UNIT 1 JOURNAL

 

• Instructions
  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, skill, or ability (KSA) did you learn?
  Was the training delivery model effective in learning the KSA? Please give an explanation of why it was or was not.
  How do you think the training delivery model could be improved to enhance learning?
  Your journal entry must be at least 200 words in length. No references or citations are necessary.
  Submit Unit I Journal »

MHR 6551, 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. Retrieved from
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. Retrieved from
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. Retrieved from
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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MHR 6551, Training and Development 2

UNIT x STUDY GUIDE

Title

Ten Cate, O., Chen, H. C., Hoff, R. G., Peters, H., Bok, H., & van der Schaaf, M. (2015). Curriculum
development for the workplace using entrustable professional activities (EPAs): AMEE Guide No. 99.
Medical Teacher, 37(11), 983–1002. Retrieved from
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t=true&db=a9h&AN=110861165&site=ehost-live&scope=site

Unit Lesson

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

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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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.
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 activites, 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.

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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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
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

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technology in the development of training, technology will continue to shape the ways that organizations
deliver training.

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

Complete the following activity to check your knowledge. This Unit I Nongraded Learning Activity includes a
matching quiz about the important terminology used in the course (Transcript for the Unit I Nongraded
Learning Activity).

https://online.columbiasouthern.edu/bbcswebdav/xid-117022590_1

https://online.columbiasouthern.edu/bbcswebdav/xid-117001179_1

https://online.columbiasouthern.edu/bbcswebdav/xid-117001179_1