Ashley Stickels Jill Watkins Joshua Wright. Why study Training? Types of Training Methods Work...
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Transcript of Ashley Stickels Jill Watkins Joshua Wright. Why study Training? Types of Training Methods Work...
Why study Training? Types of Training Methods Work for illiteracy Objectives 4 levels of evaluation Rigor Tests Practice!
Helps for personal development Helps increase revenue for company Satisfies the customer Rationale for Training
10% of what is read 20% of what is heard 30% of what is seen 50% of what is seen and heard 70% of what is seen and spoken 90% of what is said while doing what is
talked about
To identify specific problem areas in the organization.
To obtain management support. To develop data for evaluation. To determine the costs and benefits of
training.
Development of employee/management skills to fill a current need
Employee relations/organizational problems Meet changing needs Career development
Difficulty in filling high-skill jobs Lower levels of productivity Higher levels of waste Damage to technological systems Greater number of dissatisfied employees in
workplace
Base orientation topics on assessments Establish an organizing framework Establish learner control Make orientation a process Allow people and personalities to emerge Reflect the organization’s mission and
culture Have a system for improving and updating
Transfer training needs into training objectives
Be specific and use behavioral terms (action verbs)
Why write training objectives?◦ Aid in design of training◦ Participants know what is expected of them◦ Tool to measure success of training
Specific – Is the desired behavior clearly stated, using an action verb?
Measureable – Have you included criteria/standards to be measured and chosen a verb that is observable?
Achievable – Can it be achieved?
Realistic – Is it realistic?
Time-fixed – Have you put conditions on the time frame within which it will be achieved?
Knowledge◦ By the end of this session, participants will be able to list
three characteristics of an effective trainer. Skills
◦ By the end of this session, new leaders will be able to demonstrate safe use of a pocket knife to include using a safety circle, opening/closing the blade and passing the knife.
Attitudes◦ Upon completion of the training program, participants will
gain increased confidence in their ability to facilitate a group as demonstrated through the practice facilitation sessions.
Four Elements of Learning◦ Motivation◦ Reinforcement◦ Retention◦ Transference
Characteristics of Adults as Learners◦ Autonomous and self-directed◦ Foundations of life experiences and knowledge◦ Goal-oriented◦ Relevancy-oriented◦ Practical/useful◦ Need respect
Motivating Adult Learners◦ Motivation Factors
Social Relationships External Expectations Social Welfare Personal Advancement Stimulation Cognitive Interest
◦ Barriers
Progress and Achievement (results)◦ Academic scores◦ Completion ◦ Knowledge gained
Positive Transaction◦ Acquisition of change toward goal
Self-fulfillment/obtaining education External Support
◦ Supportive peers, family, and good learning environment◦ Teacher/Instructor influence in face-to-face learning◦ Peer support, working together in distance and on-line
Reaction◦ Smiles Test◦ Customer Satisfaction
Learning◦ Assessment of Knowledge/Skills
Behavior◦ Job Performance◦ Transference
Results◦ ROI◦ Organizational Goals/Gains
Preliminary Measures
Process Measures
Outcome Measures
NeedsAssessment
Target Audience Assessment
Behavior (Level 3)
Evaluability Assessment
Program Implementation Assessment
Organizational Results (Level 4)
Reaction (Level 1) Cost-Efficiency or ROI
Learning (Level 2)
Types of Training Methods Work for illiteracy Objectives 4 levels of evaluation Rigor Tests Did you learn?!
David L. Goetsch and Stanley B. Davis, Quality Management for Organizational Excellence: Introduction to Total Quality (6th edition),
Prentice-Hall: NJ, 2010. Hawes, J., & And, O. (1982). Evaluating Corporate Sales Training Programs. Training and Development Journal, 36(11), 44-46,48.
Retrieved from ERIC database. Brown, J. (2002). Training Needs Assessment: A Must for Developing an Effective Training Program. Public Personnel Management,
31(4), 569-78. Retrieved from ERIC database. Ott, J., Clemson Univ., S., & Rutgers, T. (2001). Improving Workforce Literacy for 21st Century Jobs. Retrieved from ERIC database.
Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive Behavior Interventions, 9(3), 151. Retrieved December 14, 2007, from Academic Search Premier database.
Meier, D. (2000). The accelerated learning handbook. Mcgraw Hill, New York.
Russell, L. (1999). The accelerated learning fieldbook. Jossey-Bass Pfieffer, San Francisco