1 / 33

Education and Training

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

breedlove
Télécharger la présentation

Education and Training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Education and Training Ashley Stickels Jill Watkins Joshua Wright

  2. Introduction • Why study Training? • Types of Training • Methods • Work for illiteracy • Objectives • 4 levels of evaluation • Rigor Tests • Practice!

  3. Why study education and training? • Helps for personal development • Helps increase revenue for company • Satisfies the customer • Rationale for Training

  4. Types of Training • Customer Education • Sales Skills • Employee Relations • Customer Relations

  5. Sources of training • In- house • External • Combination

  6. Checklist of Training Benefits • Fewer Product Errors • Increased Productivity • Improved Quality • Fewer Accidents • Better Teamwork

  7. Four Step Teaching Method • Preparation • Presentation • Application • Evaluation

  8. Presenting Instruction • 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

  9. Conceptual Model

  10. 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.

  11. 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

  12. A thorough needs analysis examines training needs on three levels: • Organizational • Task • Individual

  13. Workforce Literarcy

  14. 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

  15. Orientation Training Errors • Insufficient information • Too much information • Conflicting information

  16. 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

  17. Ethics Training • Drug and alcohol abuse • Sexual harassment • Quality control • Employee theft

  18. 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

  19. SMARTTraining Objective Checklist • 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?

  20. 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.

  21. Can you give some examples of training objectives?

  22. “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

  23. 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

  24. Adult Learning Retention • Motivating Adult Learners • Motivation Factors • Social Relationships • External Expectations • Social Welfare • Personal Advancement • Stimulation • Cognitive Interest • Barriers

  25. 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

  26. What motivates you?How do you measure your educational success?How does your retention/transference occur?

  27. 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

  28. Rigor Tests

  29. PRACTICE

  30. Conclusion • Types of Training • Methods • Work for illiteracy • Objectives • 4 levels of evaluation • Rigor Tests • Did you learn?!

  31. How’d we do?

  32. References • 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

More Related