• This chapter discussed several factors that influence the choice of evaluation design. Which of these factors would have the greatest influence on your choice of an evaluation design? Which would have the smallest influence? Explain your choices.
The most important factor in evaluation design is cost, cost is important because the amount of resources devoted to evaluation can help ensure a quality training session. However if evaluation is too expensive it will limit the numbers of trainees that are eligible for training and the evaluation process will be redefined.
The least important factor in evaluation is scale; the number of trainees involved simply changes the size of the training.
• How might you estimate the benefits from a training program designed to teach employees how to use the World Wide Web to monitor stock prices?
Noe says “A numer of methods may be helpful in identifying the benefits of training:
1. Technical, academic, and practitioner literature summarizes the benefits that have been shown to relate to a specific training program.
2. Pilot training programs assess the benefits from a small group of trainees before a company commits more resources.
3. Observance of successful job performers helps a company determine what successful job performers do differently that unsuccessful job performers.
4. Trainees and managers provide estimates of their training benefits.”
• What practical considerations need to be taken into account when calculating a training program's ROI?
1. Identify outcomes (e.g., quality, accidents)
2. Place a value on outcomes
3. Determine the change in performance after eliminating other potential influences on training results.
4. Obtain an annual amount of benefits (operational results) from training by comparing results after training to results before training (in dollars).
5. Determine the training costs (direct costs + indirect costs + development costs + overhead costs + compensation for trainees).
6. Calculate the total savings by subtracting the training costs from benefits (operational results).
7. Calculate the ROI by dividing benefits (operational results) by costs. The ROI gives an estimate of the dollar return expected from each dollar invested in training.
Tuesday, April 17, 2007
Thursday, April 5, 2007
Chapter 10 Homework
1. Discuss the steps in preparing a manager to go overseas.
Noe says, "To be successful in overseas assignments, expatriates (employees) need to be: 1) Competent in their area of expertise, 2) Able to communicate verbally and non-verbally in the host country, 3) Flexible, tolerant of ambiguity, emotionally stable, outgoing and agreeable, and sensitive to cultural differences, 4) Motivated to succeed, able to enjoy the challenge of working in other countries, and willing to learn about the host country's culture, language, and customs, 5) Supported by their families."
2. List the five dimensions of culture. How does each of the dimensions affect employee behavior?
1) Individualism-collectivism
• In an individualistic culture such as the United States, employees expect to be hired, evaluated, and rewarded based on their personal skills and accomplishments.
• In as collective culture, employees are more likely to have a voice in decisions. Our apparent self-interest shocks some Japanese managers.
2) Uncertainty Avoidance
• It refers to the degree to which prefer either structured or unstructured situations.
• In cultures such as Japan they favor structured situations, in cultures such as Jamaica employees cope by not worrying about the future.
3) Masculinity-Femininity
• Masculine – cultures such as Japan focus on Competitiveness
• Femininity – cultures such as the Netherlands higher value is placed on quality of life, helping others, and protecting the environment.
4) Power Distance
• High power distance cultures countries address each other with titles such as Smith-san.
• Low power distance cultures people use first names, would be disrespectful in other countries.
5) Time Orientation
• Short-term oriented cultures focus on the past and present. Long-term oriented cultures focus on the future.
3. What does "managing diversity" mean to you? Assume you are in charge of developing a diversity training program. Who would be involved? What would you include as the content of the program?
Noe says Managing diversity involves creating an environment that allows all employees to contribute to organizational goals and experience personal growth. This will involve access to all jobs and positive treatment of all employees. The employee, employer, trainer, and employee's family should be involved.
4. What are school-to-work transition programs? Why are they needed? How do they benefit companies?
School-to-work transition program utilize classroom training in high school to ensure that the students will be ready for employment. They are needed because training in a specific field will prepare the student to enter the work force. They benefit companies because with the classroom training they have received they will require less training once they enter the job they have trained for.
5. How can companies ensure that talented women have access to development programs?
Melt the glass ceiling, allow women the opportunity to developmental relationships such as mentoring and informal social networks.
Michael Jordan
Noe says, "To be successful in overseas assignments, expatriates (employees) need to be: 1) Competent in their area of expertise, 2) Able to communicate verbally and non-verbally in the host country, 3) Flexible, tolerant of ambiguity, emotionally stable, outgoing and agreeable, and sensitive to cultural differences, 4) Motivated to succeed, able to enjoy the challenge of working in other countries, and willing to learn about the host country's culture, language, and customs, 5) Supported by their families."
2. List the five dimensions of culture. How does each of the dimensions affect employee behavior?
1) Individualism-collectivism
• In an individualistic culture such as the United States, employees expect to be hired, evaluated, and rewarded based on their personal skills and accomplishments.
• In as collective culture, employees are more likely to have a voice in decisions. Our apparent self-interest shocks some Japanese managers.
2) Uncertainty Avoidance
• It refers to the degree to which prefer either structured or unstructured situations.
• In cultures such as Japan they favor structured situations, in cultures such as Jamaica employees cope by not worrying about the future.
3) Masculinity-Femininity
• Masculine – cultures such as Japan focus on Competitiveness
• Femininity – cultures such as the Netherlands higher value is placed on quality of life, helping others, and protecting the environment.
4) Power Distance
• High power distance cultures countries address each other with titles such as Smith-san.
• Low power distance cultures people use first names, would be disrespectful in other countries.
5) Time Orientation
• Short-term oriented cultures focus on the past and present. Long-term oriented cultures focus on the future.
3. What does "managing diversity" mean to you? Assume you are in charge of developing a diversity training program. Who would be involved? What would you include as the content of the program?
Noe says Managing diversity involves creating an environment that allows all employees to contribute to organizational goals and experience personal growth. This will involve access to all jobs and positive treatment of all employees. The employee, employer, trainer, and employee's family should be involved.
4. What are school-to-work transition programs? Why are they needed? How do they benefit companies?
School-to-work transition program utilize classroom training in high school to ensure that the students will be ready for employment. They are needed because training in a specific field will prepare the student to enter the work force. They benefit companies because with the classroom training they have received they will require less training once they enter the job they have trained for.
5. How can companies ensure that talented women have access to development programs?
Melt the glass ceiling, allow women the opportunity to developmental relationships such as mentoring and informal social networks.
Michael Jordan
Thursday, March 22, 2007
Chapter 7 and 8 Questions
Chapter 7 Questions
What are the strengths and weaknesses of the lecture, the case study, self-directed learning, and simulations?
Lecture -
Strengths: least expensive, less time consuming, easily employed with a large group. Weaknesses: No active participation, feedback, and lack connection to the work environment. These inhibit transfer of training.
Case Study -
Strengths: help trainees develop willingness to take risks given uncertain outcomes.
Weaknesses: The trainees must be willing to prepare and discuss analysis.
Self-Directed Learning –
Strengths: Allows trainees to learn at their own pace. They also receive feedback. Requires fewer trainers and reduces costs with travel and meeting rooms.
Weaknesses: Trainees must be willing to train and be motivated.
Simulations –
Strengths: Represents real-life situations. Provides feedback about errors
Weaknesses: Very expensive, and require frequent updating as information about the environment changes.
What are the components of effective team performance? How might training strengthen these components?
There are three main components in an effective team performance; they are Behavior, Knowledge, and Attitude.
Training might strengthen these components because training will increase the knowledge of the trainees; if the trainees have good knowledge of what they are doing their attitudes will be better, if their attitudes are better their behavior will be better.
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.
Steps: 1) Identification of sponsors of action learning, including CEO’s and top managers 2) Identification of the problem or issue 3) Identification and selection of group who can address the problem 4) Identification of coaches who can help the group reframe the problem and improve its problem solving by listening, giving feedback, offering assumption, and so on 5) Presentation of the problem to the group 6) Group discussion that includes reframing the problem and agreement on what the problem is, what the group should do to solve the problem, and how the group should proceed 7) Data gathering and analysis relevant to solving the problem, done by the group as a whole as well as individual members 8) Group presentation on how to solve the problem, with the goal of securing a commitment from the sponsors to act on the group’s recommendations 9) Self-reflection and debriefing.
The most beneficial aspect for learning is probably the identification of the coaches; it is difficult to learn if it is being taught by trainees because the trainees do not fully understand what they are trying to learn.
The most beneficial for transfer of training will probably be the debriefing, where the trainees discuss what they have learned; group participation makes it easier to learn.
Chapter 8 Questions
Explain how technology has changed the learning environment.
Noe says, "The internet is primarily responsible for creating our revolution in learning. Internet technology has permitted the development of electronic networks that integrate voice, video, and data connections among learners, instructors, and experts.”
What are some advantages and disadvantages of multimedia training?
Advantages: Costs can be recouped by reductions in Travel and instruction costs. Motivates trainees to learn, provides immediate feedback, employees learn at their own pace, tests employees mastery.
Disadvantages: Initial cost, difficult to use for training interpersonal skills
Why would a company use a combination of face-to-face instruction and Web-based training?
Noe says, "Because of the limitations of online learning related to technology, because of trainee preference for face-to-face contact with instructors and other learners, and because of employees' inability to find unscheduled time during their workday to devote to learning from their desktops, many companies are moving to a hybrid, or blended, learning approach...Blended learning courses provide learners with the positive features of both face-to-face instruction and technology-based delivery and instructional methods while minimizing the negative features of each."
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.
What are the strengths and weaknesses of the lecture, the case study, self-directed learning, and simulations?
Lecture -
Strengths: least expensive, less time consuming, easily employed with a large group. Weaknesses: No active participation, feedback, and lack connection to the work environment. These inhibit transfer of training.
Case Study -
Strengths: help trainees develop willingness to take risks given uncertain outcomes.
Weaknesses: The trainees must be willing to prepare and discuss analysis.
Self-Directed Learning –
Strengths: Allows trainees to learn at their own pace. They also receive feedback. Requires fewer trainers and reduces costs with travel and meeting rooms.
Weaknesses: Trainees must be willing to train and be motivated.
Simulations –
Strengths: Represents real-life situations. Provides feedback about errors
Weaknesses: Very expensive, and require frequent updating as information about the environment changes.
What are the components of effective team performance? How might training strengthen these components?
There are three main components in an effective team performance; they are Behavior, Knowledge, and Attitude.
Training might strengthen these components because training will increase the knowledge of the trainees; if the trainees have good knowledge of what they are doing their attitudes will be better, if their attitudes are better their behavior will be better.
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.
Steps: 1) Identification of sponsors of action learning, including CEO’s and top managers 2) Identification of the problem or issue 3) Identification and selection of group who can address the problem 4) Identification of coaches who can help the group reframe the problem and improve its problem solving by listening, giving feedback, offering assumption, and so on 5) Presentation of the problem to the group 6) Group discussion that includes reframing the problem and agreement on what the problem is, what the group should do to solve the problem, and how the group should proceed 7) Data gathering and analysis relevant to solving the problem, done by the group as a whole as well as individual members 8) Group presentation on how to solve the problem, with the goal of securing a commitment from the sponsors to act on the group’s recommendations 9) Self-reflection and debriefing.
The most beneficial aspect for learning is probably the identification of the coaches; it is difficult to learn if it is being taught by trainees because the trainees do not fully understand what they are trying to learn.
The most beneficial for transfer of training will probably be the debriefing, where the trainees discuss what they have learned; group participation makes it easier to learn.
Chapter 8 Questions
Explain how technology has changed the learning environment.
Noe says, "The internet is primarily responsible for creating our revolution in learning. Internet technology has permitted the development of electronic networks that integrate voice, video, and data connections among learners, instructors, and experts.”
What are some advantages and disadvantages of multimedia training?
Advantages: Costs can be recouped by reductions in Travel and instruction costs. Motivates trainees to learn, provides immediate feedback, employees learn at their own pace, tests employees mastery.
Disadvantages: Initial cost, difficult to use for training interpersonal skills
Why would a company use a combination of face-to-face instruction and Web-based training?
Noe says, "Because of the limitations of online learning related to technology, because of trainee preference for face-to-face contact with instructors and other learners, and because of employees' inability to find unscheduled time during their workday to devote to learning from their desktops, many companies are moving to a hybrid, or blended, learning approach...Blended learning courses provide learners with the positive features of both face-to-face instruction and technology-based delivery and instructional methods while minimizing the negative features of each."
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.
Intelligent Tutoring Systems
Intelligent tutoring systems are instructional systems that use artificial intelligence.
Tell me and I forget.
Show me and I remember.
Involve me and I understand.
- Chinese proverb
Broadly defined, an intelligent tutoring system (ITS) is any computer system that provides direct - i.e. without the intervention of human beings - customized instruction or feedback to students. ITS systems may employ a host of different technologies. However, usually such systems are more narrowly conceived of as artificial intelligence systems, more specifically expert systems used for tutoring. ITS systems have been around since the late 1970s, but increased in popularity in the 1990s. http://en.wikipedia.org/wiki/Intelligent_tutoring_system
How does it work?
| A student learns from an ITS by solving problems. The system selects a problem and compares its solution with that of the student and then it performs a diagnosis based on the differences. After giving feedback, the system reassesses and updates the student skills model and the entire cycle is repeated. As the system is assessing what the student knows, it is also considering what the student needs to know, which part of the curriculum is to be taught next, and how to present the material. It then selects the problems accordingly. 
|
http://coe.sdsu.edu/eet/Articles/tutoringsystem/start.htm
How ITS works
Many traditional instructional methods present learners with facts and concepts followed by test questions. These methods are effective in exposing people to large amounts of information and testing their recall. However, they often instill "inert knowledge" that learners can recall but may not apply correctly when needed. By contrast, ITS systems use simulations and other highly interactive learning environments that require people to apply their knowledge and skills. These active, situated learning environments help them retain and apply knowledge and skills more effectively in operational settings.
In order to provide hints, guidance, and instructional feedback to learners, ITS systems typically rely on three types of knowledge, organized into separate software modules (as shown in Figure 1). The "expert model" represents subject matter expertise and provides the ITS with knowledge of what it's teaching. The "student model" represents what the user does and doesn't know, and what he or she does and doesn't have. This knowledge lets the ITS know who it's teaching. The "instructor model" enables the ITS to know how to teach, by encoding instructional strategies used via the tutoring system user interface.
Here's how each of these components works. An expert model is a computer representation of a domain expert's subject matter knowledge and problem-solving ability. This knowledge enables the ITS to compare the learner's actions and selections with those of an expert in order to evaluate what the user does and doesn't know.
A variety of artificial intelligence (AI) techniques are used to capture how a problem can be solved. For example, some ITS systems capture subject matter expertise in rules. That enables the tutoring system to generate problems on the fly, combine and apply rules to solve the problems, assess each learner's understanding by comparing the software's reasoning with theirs, and demonstrate the software's solutions to the participant's. Though this approach yields a powerful tutoring system, developing an expert system that provides comprehensive coverage of the subject material is difficult and expensive.
A common alternative to embedding expert rules is to supply much of the knowledge needed to support training scenarios in the scenario definition. For example, procedural task tutoring systems enable the course developer to create templates that specify an allowable sequence of correct actions. This method avoids encoding the ability to solve all possible problems in an expert system. Instead, it requires only the ability to specify how the learner should respond in a scenario. Which technique is appropriate depends on the nature of the domain and the complexity of the underlying knowledge.
The student model evaluates each learner's performance to determine his or her knowledge, perceptual abilities, and reasoning skills. Valerie Shute at the Air Force Research Laboratory presents the following simple example of a hypothetical arithmetic tutoring system. Imagine that three learners are presented with addition problems that they answer as follows:
Figure 2: ITS Student Modeling Example
| Student A | 22 | 46 |
| Student B | 22 | 46 |
| Student C | 22 | 46 |
Though all three participants answered incorrectly, different underlying misconceptions caused each person's errors. Student A fails to carry, Student B always carries (sometimes unnecessarily), and Student C has trouble with single-digit addition. In this example, the student supplies an answer to the problem, and the tutoring system infers the student's misconceptions from this answer. By maintaining and referring to a detailed model of each user's strengths and weaknesses, the ITS can provide highly specific, relevant instruction.
In more complex domains, the tutoring system can monitor a learner's sequence of actions to infer his or her understanding. For example, the Tactical Action Officer (TAO) ITS, developed for the U.S. Navy by SHAI, teaches tactical rules of engagement to officers who direct the sensors and weapons aboard cruisers. This system applies pattern-matching rules to detect sequences of actions that indicate whether the student does or doesn't understand. Figure 3 shows a report card produced by applying such rules to a student's simulation. The dark bullets describe actions the learner performed incorrectly, and the light bullets describe correct actions. The report card also provides the times at which the learner performed incorrect actions and a list of principles that he or she passed or failed in the simulation.
Monday, March 5, 2007
TSTM 444 Homework #5
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.
Rick Sullivan Says:
Before Learning
Managers
· Understand the performance need
· Participate in any additional assessments required for training
· Influence selection of learners
· Communicate with trainers about the learning intervention
· Help learners create a preliminary action plan
· Support and encourage learners
Trainers
· Validate and supplement the results of the performance needs assessment
· Use instructional design and learning principles to develop or adapt the course
· Send the course syllabus, objectives and pre-course learning activities in advance
Trainee
· Participate in needs assessments and planning
· Review course objectives and expectations and prepare preliminary action plans
· Begin establishing a support network
· Complete pre-course learning activities
During Learning
Managers
· Participate in or observe training
· Protect learners from interruptions
· Plan post-training debriefing
· Provide supplies and space and schedule opportunities for learners to practice
Trainers
· Provide work-related exercises and appropriate job aids
· Give immediate and clear feedback
· Help learners develop realistic action plans
· Conduct training evaluations
Trainee
· Participate actively in the course
· Develop realistic action plans for transferring learning
· Monitor your own performance.
After Learning
Managers
· Monitor progress of action plans with learners and revise as needed
· Conduct post-training debriefing with learners and co-workers
· Be a coach and role model--provide encouragement and feedback
· Evaluate learners' performance
· Stay in contact with trainers
Trainers
· Conduct follow-up activities in a timely manner
· Help strengthen supervisors' skills
· Facilitate review of action plans with supervisors and learners
· Share observations with supervisors and learners
· Maintain communication with supervisors and learners
Trainee
· Meet with supervisor to review action plan
· Apply new skills and implement action plan
· Use job aids
· Network with other learners and trainers for support
http://www.reproline.jhu.edu/english/6read/6training/tol/index.htm
2) What could be done to increase the likelihood of transfer of training if the work environment conditions are unfavorable and cannot be changed?
Training can be implemented that does not rely on the environment to succeed, for example the task can be taught in a different setting such as a classroom so that they will have a better chance of learning the skills, if training occurs in a favorable setting it is easier to remember. The staff should know about lapses, and be prepared to face them in the work environment, and be able to cope with them.
3) Discuss how trainees can support each other so that transfer of training occurs.
Raymond Noe says, "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 could involve face-to-face meetings or communication via e-mail. Trainees could share successful experiences in using training content on the job. They can also discuss how they obtained resources needed to use training content or how they coped with a work environment that interfered with use of training content."
4) What technologies might be useful for ensuring transfer of training? Briefly describe each technology and how it could be used.
A technology that may be useful for transferring training is Electronic Performance Support Systems.
According to Gloria Gery, EPSS is “an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others."
An electronic performance support system can also be described as any computer software program or component that improves employee performance by
1. reducing the complexity or number of steps required to perform a task,
2. providing the performance information an employee needs to perform a task, or
3. Providing a decision support system that enables an employee to identify the action that is appropriate for a particular set of conditions.
Electronic Performance Support Systems can help an organization to reduce the cost of training staff while increasing productivity and performance. It can empower an employee to perform tasks with a minimum amount of external intervention or training. By using this type of system an employee, especially a new employee, will not only be able to complete their work more quickly and accurately, but as a secondary benefit they will also learn more about their job and their employer's business.
http://www.pcd-innovations.com/what_is_epss.htm
5) What is knowledge? Why is knowledge important? How can companies manage knowledge?
Raymond Noe says “knowledge includes facts or procedures (e.g., the chemical properties of gold.)” (Page 110) This knowledge can also include company processes and rules.
Knowledge is important because the more knowledge that employees have the more they can contribute to the company, extra knowledge may also make a promotion more likely because they understand how to do multiple important tasks.
Companies can manage knowledge by using technology, and software such as lotus notes and a company intranet. Shadowing and joint-problem solving are two good techniques for transferring tacit knowledge from experienced staff to less experienced members.
http://www.cio.com/research/knowledge/edit/kmabcs.html?page=2
Rick Sullivan Says:
Before Learning
Managers
· Understand the performance need
· Participate in any additional assessments required for training
· Influence selection of learners
· Communicate with trainers about the learning intervention
· Help learners create a preliminary action plan
· Support and encourage learners
Trainers
· Validate and supplement the results of the performance needs assessment
· Use instructional design and learning principles to develop or adapt the course
· Send the course syllabus, objectives and pre-course learning activities in advance
Trainee
· Participate in needs assessments and planning
· Review course objectives and expectations and prepare preliminary action plans
· Begin establishing a support network
· Complete pre-course learning activities
During Learning
Managers
· Participate in or observe training
· Protect learners from interruptions
· Plan post-training debriefing
· Provide supplies and space and schedule opportunities for learners to practice
Trainers
· Provide work-related exercises and appropriate job aids
· Give immediate and clear feedback
· Help learners develop realistic action plans
· Conduct training evaluations
Trainee
· Participate actively in the course
· Develop realistic action plans for transferring learning
· Monitor your own performance.
After Learning
Managers
· Monitor progress of action plans with learners and revise as needed
· Conduct post-training debriefing with learners and co-workers
· Be a coach and role model--provide encouragement and feedback
· Evaluate learners' performance
· Stay in contact with trainers
Trainers
· Conduct follow-up activities in a timely manner
· Help strengthen supervisors' skills
· Facilitate review of action plans with supervisors and learners
· Share observations with supervisors and learners
· Maintain communication with supervisors and learners
Trainee
· Meet with supervisor to review action plan
· Apply new skills and implement action plan
· Use job aids
· Network with other learners and trainers for support
http://www.reproline.jhu.edu/english/6read/6training/tol/index.htm
2) What could be done to increase the likelihood of transfer of training if the work environment conditions are unfavorable and cannot be changed?
Training can be implemented that does not rely on the environment to succeed, for example the task can be taught in a different setting such as a classroom so that they will have a better chance of learning the skills, if training occurs in a favorable setting it is easier to remember. The staff should know about lapses, and be prepared to face them in the work environment, and be able to cope with them.
3) Discuss how trainees can support each other so that transfer of training occurs.
Raymond Noe says, "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 could involve face-to-face meetings or communication via e-mail. Trainees could share successful experiences in using training content on the job. They can also discuss how they obtained resources needed to use training content or how they coped with a work environment that interfered with use of training content."
4) What technologies might be useful for ensuring transfer of training? Briefly describe each technology and how it could be used.
A technology that may be useful for transferring training is Electronic Performance Support Systems.
According to Gloria Gery, EPSS is “an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others."
An electronic performance support system can also be described as any computer software program or component that improves employee performance by
1. reducing the complexity or number of steps required to perform a task,
2. providing the performance information an employee needs to perform a task, or
3. Providing a decision support system that enables an employee to identify the action that is appropriate for a particular set of conditions.
Electronic Performance Support Systems can help an organization to reduce the cost of training staff while increasing productivity and performance. It can empower an employee to perform tasks with a minimum amount of external intervention or training. By using this type of system an employee, especially a new employee, will not only be able to complete their work more quickly and accurately, but as a secondary benefit they will also learn more about their job and their employer's business.
http://www.pcd-innovations.com/what_is_epss.htm
5) What is knowledge? Why is knowledge important? How can companies manage knowledge?
Raymond Noe says “knowledge includes facts or procedures (e.g., the chemical properties of gold.)” (Page 110) This knowledge can also include company processes and rules.
Knowledge is important because the more knowledge that employees have the more they can contribute to the company, extra knowledge may also make a promotion more likely because they understand how to do multiple important tasks.
Companies can manage knowledge by using technology, and software such as lotus notes and a company intranet. Shadowing and joint-problem solving are two good techniques for transferring tacit knowledge from experienced staff to less experienced members.
http://www.cio.com/research/knowledge/edit/kmabcs.html?page=2
Wednesday, February 28, 2007
Web 2.0
What is web 2.0? “Web 2.0 is social, it’s open (or at least it should be), it’s letting go of control over your data, it’s mixing the global with the local. Web 2.0 is about new interfaces - new ways of searching and accessing Web content. And last but not least, Web 2.0 is a platform - and not just for developers to create web applications like Gmail and Flickr. The Web is a platform to build on for educators, media, politics, and community, for virtually everyone in fact!” There are many definitions for web 2.0; it can mean different things to different people.
http://blogs.zdnet.com/web2explorer/?p=5
Are we using any Web 2.0 applications in class? In class we are using multiple web 2.0 applications; we are using blogger, wiki’s, and blackboard for communication.
How do you feel about using these Web 2.0 applications? I like utilizing the web 2.0 applications, these applications allow me to write things and get both positive and negative feedback which helps to improve writing techniques from the review of feedbacks.
Which 3 Web 2.0 applications do you think will be the killer apps of 2007? Why? I think that one of the killer apps will be Google apps especially for mail service and file synchronization. I think wkipedia will also be a killer app because many people are still making additions to it; they current have over 1 million articles in English alone. Another killer app will be bittorrent, it offers millions of downloads both legitimate and illegitimate.
Monday, February 19, 2007
Chapter 4 Homework
1) What learning condition do you think is most necessary for learning to occur? Which is least critical? Why?
Most important: providing opportunities for trainees to practice and receive feedback.
Least important: allowing trainees to learn through observation.
It is the least important because although observation is important, the trainees must recognize and understand the prerequisites in order to complete their training.
2) What value would it be to know that you were going to be training a class of persons between the ages of 20 and 35? Would it influence the approach you would take? How?
This information influences the training approach. Knowing the ages of your trainees will allow you to determine what learning style that would be most effective for them. Gen Xers need feedback from their training, they also dislike close supervision. Nexters are optimistic, are willing to learn, and are technologically-literate, because they appreciate diversity they work well with gen xers. It would influence the training approach because each of the groups requires different methods to learn to the best of their abilities.
3) How do instructional objectives help learning to occur?
Noe says, "Different internal and external conditions are necessary for learning outcomes. Internal conditions refer to processes within the learner that must be present for learning to occur. These processes include how information is registered, stored in memory, and recalled. External conditions refer to processes in the learning environment that facilitate learning. These conditions include the physical learning environment as well as opportunities to practice and to receive feedback and reinforcement.
4) Can allowing trainees to make errors in training be useful? Explain.
Allowing the trainees to make errors during training can be important. Many people can learn from viewing the mistakes made by others, if someone sees a mistake they are less likely to repeat that mistake especially if the trainer is able to explain why it was a mistake. Allowing errors in training is much less destructive than an error on the production line.
5) Detailed lesson plans have important information for trainers. List the different types of information found in a detailed lesson plan. Also, indicate the importance of each type of information for learning.
Learning objectives or outcomes – important
Target audience – important
Prerequisites – important
Time – Very important
Lesson outline – important
Activity – less important
Support materials – very important
Physical environment – important
Preparation – important
Lesson topic – less important
Evaluation – important
Transfer and retention – important
Most important: providing opportunities for trainees to practice and receive feedback.
Least important: allowing trainees to learn through observation.
It is the least important because although observation is important, the trainees must recognize and understand the prerequisites in order to complete their training.
2) What value would it be to know that you were going to be training a class of persons between the ages of 20 and 35? Would it influence the approach you would take? How?
This information influences the training approach. Knowing the ages of your trainees will allow you to determine what learning style that would be most effective for them. Gen Xers need feedback from their training, they also dislike close supervision. Nexters are optimistic, are willing to learn, and are technologically-literate, because they appreciate diversity they work well with gen xers. It would influence the training approach because each of the groups requires different methods to learn to the best of their abilities.
3) How do instructional objectives help learning to occur?
Noe says, "Different internal and external conditions are necessary for learning outcomes. Internal conditions refer to processes within the learner that must be present for learning to occur. These processes include how information is registered, stored in memory, and recalled. External conditions refer to processes in the learning environment that facilitate learning. These conditions include the physical learning environment as well as opportunities to practice and to receive feedback and reinforcement.
4) Can allowing trainees to make errors in training be useful? Explain.
Allowing the trainees to make errors during training can be important. Many people can learn from viewing the mistakes made by others, if someone sees a mistake they are less likely to repeat that mistake especially if the trainer is able to explain why it was a mistake. Allowing errors in training is much less destructive than an error on the production line.
5) Detailed lesson plans have important information for trainers. List the different types of information found in a detailed lesson plan. Also, indicate the importance of each type of information for learning.
Learning objectives or outcomes – important
Target audience – important
Prerequisites – important
Time – Very important
Lesson outline – important
Activity – less important
Support materials – very important
Physical environment – important
Preparation – important
Lesson topic – less important
Evaluation – important
Transfer and retention – important
Tuesday, February 6, 2007
TSTM 444 Homework #3
1. Explain how you would determine if employees had the reading level necessary to succeed in a training program.
To determine if employees have the necessary reading level a standard reading test could be performed, have the employee read a paragraph and answer simple questions about the reading. Using definitions in the questions will help with reading understanding.
2. If you were going to use online technology to identify training needs for customer service representatives for a web-based clothing company, what steps would you take to ensure that the technology was not threatening to employees?
I would let the employees know that in the future training will be done utilizing online technologies. I would try to try to train them on computers before they are faced with online training, possibly holding a training seminar showing them how to turn on their computers and showing them the basics of the world wide web and how they will access their online training. If they have basic experiences with the internet they will be less afraid of it.
3. Assume you have to prepare older employees with little computer experience to attend a training course on how to use the World Wide Web. How will you ensure that they have high levels of readiness for training? How will you determine their readiness for training?
I would walk the employees through a basic introduction of the computer and the internet, it will be important to show them the help features that are built into software programs. You can test their readiness for training by asking them to perform specific task on the computer, for example logging into a test training account so that the staff will see if they are ready for training, if they cannot successfully logon to the training page they will need more remedial training or job repositioning.
To determine if employees have the necessary reading level a standard reading test could be performed, have the employee read a paragraph and answer simple questions about the reading. Using definitions in the questions will help with reading understanding.
2. If you were going to use online technology to identify training needs for customer service representatives for a web-based clothing company, what steps would you take to ensure that the technology was not threatening to employees?
I would let the employees know that in the future training will be done utilizing online technologies. I would try to try to train them on computers before they are faced with online training, possibly holding a training seminar showing them how to turn on their computers and showing them the basics of the world wide web and how they will access their online training. If they have basic experiences with the internet they will be less afraid of it.
3. Assume you have to prepare older employees with little computer experience to attend a training course on how to use the World Wide Web. How will you ensure that they have high levels of readiness for training? How will you determine their readiness for training?
I would walk the employees through a basic introduction of the computer and the internet, it will be important to show them the help features that are built into software programs. You can test their readiness for training by asking them to perform specific task on the computer, for example logging into a test training account so that the staff will see if they are ready for training, if they cannot successfully logon to the training page they will need more remedial training or job repositioning.
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