Chapter 8
1. Explain how technology has changed the learning environment.
2. What are some advantages and disadvantages of multimedia training?
3. Why would a company use a combination of face-to-face instruction and Web-based training? 4. Using the Web, further investigate any new technology discussed in Chapter 8. Find information describing the technology, hints for developing and purchasing the technology, and examples of companies marketing and/or using the technology. Include Web addresses in your summary.
1. Technology has changed the learning environment by allowing learning to become a more dynamic process. The learning environment can be expanded to include greater interaction between learners and the training content as well as between learners and the instructor. It has enabled training to be delivered to different geographical locations, to accompany trainees wherever they are at work or at home, and to be completed online using a personal computer. Technology has also increased the use of collaboration tools and web-based/e-learning training/support.
2. Multimedia training
Advantages:
· Self-paced
· Interactive
· Consistency of content
· Consistency of delivery
· Provides immediate feedback
Disadvantages:
· Expensive to develop
· Ineffective for certain training content
· May lead to trainee anxiety with using technology
· Difficult to quickly update
· Can lead to a lack of agreement on effectiveness
3. A company would use a combination of face-to-face instruction and web-based training because web-based training would allow employees to participate in training at their own pace and at a time that would be best for them. Then a company would add face-to-face instruction to help with anything that might not be clear and to get feedback on the training completed so far.
4. Lotus Notes http://www-142.ibm.com/software/sw-lotus/products/product4.nsf/wdocs/noteshomepage?OpenDocument&cwesite=notes
the premier, integrated desktop client option for accessing business e-mail, calendars and applications on IBM Lotus Domino server. Business decision-making cycles are highly collaborative, and e-mail is only a small part of the technology solution. Think outside the in-box. Developers use this to query and manipulate XML data using the newly enhanced SQL/XML and XQuery languages. They can integrate relational and XML data within a single database with WebSphere Federation Server's new pureXML support. There are a number of ways to purchase Lotus Notes which include IBM Software online Catalog, IBM ShopzSeries, IBM Passport Advantage customer site, and by phone. Some business that use Lotus Notes include DaimlerChrysler, Wachovia, SOA, and REI.
Monday, March 19, 2007
Chapter 7
Chapter 7
1. What are the strengths and weaknesses of the lecture, the case study, self-directed learning, and simulations?
2. What are the components of effective team performance? How might training strengthen these components?
3. Discuss the steps of an action learning program. Which aspects of action learning do you think is most beneficial for learning? Which is most beneficial for transfer of training? Explain why.
1. Lecture
Strengths:
· least expensive, least time-consuming ways to present a large amount of information efficiently in an organized manner
· easily employed with large groups of trainees
· team teaching brings more expertise and alternative perspectives to the training session
· panels are good for showing trainees different viewpoints in a debate
· guest speakers can motivate learning by bringing to the trainees relevant examples and applications
Weakness:
· team teaching requires more time on the part of trainers to not only prepare their particular session but also coordinate with other trainers
· in panels, trainees who are relatively naïve about a topic may have difficulty understanding the important points
· lectures tend to lack participation involvement, feedback, and meaningful connection to the work environment
· appeal to few of the trainees’ senses because trainees focus primarily on hearing information
· make is difficult for the trainer to judge quickly and efficiently the learners’ level of understanding
Case Study
Strengths:
· appropriate for developing higher order intellectual skills
· advantage of preexisting cases is that they are already developed
Weaknesses:
· case may not actually relate to the work situation or problem that the trainee will encounter
Self-Directed Learning
Strengths:
· allows trainees to learn at their own pace and receive feedback about the learning performance
· require fewer trainers, reduces costs associated with travel and meeting rooms, and makes multiple-site training more realistic
· provides consistent training content that captures the knowledge of experts
· makes it easier for shift employees to gain access to training materials
Weaknesses:
· trainees must be willing to learn on their own and feel comfortable doing so
Simulations
Strengths:
· allow trainees to see the impact of their decisions in an artificial, risk-free environment
· teach production and process skills
· used to develop managerial skills
Weaknesses:
· expensive to develop
· need constant updating as new information about the work environment is obtained
2. The components of team performance are behavior, knowledge, and attitude. Behavior means that team members must perform actions that allow them to communicate , coordinate, adapt, and complete complex tasks to accomplish their objective. Knowledge requires team members to have mental models or memory structures that allow them to function effectively in unanticipated or new situations. Attitude relates to the team members’ beliefs about the task and feelings toward each other. Training might strengthen these components by developing procedures to identify and resolve errors, coordinate information, and reinforce each other.
3. Steps in Action Learning include:
· Identification of the sponsors of action learning – who is running the action plan
· Identification of the problem or issue – present problem needing to be addressed
· Identification and selection of the group - who can address the problem
· Identification of coaches - who can help the group reframe the problem and improve its problem solving
· Presentation – present problem to group
· Group discussion – includes reframing the problem and agreement on what the problem is, what groups should do to solve problem, and how the group should proceed
· Data gathering and analysis – relevant to solving problem done by the group
· Group presentation – how to solve problem with a goal of securing a commitment from sponsors
· Self-reflection and debriefing – what was learned and what would they have done differently
The step I believe is most beneficial to for learning is group discussion because it is important to make sure everyone is on the same page i.e. everyone knowing what the problem is and what need to be done to solve that problem.
The step I think is most beneficial for the transfer of training is self-reflection and debriefing. It is important to make sure the group and group members learned what needed to be learned and will apply it to their job and what could be done differently.
1. What are the strengths and weaknesses of the lecture, the case study, self-directed learning, and simulations?
2. What are the components of effective team performance? How might training strengthen these components?
3. Discuss the steps of an action learning program. Which aspects of action learning do you think is most beneficial for learning? Which is most beneficial for transfer of training? Explain why.
1. Lecture
Strengths:
· least expensive, least time-consuming ways to present a large amount of information efficiently in an organized manner
· easily employed with large groups of trainees
· team teaching brings more expertise and alternative perspectives to the training session
· panels are good for showing trainees different viewpoints in a debate
· guest speakers can motivate learning by bringing to the trainees relevant examples and applications
Weakness:
· team teaching requires more time on the part of trainers to not only prepare their particular session but also coordinate with other trainers
· in panels, trainees who are relatively naïve about a topic may have difficulty understanding the important points
· lectures tend to lack participation involvement, feedback, and meaningful connection to the work environment
· appeal to few of the trainees’ senses because trainees focus primarily on hearing information
· make is difficult for the trainer to judge quickly and efficiently the learners’ level of understanding
Case Study
Strengths:
· appropriate for developing higher order intellectual skills
· advantage of preexisting cases is that they are already developed
Weaknesses:
· case may not actually relate to the work situation or problem that the trainee will encounter
Self-Directed Learning
Strengths:
· allows trainees to learn at their own pace and receive feedback about the learning performance
· require fewer trainers, reduces costs associated with travel and meeting rooms, and makes multiple-site training more realistic
· provides consistent training content that captures the knowledge of experts
· makes it easier for shift employees to gain access to training materials
Weaknesses:
· trainees must be willing to learn on their own and feel comfortable doing so
Simulations
Strengths:
· allow trainees to see the impact of their decisions in an artificial, risk-free environment
· teach production and process skills
· used to develop managerial skills
Weaknesses:
· expensive to develop
· need constant updating as new information about the work environment is obtained
2. The components of team performance are behavior, knowledge, and attitude. Behavior means that team members must perform actions that allow them to communicate , coordinate, adapt, and complete complex tasks to accomplish their objective. Knowledge requires team members to have mental models or memory structures that allow them to function effectively in unanticipated or new situations. Attitude relates to the team members’ beliefs about the task and feelings toward each other. Training might strengthen these components by developing procedures to identify and resolve errors, coordinate information, and reinforce each other.
3. Steps in Action Learning include:
· Identification of the sponsors of action learning – who is running the action plan
· Identification of the problem or issue – present problem needing to be addressed
· Identification and selection of the group - who can address the problem
· Identification of coaches - who can help the group reframe the problem and improve its problem solving
· Presentation – present problem to group
· Group discussion – includes reframing the problem and agreement on what the problem is, what groups should do to solve problem, and how the group should proceed
· Data gathering and analysis – relevant to solving problem done by the group
· Group presentation – how to solve problem with a goal of securing a commitment from sponsors
· Self-reflection and debriefing – what was learned and what would they have done differently
The step I believe is most beneficial to for learning is group discussion because it is important to make sure everyone is on the same page i.e. everyone knowing what the problem is and what need to be done to solve that problem.
The step I think is most beneficial for the transfer of training is self-reflection and debriefing. It is important to make sure the group and group members learned what needed to be learned and will apply it to their job and what could be done differently.
Monday, March 5, 2007
Chapter 5
Questions:
1. Consider three time periods (pretraining, during training, and after training) and three parties involved in transfer of training (manager, trainer, trainee). Construct a matrix showing what each party can do to facilitate transfer of training at each time period.
2. What could be done to increase the likelihood of transfer of training if the work environment conditions are unfavorable and cannot be changed?
3. Discuss how trainees can support each other so that transfer of training occurs.
4. What technologies might be useful for ensuring transfer of training? Briefly describe each technology and how it could be used.
5. What is knowledge? Why is knowledge important? How can companies manage knowledge?
Answers:
#1
Manager & Pretraining
Decide what type of training needs to be done and who needs that training.
Manager & During training
Overlook the training process, reinforce what trainees are learning, and provide opportunities to practice.
Manager & After training
Do a follow up to make sure trainees understand what was taught to them. Make sure to use the skills trainees learned in the program are applied to the job.
Trainer & Pretraining
Find out who is being trained. With the manager decide the best way to teach trainees.
Trainer & During training
Follow a lesson plan to make sure trainees get the most out of the training session. Allow trainees enough time to practice new material.
Trainer & After training
Do a follow up to find out what trainees thought of the training program so that you can modify anything that might have been unclear.
Trainee & Pretraining
Decide what type of training is needed to increase work productivity.
Trainee & During training
Attend training program. Make sure to ask lots of questions and practice techniques repeatedly.
Trainee & After training
Apply what was taught in training program to work.
#2 One way to increase the likelihood of transfer of training is to provide instruction in self-management techniques at the end of the program. A self-management instruction would include discussing lapses, identifying skills targeted for transfer, identifying personal or environment factors contributing to lapse, discussing coping skills and strategies, identifying when lapses are likely, and to discuss resources to ensure transfer of skills.
#3 Trainees can support each other so that transfer of training occurs is to set up a support network. A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job. This involves meeting face-to-face or through email to discuss their experiences through the training, what resources they obtained to use with training, and/or how they cope with work environment interference. Another way trainees can support each other is by a newsletter. Included in the newsletter might be interviews with employees who had a successful training experience or a way for trainees to gain a mentor.
#4 I could only find one technology that might be useful for ensuring transfer of training include Electronic performance support systems (EPSSs). EPSSs are computer applications that can provide skills training, information access, and expert advice. EPSS can enhance transfer of training by providing trainees with an electronic information source that they can refer to on an as-needed basis while they attempt to apply learned capabilities on the job. Trainers can also use EPSS to monitor their trainees. It can provide the trainer with information about the transfer of training problems trainees might encounter.
#5 Knowledge is what individuals or teams of employees know or know how to do as well as a company’s rules, processes, tools, and routines. Knowledge is important because knowledge is what training is built upon. Without knowledge their would be no way to train employees on skills they need for their job. Having the proper knowledge of a subject ensures that employees will be able to increase productivity the moment the training program is over. Companies manage knowledge by:- the use of technology and software so employees can store information and share it with others through a company intranet- publish directories that list what employees do, how they can contacted, and the type of knowledge they have- develop informational maps that identify where specific knowledge is stored in the company- create chief information officer and chief learning officer positions for cataloging and facilitating the exchange of information- require employees to give presentations to other about what they have learned- allow employees time off to acquire knowledge, study problems, etc.- create an online library of learning resources
1. Consider three time periods (pretraining, during training, and after training) and three parties involved in transfer of training (manager, trainer, trainee). Construct a matrix showing what each party can do to facilitate transfer of training at each time period.
2. What could be done to increase the likelihood of transfer of training if the work environment conditions are unfavorable and cannot be changed?
3. Discuss how trainees can support each other so that transfer of training occurs.
4. What technologies might be useful for ensuring transfer of training? Briefly describe each technology and how it could be used.
5. What is knowledge? Why is knowledge important? How can companies manage knowledge?
Answers:
#1
Manager & Pretraining
Decide what type of training needs to be done and who needs that training.
Manager & During training
Overlook the training process, reinforce what trainees are learning, and provide opportunities to practice.
Manager & After training
Do a follow up to make sure trainees understand what was taught to them. Make sure to use the skills trainees learned in the program are applied to the job.
Trainer & Pretraining
Find out who is being trained. With the manager decide the best way to teach trainees.
Trainer & During training
Follow a lesson plan to make sure trainees get the most out of the training session. Allow trainees enough time to practice new material.
Trainer & After training
Do a follow up to find out what trainees thought of the training program so that you can modify anything that might have been unclear.
Trainee & Pretraining
Decide what type of training is needed to increase work productivity.
Trainee & During training
Attend training program. Make sure to ask lots of questions and practice techniques repeatedly.
Trainee & After training
Apply what was taught in training program to work.
#2 One way to increase the likelihood of transfer of training is to provide instruction in self-management techniques at the end of the program. A self-management instruction would include discussing lapses, identifying skills targeted for transfer, identifying personal or environment factors contributing to lapse, discussing coping skills and strategies, identifying when lapses are likely, and to discuss resources to ensure transfer of skills.
#3 Trainees can support each other so that transfer of training occurs is to set up a support network. A support network is a group of two or more trainees who agree to meet and discuss their progress in using learned capabilities on the job. This involves meeting face-to-face or through email to discuss their experiences through the training, what resources they obtained to use with training, and/or how they cope with work environment interference. Another way trainees can support each other is by a newsletter. Included in the newsletter might be interviews with employees who had a successful training experience or a way for trainees to gain a mentor.
#4 I could only find one technology that might be useful for ensuring transfer of training include Electronic performance support systems (EPSSs). EPSSs are computer applications that can provide skills training, information access, and expert advice. EPSS can enhance transfer of training by providing trainees with an electronic information source that they can refer to on an as-needed basis while they attempt to apply learned capabilities on the job. Trainers can also use EPSS to monitor their trainees. It can provide the trainer with information about the transfer of training problems trainees might encounter.
#5 Knowledge is what individuals or teams of employees know or know how to do as well as a company’s rules, processes, tools, and routines. Knowledge is important because knowledge is what training is built upon. Without knowledge their would be no way to train employees on skills they need for their job. Having the proper knowledge of a subject ensures that employees will be able to increase productivity the moment the training program is over. Companies manage knowledge by:- the use of technology and software so employees can store information and share it with others through a company intranet- publish directories that list what employees do, how they can contacted, and the type of knowledge they have- develop informational maps that identify where specific knowledge is stored in the company- create chief information officer and chief learning officer positions for cataloging and facilitating the exchange of information- require employees to give presentations to other about what they have learned- allow employees time off to acquire knowledge, study problems, etc.- create an online library of learning resources
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