After you have completed your readings for this unit, please list two to three training delivery models you have been exposed to. Then, answer the questions below. What new knowledge, s

HRM 6303, Training and Development 1

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

1. Formulate different developmental approaches to training. 1.1 Create training activities based on a chosen theory.

2. Describe major training-related theories.

2.1 Discuss the primary tenets of a training theory. 2.2 Explain why a theory was chosen for a specific training situation.

Course/Unit Learning Outcomes

Learning Activity

1.1

Unit Lesson Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in

Practice” Article: “We Knew It All Along! Using Cognitive Science to Explain How

Andragogy Works” Unit II PowerPoint Presentation

2.1

Unit Lesson Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in

Practice” Article: “We Knew It All Along! Using Cognitive Science to Explain How

Andragogy Works” Webpage: TEAL Center Fact Sheet No. 11: Adult Learning Theories Unit II PowerPoint Presentation

2.2

Unit Lesson Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in

Practice” Article: “We Knew It All Along! Using Cognitive Science to Explain How

Andragogy Works” Webpage: TEAL Center Fact Sheet No. 11: Adult Learning Theories Unit II PowerPoint Presentation

Required Unit Resources In order to access the following resources, click the links below. Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in

Higher Education, 19(4), 406–418. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=94773613&site=ehost-live&scope=site

Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.

European Journal of Training and Development, 40(3), 171–190. https://search-proquest- com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337

Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.

Literacy Information and Communication System. https://lincs.ed.gov/state-resources/federal- initiatives/teal/guide/adultlearning

UNIT II STUDY GUIDE

Major Training Theories

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Unit Lesson

Major Training Theories The manner in which adults and children learn is different. Therefore, before embarking upon the design and development of any training/development program, it is important to consider adult learning principles and how adults learn best. Andragogy is the study of how adults learn (Knowles, 1980). Conversely, pedagogy is the study of how children learn (Knowles, 1980). Andragogy rests upon six assumptions about the differences between how adults and children learn, which are listed below.

1. Self-concept: As people mature, their self-concept moves from being dependent on others toward being self-directed individuals.

2. Experience: As people mature, they accumulate a wealth of knowledge and experience that becomes an increasing resource for learning.

3. Readiness to learn: As people mature, their readiness to learn becomes more oriented toward the developmental tasks of their social roles (e.g., spouse, employee, parent, citizen).

4. Orientation to learning: As people mature, their perspective of time in regard to the approaches of learning shift from postponed application of knowledge to more immediate applicability. Also, there is a change from subject-focused learning to problem-focused learning.

5. Motivation to learn: As people mature, there is an increasing internal desire and motivation to learn. 6. Unlearn to learn: As people mature, the ways they have learned over time are often ingrained within

their learning approach. Interventions in adult learning help them accept fresh perspectives and new ways of learning (Knowles, 1980).

Given the various assumptions of andragogy, there are several learning theories that align with these assumptions. The theories we will explore are experiential learning, transformative learning theory, action theory, situated learning theory, and self-directed learning theory.

Experiential Learning Theory The experiential learning theory involves the process whereby knowledge is created through experience. According to Cherry (n.d.), the theory was first proposed by psychologist David Kolb. Kolb (1984) believed that the creation of knowledge is accomplished through the reflective feedback of a given experience. The four steps that depict this model are listed below.

• Concrete experience: Here, the learner is put into a situation where he or she can experience something and receive feedback from that experience. For example, a chef gathers all of the proper ingredients to bake lasagna. After going through the steps of putting the ingredients together, baking the lasagna, and serving it to the guests, the guests give feedback to the chef that the lasagna is too bland.

• Reflective observation: Here, the learner reflects upon any inconsistencies between experience and understanding. For example, the chef begins to reflect on why the guests believe the lasagna is bland. The chef may even taste the lasagna to try and pinpoint what else is needed to bring flavor to the bland lasagna.

• Abstract conceptualization: As the learner continues to reflect upon the experience, it gives rise to a new idea or modification to an existing concept. Essentially, the individual has learned from the experience. Back to our example with the chef and bland lasagna, after much reflection, the chef may realize that more salt is needed in addition to other spices and ingredients.

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• Active experimentation: The learner now takes what he or she learned and begins to apply it. This can happen in the same experience or a different one. For example, the chef takes a second attempt to bake lasagna and applies what he or she learned by adding additional salt, spices, and ingredients to the lasagna. The process can be repeated until the desired results are achieved.

Transformative Learning Theory

Transformative learning theory is described as the way that learning changes how an individual thinks about the world and about himself or herself (Teaching Excellence in Adult Literacy Center [TEAL], n.d.). This type of learning requires a shift in consciousness. For example, an individual from another country comes and lives in the United States and, after learning English and becoming confident and proficient in it, has a different view of U.S. culture and practices. In transformative learning, individuals engage in reflective discourse that challenges their deeply held beliefs and assumptions, which creates a shift in their frame of thinking.

Action Theory Action learning is a reflective process whereby action is taken by a learner in a real-life learning scenario, and the learner is asked to reflect on the action taken. This type of learning is often engaged as a team. A group or team is formed and encouraged to meet on a regular basis to come up with solutions to problems. The team decides on the appropriate solution together. In this scenario, learning occurs collectively as a group as the team reflects on outcomes produced by the solution. Also, the problem-solving method is evaluated to see whether or not it was effective.

Situated Learning Theory The situated learning theory involves the use of materials, such as cases, to situate the learner in his or her own operational context. In other words, learning happens in the context of a given activity or real-world situation. For example, an individual wanting to obtain a driver’s license will first learn the information via driving school in a classroom setting. Once the classroom information has been assimilated, the driver will then be asked to demonstrate this knowledge by driving a vehicle in a controlled setting (e.g., parking lot or some other open space). After skills have been mastered in the controlled setting, the student will now be asked to drive on the road with other drivers to test his or her driving ability.

Self-Directed Learning Theory The self-directed learning theory (SDL) is a process in which adult learners take the initiative to learn without the help of others (TEAL, n.d.). Learners plan, execute, and evaluate their own learning experiences. SDL will typically happen outside of a classroom setting. The characteristics of SDL include that learners make choices about the methods, content, resources, and evaluation of the learning experience. The learners take responsibility on their own learning by determining their needs, setting their own goals, identifying resources on their own, implementing a plan to achieve their learning goals, and then evaluating their outcomes by measuring how close they have achieved their goals.

Figure 1: Cycle representing levels of the learning process

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Adult Learning Styles From the adult learning theories discussed above comes the concept of adult learning styles. As we noted earlier, the methods by which adults learn are different than the way children learn. This difference is not only in cognitive processes but also in direct learning styles. Learning styles could be referred to as the way that individuals process and take in new information (Barbe et al., 1979). According to Barbe et al. (1979), there are three major learning styles seen in adult learners. Those learning styles are visual, audible, and kinesthetic learning styles. We are exploring all three learning styles and discussing ways to tailor learning to each individual style. Visual learning: Visual learners are individuals who learn best through seeing or visualizing material. These learners have a need to see body language and facial expressions to fully understand the content. There is a preference to sit at the front within a classroom setting to avoid any obstruction to their visual senses. These learners think in pictures and learn best from visual displays. In order to cater to learning styles of the visual learner, one must take into consideration visuals to enhance the learning experience. Visual tools could include items such as diagrams, illustrated textbooks, PowerPoint slides, computer graphics, flip charts, or handouts. Audible learning: Audible learners are individuals who learn best through hearing. These individuals interpret the underlying meanings of speech through listening to speed, pitch, tone, and voice. Hence, discussions, talking through things, lectures, reading text aloud, and listening to recordings are the preferred learning methods of this group and the best way to cater to their learning style to enhance learning. Kinesthetic learning: Kinesthetic learners are individuals who learn best through a hands-on approach. This type of learning is also known as tactile learning. Kinesthetic learners prefer to be physically engaged in their learning by actively exploring the physical world around them. They may find it difficult to sit through a lecture for long periods at a time and may become distracted by their need for exploration and activity. One thing to note when considering the learning styles above is that the entire concept of aligning training programs with learning styles is a Western-based concept and may not transfer well to all cultures. It is important to consult with local experts when designing training programs for a global audience. This will allow the trainer to tailor activities to the distinct cultural needs of the local audience.

References Barbe, W. B., Swassing, R. H., & Milone, M. N. (1979). Teaching through modality strengths: Concepts and

practices. Zaner-Bloser. Cherry, K. (n.d.). The David Kolb theory of how experience influences learning. VeryWell Mind.

https://www.verywellmind.com/experiential-learning-2795154 Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy (Rev. and updated

ed.). Cambridge Adult Education. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1).

Prentice Hall.

Visual • See It

Audible •Hear It

Kinesthetic •Do It

Figure 2: Learning styles

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Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories. Literacy Information and Communication System. https://lincs.ed.gov/state-resources/federal- initiatives/teal/guide/adultlearning

HRM 6303, Training and Development 1

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

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

Course/Unit Learning Outcomes

Learning Activity

1.1

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

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

1.2

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

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

1.3

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

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

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

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

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

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

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

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

UNIT I STUDY GUIDE

Developmental Approaches to Training

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

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

Figure 1: Differences between training and development

Training

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

Development

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

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

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

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

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

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

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

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

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

Who is the audience? What are the cost limitations?

What will participants be assessed on?

What are the learning objectives of the program?

What is the geographical location of the audience members?

What are the technological barriers?

What is the time frame for the training program?

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

Figure 2: Important learning activities questions

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

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

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

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

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

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

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

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

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

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

Learning Activitie

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