

Teaching Tip Trainer’s Checklist provides questions to ask for personalizing training.

B. How to Personalize 1. Organizations can create video libraries hosting internal and external content.

2. Mentoring and apprenticeships are older techniques that adapt perfectly to personalized, adaptive learning.

3. Breaking lessons into small parts, steps, or blocks allows learners to focus on each element individually.

C. Just-in-Time Learning 1. JIT learning moves away from training at pre-defined intervals and embeds continuous feedback into a real-life learning application.

Teaching Tip And the Survey Says . . . looks at the forgetting curve.

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V.

Increased Focus on Soft Skills Teaching Tip Figure 12.2 provides five tips to prepare for future skills.

A. Strategies to Develop Soft Skills Teaching Tip Table 12.2 lists ten strategies organizations can use for developing soft skills.

VI.

The Changing Role of Training and Development Professionals • Trainers must close today’s skills gaps while identifying and developing the skills needed tomorrow A. Building HR Competencies 1. Training and development professionals need to expand their strategic HR knowledge (e.g., through professional development such as the CPHR, CHRP/L/E, or SHRM designations).

B. T&D Competencies Teaching Tips Revel features a worked example looking at the CPHR Learning and Development Competencies: • 70100 Identify organizational learning priorities aligned with the business strategy, using key stakeholder involvement to ensure appropriate learning and optimal return-on-investment.

• 70500 Develop an organizational culture where learning occurs at different levels by making learning a part of everyday work activity to enhance individual, team, and organizational effectiveness • 70600 Develop initiatives through which leaders learn mentoring and coaching skills to support learning and development priorities of employees.

Table 12.3 looks at HR jobs of the future.

Figure 12.3 shows a comparison of HRPA, CPHR, and SHRM competency frameworks.

Figure 12.4 looks in detail at learning and development from the HRPA competency framework.

Top 10 looks at skills needed for 2021 and beyond.

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End of the Chapter Content Key Terms just-in-time (JIT) learning: Learning the core of what you need to learn, applying it to work situations and refining the learning with immediate feedback. neuroplasticity: The brain’s ability to change at any age. volition: The process of the brain in decision making.

Discussion Questions and Suggested Answers 1. How are organizations changing to support lifelong learning?

Organizations may have to reshape work environments to support lifelong learning. Topdown learning is being replaced by individualized learning experiences that empower employees to follow their own career learning path. Traditional learning focused on pushing content, whereas lifelong learning requires employees to “pull” relevant learning content at the specific time of need, as part of the natural flow of work.

LO 12.1 Explain the impact of lifelong learning and neuroscience on training and development.

2. How can trainers stimulate an emotional response in employees prior to learning?

Answers will vary.

Active learning can involve all three brain regions, starting with volition in the neocortex, where a decision is made to learn because of an emotional response triggered from the amygdala.

LO 12.1 Explain the impact of lifelong learning and neuroscience on training and development.

3. Give a specific example of the type of feedback necessary to trigger prediction error? How would it work for you?

Answers will vary.

Feedback for incorrect answers triggers prediction error where we update our false beliefs or memories because our predictions are incongruent with the feedback.

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Refer to Table 12.1 Neuroscience Implications for Training and Development.

LO 12.1 Explain the impact of lifelong learning and neuroscience on training and development.

4. Provide some examples of how AR and VR could be used in training fast food employees, lifeguards, and call centre agents.

Answers will vary.

VR and AR allow the added dimensions of the sense of space, direction, and movement.

Both VR and AR can simplify onboarding processes and enable collaboration among teams and remotely based employees. While VR can be effective in teaching skills and risk-management tasks or in performing complicated sequences, AR can be a game changer in providing just-in-time learning.

LO 12.2 Discuss how technology and analytics are changing workplaces.

5. What tasks from your current or past jobs could be performed through automation?

Answers will vary.

LO 12.2 Discuss how technology and analytics are changing workplaces.

6. Provide an example of personalizing training for one of your current or past jobs.

Answers will vary.

Learning experiences can be customized to fit each employee’s personal needs, learning style preferences, retention speed, and passions.

Refer to Trainer’s Checklist: Questions for Personalizing Training.

LO 12.3 Describe the elements of a personalized learning environment.

7. What is the difference between personalized learning and just-in-time learning?

Along with the concept of personalizing learning is the idea that learning should happen when it is most relevant for the employee and their role. Just-in-time (JIT) learning is about learning the core of what you need to learn, applying it to work situations, and refining the learning with immediate feedback. Start with the minimum learnable amount and focus on applying that.

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LO 12.3 Describe the elements of a personalized learning environment.

8. Pick a soft skill that you are most interested in developing. Put together a plan to strengthen that skill over the next 30 days.

Answers will vary.

Refer to Table 12.2 Developing Soft Skills.

LO 12.4 Understand the increased focus on soft skills.

9. Consider the list of the Top 10 Skills Needed for 2021 and Beyond. Which do you need to develop the most? What skill would you add to the list?

Answers will vary.

1. Complex problem-solving Anticipating issues and providing solutions 2. Critical thinking Interpreting data into meaningful analysis 3. Creativity Overcoming challenges, thinking outside of the box 4. People management Supplying the people skills lacking in AI 5. Coordinating with others Effective communication and collaboration 6. Emotional intelligence Empathy, curiosity, and active listening 7. Judgment and decision making Interpreting vast sources of data effectively 8. Service orientation Offering value to internal and external clients 9. Negotiation Seeking win–win situations 10. Cognitive flexibility Switching mindsets to adapt to changes Refer to Top 10 Skills Needed for 2021.

LO 12.5 Describe the changing role of training and development professionals.

End of Chapter Features Tips for Trainers: How to Facilitate On-Demand Learning Students could discuss how employers could provide on-demand learning for diversity and inclusion skill development.

Technology and the Trainer’s Job Students could discuss whether Amplifire could be used in other industries.

Case: RCMP and LAPD The RCMP was in some hot water over the use of Clearview AI’s facial recognition technology, which used billions of personal photos from social media and turned them into a database for more than 600 law enforcement agencies in Canada and the U.S. Copyright © 2022 Pearson Canada Inc.

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The Ontario Provincial Police also used facial recognition technology in four units— child sexual exploitation, anti-human trafficking, digital forensics, and cybercrime.

The Los Angeles Police Department (LAPD) uses an algorithm to determine the locations of its beat assignments for its officers. The ethics of “predictive policing” is also controversial, but dozens of police forces are relying on it. The LAPD’s PredPol system breaks the city up into 500-foot “boxes,” and directs officers to those boxes through crime probabilities.

Instructor Notes The use of AI and algorithms is a controversial topic. It might be interested to show students how much of their social media information is available to employers and law enforcement agencies.

Discussion Questions and Suggested Answers 1. Should privacy rights trump protection of vulnerable parties such as children?

Answers will vary.

2. How could the LAPD have more success with PredPol? Answers will vary.

There was a lack of training provided, but there may be more systemic issues involved such as whether the program is either effective or ethical.

Part 2: Questions and Exercises for Hybrid Learning Environments 1. Self-analysis. Consider the on-demand nature of training that you have received at work or at school. In what ways have the organizations that you have worked for tried to promote continuous learning?

2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or an academic journal that relates to soft skills training.

Describe the key points of the article and detail how you might be able to develop some of the key soft skills.

Some weblinks which could be shared: https://www.mckinsey.com/business-functions/organization/our-insights/theorganization-blog/how-to-develop-soft-skills

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https://www.learnupon.com/blog/soft-skills-training/ https://www2.deloitte.com/au/en/pages/economics/articles/soft-skills-businesssuccess.html https://elearningindustry.com/soft-skills-online-training-program-focus 3. Essential questions are geared toward prompting deeper thought about the readings, consolidating information, and providing a basis for essay or research topics.

• What is a future trend that you think will impact training and development?

• What future training applications do you see for VR and AR? 4. Police training: Students might be interested in the Edmonton Police Services and their one-day mental health training program from years ago. The training strategy made the police officers confront actors that depicted mental illness. The police officers faced scenarios that were imitated to real-life scenarios where police officers face people with mental instability such as depression, alcoholics or overdosed.

• A depressed and violent person with a weapon.

• A psychotic person experiencing hallucinations.

• An awkward behaving person in public.

• A person collapsed due to alcohol.

• A couple arguing about gambling addiction.

• An overdosed person.

Further Reading Uddin, T., Saadi, A., Fisher, M., Cross, S. & Attoe, C. (2020). Simulation training for police and ambulance services to improve mental health practice. The Journal of Mental Health Training, Education and Practice, 15(5), 303–314. https://doi.org/10.1108/JMHTEP-042020-0020 Krameddine, Y.I., Demarco, D., Hassel, R., & Silverstone, P.H. (2013). A novel training program for police officers that improves interactions with mentally ill individuals and is cost-effective. Frontiers in psychiatry, 4(9). https://doi.org/10.3389/fpsyt.2013.00009

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