Education and Training

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

19. 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

20. 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?

21. 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.

22. Can you give some examples of training objectives?

23. “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

24. 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

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

26. 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

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

28. 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

29. Rigor Tests

30. PRACTICE

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

32. How’d we do?

33. 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