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Needs Assessment

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A gap between desired and actual knowledge, skills, and/or performance. Something that doesn't meet expectations and can be corrected in training. The core of training program. Used to prevent a quick-fix, bandage approach to business problems

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Normative Needs

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Comparing the target audience with national standards

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Comparative Needs

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Comparing status between normative and external measures or competitors

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Felt Needs

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Gap between current skill level and desired performance

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Steps of Needs Assessment

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1. Identify problem 2. Determine design 3. Collect data 4. Analyze data 5. Provide feedback

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Step 1: Identify Problem

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Set objectives

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Step 2: Determine Needs Assessment Design

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Asses advantages and disadvantages of methods

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Step 3: Collect Data

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Conduct interview, administer surveys, review documents

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Step 4: Analyze Data

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Conduct qualitative and quantitative analysis. Determine solutions/recommendations

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Step 5: Provide Feedback

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Write report Make oral presenation

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3 Types of Learning Theory

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1. Behaviorism 2. Cognitive 3. Andragogy/Pedagogy

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Andragogy

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Adult learning: Adults learn differently from children. Adults will seek out knowledge and bring in experiences. They are internally motivated and they need to know the purpse

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Pedagogy

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Child learning

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Father of Andragogy ( Adult Learning)

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Malcolm Knowles

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Adult Learn Best...

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Motivation Reinforcement Retention Transference

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Behaviorism

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Learning is only what can be observed, best for skills. The learner masters the task

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Cognitive

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All learning is internal and can be controlled by the learner, trainer is the facilitator. Learner is self-motivated, but the problem is the learner still has the option of learning or not

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Difference between training and education/learning

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Training: Learning that is job-related, acquiring knowledge, skills, & attitudes (KSAs) for employee development Education: Broad-base learning for life and work

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Types of Learning (Your KSAs)

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Knowledge: Cognitive Skills: Psychomotor Attitude: Affective

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Training Style

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A combination of training philosophies, methods, and behaviors

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Training Style (4 different ones)

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1. The seller 2. The professor 3. The entertainer 4. The coach

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The Seller

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- task oriented "Selling" of content - Received and understood - Good attitude - Does not work to improve performance - learns are evaluated by objective testing

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The Professor

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- Image; instructor oriented - see themselves as experts - main concern process and delivery - Technique - Smoothness of Speaking - Does not work to improve skill development or behavioral change - learners are evaluated by subjective testing and instructor judgement

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The Entertainer

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- Inspire learners; relation oriented - Personal image concerns - main concern: reaction/ feelings - Appropriate for personal growth - Specific content is not important - learners are evaluated by assessments of their feelings and opinions

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The Coach

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- Learner oriented -Facilitator - Skill development - Application/Confidence builder - Less concern for "polishes" activities. Turn off traditional learners - main concern: results and performer - learners are evaluated by comparing behaviors or performance objectives

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What are learning objectives?

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They are made after the needs assessment has been completed; they are what the learner will be able to do at the end of the training program. They describe the planned outcome of the training rather than the training process - results rather than procedure

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Why set objectives?

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Serve as a type of contract; gives participants a sense of direction; helps trainers focus on a sense on desired outcomes; must be written from the participants point of view; to measure success

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Components of an objectives

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1. Performance 2. Conditions 3. Criteria

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Performance

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What the participant will be able to do as a result of training

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Conditions

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The circumstances under which the participant will be performing an activity; also describes the equipment, supplies, and job aids that will be needed

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Criteria

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Level of degree of proficiency that is necessary to perform the task of job successfully; quality of performance needed; evaluate performance

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SMART Objectives

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Specific Measurable Attainable Realistic Tangible

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ARCS Model

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An approach that ensures participants to participate Attention Relevance Confidence Satisfaction

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Experiential Learning Cycle

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Experiencing Publishing Processing Generalizing Applying

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Dale's Cone of Experience

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States that people will remember: - 20% of what they hear - 30% of what they see - 50% of what they hear AND see - 80% of what they hear, see, AND do

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Executive Overview

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Concise representation of the larger document Abbreviated, limited to one page

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Blooms Taxonomy

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Classification of learning objectives (The triangle thing)

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Old Version of Taxonomy

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Evaluation - Creating Synthesis - Evaluating Analysis - Analyzing Application - Applying Comprehension - Understanding Knowledge - Remembering

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Cooperative Learning

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The instructional use of small groups so that students work together to maximize their own and each other's learning

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The Case for Active Training

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Active training is the most effective means of delivering training

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The changing role of the trainer

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Moving from trainer to consultant, and from product centered to client-centered Focused on meeting business needs and solving business problems

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Morrison's Training Technique

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Introduction > Run > Debrief > Summarize

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Sequential

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Presents a step-by-step process leading to a conclusion

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Job Order

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Teaches tasks as they occur on the job

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Priority

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Skill or knowledge essential to the completion of a task is taught first as a prerequisite to the training what will follow

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Topical

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Addresses job knowledge in terms of topics rather than sequences of activity

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Training for 40+ adults

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Like hands on learning and want easy to absorb format, they are also in a hurry to learn

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Generation of Learners

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Veterans Baby Boomers Gen Xers Gen Yers

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Veterans 1922-1945

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Traditional classroom, orderly, risk free learning environment, traditional type of trainer; show respect for their experience, motivation for learning: tied to the good of the organization Preferred activity: straightforward presentation

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Baby Boomers 1946-1964

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Interactive; not authoritarian, Interaction with teamwork, networking opportunities, view participants as equals, share personal examples; will help trainees be stars at work; hate role playing, want skill building activities

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Gen Xers 1967-1978

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Self Directed learning; want two to four hour segments, want honest feedback, fun, personal, fast paced, get right into material; give solid examples of real life cases; demonstrate expertise, motive for learning: add their market ability; prefer simulations and role play. learn by doing

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Design Matrix

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Used to visualize the course or session (like our training plan)

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Instructional Plan

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A detailed guide to delivering a training program 2 Parts: (1) Program overview (2) Instructional Guide

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Attitude Development Verbs

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adjust, analyze, assess, choose, criticize, decide, evaluate, pick, select

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Skill Development Verbs

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assemble, compute, construct, copy, count, demonstrate, design, develop, draw, measure, operate, prepare, process, prove, record, repair, solve, speak, transcribe, type, write

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Knowledge Development Verbs

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cite, compare, contrast, define, describe, detect, differentiate, distinguish, enumerate, explain, identify, list, name, quote, recite, recognize, relate, repeat, reproduce

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Open ended questions

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Who, what, when, where, why? Advantages; allow respondent to introduce new topics Disadvantages: one-way communication

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Close ended questions

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i.e., yes/ no Adv: easier to answer, inexpensive to administer, feeling of anonymity and less time consuming. Disadvantage: limited information, difficult and time consuming to construct

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Why Conduct Needs Assessment

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1. determine whether training is needed 2. determine causes of poor performance 3. determine content and scope of training 4. determine desired training outcomes 5. to provide basis of measurement to gain management support

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Learning Styles

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1. Feelers 2. Observers 3. Thinkers 4. Doers (most popular)

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Principles of Adult Learning

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1. Adults must recognize the need to learn 2. adults must want to apply new learning back on the job 3. adults need to integrate past experience with new material 4. adults prefer the concrete to the abstract 5. adults need a variety of training methods 6. adults learn better in an informal, comfortable environment 7. adults want to solve realistic problems 8. adults prefer the hands-on method of learning

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Learner Centered v. Information Centered learning Training

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See table 3.1, 3.2 pgs. 69-71

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Different Types of Training/ Training Methods

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Lectures Simulations Talk (Presentation) Discussion Role Playing Case Studies Brainstorming Buzz Groups Q/A Learning Centers Reflection

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Gen Yers 1979-1984

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teamwork with technology; cooperative learning, authority figure who provides structure, learns skills and information that makes work less stressful, helps them deal with difficult. Entertaining, creative in cooperate games, music and art

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ABCD Method - for writing Objectives

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Audience Behavior Condition Degree

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Audience

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Describe who is performing the behavior

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Behavior

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Describes visible performance - what the learner is expected to do. Measurable. I.e. writing a sentence and collecting data

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Condition

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Describes real world which the performance will occur. I.E., tools, equipment, reference Material

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Degree

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How well you want students to perform. Describes measurement. Quantifies how well someone should perform. Types of degree can include quantity, accuracy, time and speed. i.e., 70% without error

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