Education and Training Ashley Stickels Jill Watkins Joshua
- Slides: 33
Education and Training Ashley Stickels Jill Watkins Joshua Wright
Introduction Why study Training? Types of Training Methods Work for illiteracy Objectives 4 levels of evaluation Rigor Tests Practice!
Why study education and training? Helps for personal development Helps increase revenue for company Satisfies the customer Rationale for Training
Types of Training Customer Education Sales Skills Employee Relations Customer Relations
Sources of training In- house External Combination
Checklist of Training Benefits Fewer Product Errors Increased Productivity Improved Quality Fewer Accidents Better Teamwork
Four Step Teaching Method Preparation Presentation Application Evaluation
Presenting Instruction 10% of 20% of 30% of 50% of 70% of 90% of about what what is is is read heard seen and spoken said while doing what is talked
Conceptual Model
There are four main reasons why needs analysis must be done before training programs are developed. 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.
The following factors might indicate training or development needs of your employees: Development of employee/management skills to fill a current need Employee relations/organizational problems Meet changing needs Career development
A thorough needs analysis examines training needs on three levels: Organizational Task Individual
Workforce Literarcy
Impact of Illiteracy on Industry 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
Orientation Training Errors Insufficient information Too much information Conflicting information
Effective Orientation training 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
Ethics Training Drug and alcohol abuse Sexual harassment Quality control Employee theft
Training Objectives 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
SMART Training Objective Checklist Specific – Is the desired behavior clearly stated, using an action verb? Measureable – Achievable – Realistic – Have you included criteria/standards to be measured and chosen a verb that is observable? Can it be achieved? Is it realistic? Time-fixed – Have you put conditions on the time frame within which it will be achieved?
Training Objectives KSAs 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.
Can you give some examples of training objectives?
“Adult learning is a combination of psychological, environmental, and interpersonal challenges. Each of the dimensions needs to be taken care of well in order to conduct a successful learning. ” -Huang, 2005
Adult Learning Retention 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
Adult Learning Retention Motivating Adult Learners ◦ Motivation Factors Social Relationships External Expectations Social Welfare Personal Advancement Stimulation Cognitive Interest ◦ Barriers
Adult Learning Retention 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
What motivates you? How do you measure your educational success? How does your retention/transference occur?
Kirkpatrick’s Four Levels of Evaluation Reaction ◦ Smiles Test ◦ Customer Satisfaction Learning ◦ Assessment of Knowledge/Skills Behavior ◦ Job Performance ◦ Transference Results ◦ ROI ◦ Organizational Goals/Gains
Rigor Tests Preliminary Measures Process Measures Outcome Measures Needs Assessment 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)
PRACTICE
Conclusion Types of Training Methods Work for illiteracy Objectives 4 levels of evaluation Rigor Tests Did you learn? !
How’d we do?
References David L. Goetsch and Stanley B. Davis, Quality Management for Organizational Excellence: Introduction to Total Quality (6 th 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 21 st 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
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