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QUESTION
5060 W2A2 Project
Week 2 Project
Instructions
Supporting Lectures:
Review the following lectures:Needs Assessment
What Is Good Training?
Introduction:
You are a seasoned and top industry training consultant for many industries. You have received an invitation from a very large North American freight transportation company that has over 32,500 miles of routes in twenty-eight states and three Canadian provinces. The railroad company hauls agricultural, consumer, and industrial products and coal with twenty-five intermodal facilities and has access to forty ports. The company owns and operates approximately 8,000 locomotives and employs over 41,000 people. The corporation acknowledges that the highest quality safety is an inviolate objective. The corporation wants well-trained employees who share its vision for an injury- and accident-free workplace and who are willing to care for and protect one another. At the present time, and thanks to the employees’ commitment, a carefully maintained network, equipment, and well-prepared communities, the organization is a safety leader in the rail industry. It wants to establish a new process named “Approaching Others About Safety” (AOAS). This will be a training program for all railway employees. One of the goals of the program is for its employees to be confident about giving feedback to each other about safe behavior and avoiding unsafe, hazardous, and risky situations.Therefore, all the employees need to learn the value of providing feedback when they see unsafe, dangerous, or perilous behaviors and situations. This comprehends “positively” recognizing and diagnosing when someone is working safe and sound . . . or correcting his or her actions when an employee perceives that another employee is at risk. The organization’s preliminary thought is that training should concentrate on the types of exposure that tend to result in most injuries. This may include walking and the path of travel around trains, rails, and equipment. Also, pinch points between railway cars and climbing or descending locomotives and railway cars must be included.
Tasks:
1. Explain your understanding of the learning process in general terms.
2. Analyze the different types of instructional characteristics that this program should have for learning and transfer to result in a process that decreases injuries, accidents, and lost workforce hours.
3. Analyze whether the characteristics would vary depending on who was attending the learning program, for example, managers; train crew; maintenance employees who service track, engines, rolling stock, and signals; staff, etc.
4. Summarize how the learning process can affect an organization.
3 CITED REFERENCES PER POINT PLEASE.
To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Submission Details:
Create a 3-page Microsoft Word document.
Name your file as SU_HRM5060_W2_Project_LastName_FirstName.
By the due date assigned, submit it to the Submissions Area.What Is Good Training?
In order for training to be effective and ef_cient, both learning and transfer are needed. Learning is a
permanent change in human pro_ciencies that include knowledge, skills, attitudes, behaviors, and
competencies. Transfer is a trainee effectively, ef_ciently, and continually applying what was learned
in training on jobs. There are two important goals for transfer—generalization and maintenance.
Effective learning and transfer require that consideration be paid to trainee characteristics, training
design, and characteristics of the work environment.
Speci_c Learning Outcomes:
Verbal information includes names, labels, facts, and bodies of knowledge.
Intellectual skills include concepts and rules to solve problems, serve customers, and create
products.
Motor skills include coordination of physical movements.
Attitudes include beliefs and feelings that prompt a person to behave in a certain way.
Cognitive strategies include strategies that regulate thinking and learning, determine what to
attend to, regulate how to remember, and regulate how to solve problems.
Understand both the reinforcement and social learning theories noted in your text. A need is a
de_ciency that one experiences. A need motivates one to behave to satisfy the de_ciency. Need
theories help explain the value that one places on outcomes.
Need Theories
Effective and ef_cient employees provide the avenue to intensify pro_ts, viability, and growth.
Numerous theories by people, including Maslow, Herzberg, McClelland, and Alderfer, proffer
employees’ satisfaction, and therefore, their performance is grounded by the ef_ciency and
effectiveness with which the company ful_lls employees’ needs.
Review each theory to learn more.
These theories suggest that understanding learners’ needs will facilitate their motivation to learn.
Implications of the learning process and transfer of training for instruction include:
Employees need to know the objectives.
Employees need meaningful training content.
Employees need opportunities to practice.
Employees need a number of pre-practice conditions.
Employees need practice involving experience.
Employees need to commit training content to memory.
Employees need feedback.
Employees learn through observation, experience, and interaction.
Employees need training programs to be properly coordinated and arranged.
Employees need encouraged trainee responsibility and self-management.
The work environment should support learning and transfer.
Additional Materials
From your course textbook, Employee Training and Development, read the following chapters:
Needs Assessment
Learning and Transfer of Training
Needs Assessment
“Needs assessment” refers to the process of determining learning needs and opportunities and
analyzing whether training is necessary. Needs assessment provides a multilevel perspective to
guarantee that different perspectives are taken into account during the assessment:
Organization analysis
Person analysis
Task analysis
If not performed or performed poorly, any one or more of the following may transpire:
Incorrect training can be used to solve performance dif_culties.
Training can have wrong content, objectives, or methods.
Trainees could be sent to training programs with insuf_cient skills, knowledge, and ability.
Training may not deliver goals, objectives, behavior change, or _nancial results.
Training could depend on:
Legislation
Skills, knowledge, and ability
Performance
Technology
Customer requests
Customer dissatisfaction
Products/Innovations
Higher performance standards
Depending on speci_c circumstances, employee selection, better on-the-job supervision, or job
redesign might be the solution.
Knowledge of outcomes helps to ensure that the most appropriate data is collected during the needs
assessment process. This includes:
What to learn
Who to train
What training type is needed
What training frequency is required
Whether to buy or provide in-house training
The key stakeholders are leaders, managers, trainers, and employees:
Company leaders should anticipate training needs, align them with the business strategy, and
ensure that the training is integrated to add value to the company.
Managers must know how training impacts their _nancial goals, how the training cost takes a
slice out of the budget, which employees need training, and what jobs are included in the
training.
Trainers must know whether training and the business strategy are aligned, should training be
purchased or be in-house, what content is in the focus, what training methods should the
employees use, and what degree of management support is required.
Employees should determine their own learning needs for their current and future employment
prospects, along with their motivation to learn.
Subject matter experts (SMEs) may be good resources. Experts may include individuals such as
employees, managers, technical experts, suppliers, and academics; knowledge could include:
Training issues or tasks
Knowledge, skills, and abilities for effectiveness and ef_ciency
Necessary equipment
Conditions and performance of tasks
Barriers While Conducting a Needs Assessment
In order to ef_ciently and effectively build planning and actions to overcome any roadblocks to the
needs assessment process, the challenges given below should be taken into consideration.
Given below are the barriers, or disadvantages, of needs assessment, listed according to the type of
method employed (Noe, 2017):
Review the tabs to learn more.
Survey
Interview
Focus Group and Crowd Sourcing
Existing Documents
Online Technology
Historical Data Review
The assessor requires skill in observation
Being observed may affect employee behavior
Observation
Additional Materials
From your course textbook, Employee Training and Development, read the following chapters:
Needs Assessment
Learning and Transfer of Training
| Subject | Business | Pages | 10 | Style | APA |
|---|
Answer
5060 W2A2 Project
Learning Process
In most organizations today, successful workforce is not defined mostly by the level of knowledge, skills or ability and experience they have but by the disposition to acclimatize to the unfolding demands of the jobs (Adam, 2004), and envisaged career development through the learning aptitude (Osborn, & Zunk, 2015). The disposition matters most because organizations cannot teach employees attitude (Clow, 2012).
Learning process refers to a transformative practice that people go through in order to obtain novel knowledge, abilities, experience, skills, and values, which in return influences their way of behaving, acting and making choices (Lachman, 1997). It is rooted in learners’ perceptions (the way they absorb what they are taught), and how they handle the information they learn (the process itself) (Kolbe, 2005). It is a process because it is active and dynamic in nature (Mansaray, 2011), it does not automatically yield change in behavior unless there is a right disposition (attitude) and the willingness from within the leaners. According to Kolbe (2005), the learning process interrelates with the learners’ emotions, learning setting, attitude, skills etc.
Types of Instructional Characteristics for the Program
The program should have both needs and risk assessment mechanism to establish the kind of the training that is needed in the company (Osborn, & Zunker, (2015). This helps in setting up learning objectives that will inform ways of eliminating hazards, and giving feedback confidently to each other on safe behavior and unsafe hazards and risk situations (Adam, 2004).
The program should also focus on what the learners need to know, and how the overall training program can be achieved at the end of the training; indicate how the knowledge and skills gained can be evaluated, and kind of tools the trainer can use to gather information (Clow, 2012). For example, it should enable the trainees to know the value of providing feedback when they see unsafe, dangerous or perilous behavior and situations in the company. It should succinctly define the expected results of training (Garvin, Edmondson, & Gino, 2008). Moreover, the program should capture the cognitive part of the trainees (focus on mental activities like memorizing), affective (focus on human emotions), and psychomotor (focus on the body) (Salas et al. 2012).
Learners’ involvement is another instructional characteristic. It refers to the degree of personal presence, attentiveness, interest or motivation and disposition that learners display when learning or undergoing training (Salas, 2012). The training program should then be engaging and captivating (Edmondson, 2008); engage the trainees’ intellect, emotions, behavior, and cultural, physical and social life (Kolbe, 2005) for this case the company’s diverse workforce. Involvement of learners, for example, in discussion and asking questions during the training contributes to attainment of knowledge and skills necessary at their work (Sidelinger, 2010).
Furthermore, thoughtful design is an instructional characteristic that the program should consider. The program should embrace the best methodology to get trainees follow up the training efficiently (Clow, 2012); for example, it should embrace collaborative learning where learners can ask questions and share freely (Kolb, 2005). The method of delivery should be well defined (self-paced or trainer led); should consider the audience and the content to be covered within the specified time (Noe, 2018).
Analysis on whether the Characteristics will Vary
The instructional characteristics would not vary but the depth would vary depending on the level of trainees’ education (Weldy, 2009). For example, staff in management would require less motivation than ground staff-crew, maintenance employees, and rolling stock. This is because the responsibility of the junior staff is less than the managers who have administrative responsibilities of ensuring there is compliance for example (Edmondson, 2008). The depth of the activities that are used would also vary depending on the level of education of the junior staff. The managers would be more educated and knowledgeable to understand more and better than junior staff (Noe, 2018).
Student Involvement
Astin’s (1999) theory of student involvement framed involvement as the physical and
psychological efforts students put forth toward their academic experiences. Astin sta-
ted involved students devote a great deal of energy to studying, spend a lot of time on
campus, participate in student organizations, and regularly interact with faculty and
peers. Thus, Astin’s theory of student involvement centers on the behavioral aspects
of involvement. As he puts it, ‘‘it is not so much what the individual thinks or feels,
but what the individual does, how he or she behaves, that defines and identifies invol-
vement’’ (p. 519). Astin offered a list of active terms (e.g., ‘‘participate in’’) that
reflected his notion of student involvement as a behavioral construct that center
on the classroom experience. Ultimately, the classroom is the major component of
a student’s educational experience (Tinto, 1997). Tinto noted students only formally
experience education in the actual classroom. Hence, this study frames in-class invol-
vement as students’ willingness to talking in class (e.g., responding to instructors’
questions), and out-of-class involvement as students’ self-regulated learning (e.g.,
reading assigned chapters).
Tinto (1997) stated student involvement matters and leads to greater acquisition
of knowledge and development of skills. Involved students are more apt to learn and
succeed (Association for the Study of Higher Education, 2005; Kuh, 2007). Students
who are involved with their instructors demonstrated higher levels of learning gain
(Astin, 1993; Endo & Harpel, 1982) and positive personal growth (Haung & Chang,
2004). Milem and Berger (1997) advocated early involvement with faculty since it
tends to have a positive influence on student persistence in college. Moreover,
students who participate in class discussions develop higher level cognitive skills
(Wade, 1994). Students who are willing to talk in class and engage in class discussions
contribute to their own learning (Frymier & Houser, 1997) and to the learning of
88 R. J. Sidelinger
their peers (Webb, 2009). Wade (1994) stated that an ideal class discussion happens
when almost all students are engaged and interested, are learning and are listening
attentively to their peer’s comments and suggestions. Dancer and Kamvounias
(2005) referred to students speaking in class by asking and answering questions,
making comments, and participating in discussions as class participation. Overall,
students learn more when they are intensely involved in their education and are given
opportunities to think about and to apply what they learn in different educational
settings (Kuh, Kinzie, Schuh, & Whitt, 2005). Thus, the purpose of this study was
to further explore how student characteristics and perceived instructor communica-
tion behaviors are related to students’ self-reports of their willingness to talk in class
and self-regulated learning outside of clas
Student Involvement
Astin’s (1999) theory of student involvement framed involvement as the physical and
psychological efforts students put forth toward their academic experiences. Astin sta-
ted involved students devote a great deal of energy to studying, spend a lot of time on
campus, participate in student organizations, and regularly interact with faculty and
peers. Thus, Astin’s theory of student involvement centers on the behavioral aspects
of involvement. As he puts it, ‘‘it is not so much what the individual thinks or feels,
but what the individual does, how he or she behaves, that defines and identifies invol-
vement’’ (p. 519). Astin offered a list of active terms (e.g., ‘‘participate in’’) that
reflected his notion of student involvement as a behavioral construct that center
on the classroom experience. Ultimately, the classroom is the major component of
a student’s educational experience (Tinto, 1997). Tinto noted students only formally
experience education in the actual classroom. Hence, this study frames in-class invol-
vement as students’ willingness to talking in class (e.g., responding to instructors’
questions), and out-of-class involvement as students’ self-regulated learning (e.g.,
reading assigned chapters).
Tinto (1997) stated student involvement matters and leads to greater acquisition
of knowledge and development of skills. Involved students are more apt to learn and
succeed (Association for the Study of Higher Education, 2005; Kuh, 2007). Students
who are involved with their instructors demonstrated higher levels of learning gain
(Astin, 1993; Endo & Harpel, 1982) and positive personal growth (Haung & Chang,
2004). Milem and Berger (1997) advocated early involvement with faculty since it
tends to have a positive influence on student persistence in college. Moreover,
students who participate in class discussions develop higher level cognitive skills
(Wade, 1994). Students who are willing to talk in class and engage in class discussions
contribute to their own learning (Frymier & Houser, 1997) and to the learning of
88 R. J. Sidelinger
their peers (Webb, 2009). Wade (1994) stated that an ideal class discussion happens
when almost all students are engaged and interested, are learning and are listening
attentively to their peer’s comments and suggestions. Dancer and Kamvounias
(2005) referred to students speaking in class by asking and answering questions,
making comments, and participating in discussions as class participation. Overall,
students learn more when they are intensely involved in their education and are given
opportunities to think about and to apply what they learn in different educational
settings (Kuh, Kinzie, Schuh, & Whitt, 2005). Thus, the purpose of this study was
to further explore how student characteristics and perceived instructor communica-
tion behaviors are related to students’ self-reports of their willingness to talk in class
and self-regulated learning o
How Learning Process can affect an Organization
Learning process can affect the organization both positively and negatively. Notably, it can contribute to change of attitude, acquisition of knowledge and skills which boost employees working conditions hence enhancing the organizational productivity (Lachman, 1997). It can also boost employees’ career development plans, job satisfaction for employees and organization’s successive planning (Noe, 2012); an organization can prepare and promote its employees for top leadership positions within an organization through learning hence reducing the costs of outsourcing and employee turnover.
Learning process can also instill a learning culture that can focus more of performance and organizational excellence that boosts organization’s corporate image at the expense of employees’ well-being (Weldy, 2009). This can contribute to employee turnover. Learning process affects the competitive nature of the organization, which in turn boosts productivity (Noe, 2012), but also results to weariness in employees (Edmondson, 2008). Lastly, learning process makes an organization to react quickly to the quick-changing market situations, hence embrace best practices that soot the signs of the time (Adam, 2004).
.
References
Adam, S. (2004, July). Using learning outcomes. In Report for United Kingdom Bologna Seminar (pp. 1-2).
Clow, D. (2012, April). The learning analytics cycle: closing the loop effectively. In Proceedings of the 2nd international conference on learning analytics and knowledge (pp. 134-138).
Edmondson, A. C. (2008). The competitive imperative of learning. Harvard business review, 86(7/8), 60.
Garvin, D. A., Edmondson, A. C., & Gino, F. (2008). Is yours a learning organization? Harvard business review, 86(3), 109. Retrieved on October 6, 2020,
From:
Kolb, A. Y. (2005). The Kolb learning style inventory-version 3.1 2005 technical specifications. Boston, MA: Hay Resource Direct, 200(72), 166-171.
Lachman, S. J. (1997). Learning is a process: Toward an improved definition of learning. The Journal of psychology, 131(5), 477-480.
Noe, R. A., & Kodwani, A. D. (2018). Employee training and development, 7e. McGraw-Hill Education.
Noe, R., & Winkler, C. (2012). Training and Development: Learning for Sustainable Management. McGraw-Hill Australia.
Osborn, D. S., & Zunker, V. G. (2015). Using assessment results for career development. Cengage Learning.
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological science in the public interest, 13(2), 74-101.
Sidelinger, R. J. (2010). College student involvement: An examination of student characteristics and perceived instructor communication behaviors in the classroom. Communication Studies, 61(1), 87-103.
Weldy, T. G. (2009). Learning organization and transfer: strategies for improving performance. The learning organization.