Chat with us, powered by LiveChat Explain the learner-guided approach to training and its effectiveness in meeting organizational training needs. address the points below. Describe training guides, self-directed learnin | Wridemy

Explain the learner-guided approach to training and its effectiveness in meeting organizational training needs. address the points below. Describe training guides, self-directed learnin

Explain the learner-guided approach to training and its effectiveness in meeting organizational training needs. address the points below. Describe training guides, self-directed learnin

Unit I 

Instructions

Attached Is an Example An Unit 1 reading 

For the Unit I , explain the learner-guided approach to training and its effectiveness in meeting organizational training needs. address the points below.

  • Describe training guides, self-directed learning strategies, and the use of smart technology.
  • Describe two to three methods for organizations to harness the use of self-directed training. Why is this important?
  • Explain how technology can be used to enhance the learner-guided approach to training. Select a field of study that interests you, and provide an example of technology being used to enhance the learner-guided approach in that field.

 must be at least two pages in length, not counting the title and reference pages. You are required to use at least one outside source to support your explanation. All sources used, including required unit resources, must be cited and referenced according to APA standards.

HRM 6303, 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. 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. 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. 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

HRM 6303, Training and Development 2

UNIT x STUDY GUIDE

Title

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 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.

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.

HRM 6303, Training and Development 3

UNIT x STUDY GUIDE

Title

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 activities, 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.

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

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

HRM 6303, Training and Development 4

UNIT x STUDY GUIDE

Title

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 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.

HRM 6303, Training and Development 5

UNIT x STUDY GUIDE

Title

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).

,

1

Three Keys to Success

Joshua A. Learner

Columbia Southern University

LSS 1300: Learning Strategies for Success

Dr. John Doe

July 10, 2020

SAMPLE FORMAL ESSAY

The title page includes the title of

the assignment in bold font, the

student’s name, the name of the

university, the course name, the

instructor’s name, and the date

the assignment is due. There is

an extra double space after the

title of the paper.

Paper Format

✓ 1 inch margins

✓ Double spacing

✓ Paragraphs indented .5 inch (usually default Tab)

Suggested fonts:

✓ Sans serif fonts such as 11 pt. Calibri and Arial, or 10 pt. Lucida Sans Unicode

✓ Serif fonts such as 12 pt. Times New Roman, 11 pt. Georgia, or 10 pt. Computer

Modern. This example paper is written in Times New Roman, size 12. The same font

and font size should be used throughout the entire paper.

✓ This Formatting Formal Assignments tutorial will help you format your paper

✓ The CSU Citation Guide will also help with paper format and APA

Page numbers are placed in the

upper right corner of every page. This is done by going to

“Insert,” “Page Number,” “Top of

Page,” and then selecting “Plain

Number 3.”

2

Three Keys to Success

Being successful in the classroom and the working world requires more than just pure

luck. Those who achieve success tend to understand that they must work hard, and they often

excel at incorporating various skills into their daily routines. Three skills that are essential for

ensuring success include organization, time management, and communication, and these are

abilities that most people can learn and master.

Organization is a skill that enhances efficiency. Being organized helps individuals

maintain order in their lives and allows them to focus on tasks instead of being distracted by

chaos. Being organized can also improve productivity. Having an area that is clear of clutter and

where necessary items are conveniently placed improves study time because everything is easily

accessible, and this allows the individual to focus on the task at hand. A messy or cluttered work

space not only makes it difficult to focus, but it can also be stressful. To help eliminate stress,

Scott (2019) recommends that individuals organize their physical space. She also suggests that

being proactive about anticipating stressors can help one be prepared to preemptively manage

them before they occur. That may mean spending a few hours tidying up a work area, making a

to-do list, or ensuring that children are fed and entertained before studying to ensure that the

study time will be productive. In addition to being organized, success also depends on one’s

ability to effectively manage his or her time.

Time management is the practice of intentionally assigning time to various tasks (Mind

Tools, n.d.). Using time wisely allows individuals to accomplish their goals promptly, which can

be vital if changes or corrections are necessary after the task has been completed. Procrastinating

until the last minute leaves little to no time to make necessary revisions, which can lead to subpar

work and lower grades, and it can also create unnecessary stress and anxiety. Procrastination is

When paraphrasing information,

in-text citations will include the author’s name and the year the

source was published.

This is a transition sentence. It tells

the reader what the next topic is.

The title at the top of this page

needs to be the same as the title

on the title page. It is bold.

3

not the only time stealer, however. Staying busy with non-essential tasks can make an individual

less productive as well. Tourangbam (2011) notes that “Nothing is easier than being busy, and

few things are more difficult than being efficient and effective” (p. 2). It is important to use time

wisely and effectively. Prioritizing tasks and scheduling events allow individuals to maximize

productivity (Hamilton, 2013). When time is scheduled and work is ordered, the most important

tasks get completed first, which leaves room for unexpected occurrences like technological

issues and unscheduled meetings. Effective time management is a constantly evolving skill that

requires discipline and, at times, self-denial, because one must decide to forgo his or her desires

to do what needs to be done to ensure success. Time management is undoubtedly a very

important aspect of success, but success also depends on one’s ability to communicate well.

Communication involves conveying information in a clear and concise manner, and it is

important for people to communicate clearly whether they are presenting information verbally or

writing a research paper. Some of the various methods used to communicate in the modern age

include telephone conversations, email, and chat messaging (Hamilton, 2013). Phone

conversations must be professional, and it is important to be mindful of the tone of voice used

when communicating on the telephone. Ellis (2009) notes that since body language is non-

existent in phone conversations, first impressions are based on the pace of speech and the

warmth and tone of the voice. Written communication is also void of visual cues, so proper

etiquette must be used when communicating online or through email (Hamilton, 2013).

Additionally, written communication must be clear and grammatically correct so that others can

understand what is being communicated. The ability to clearly transmit key thoughts and ideas

to others is imperative.

Direct quotations include the author’s

name, year of publication, and page or paragraph number.

4

Although there are many skills that contribute to success, three that have proven to be

essential for success in educational endeavors, the professional world, and everyday life are

organization, time management, and communication. Individuals who can master these skills

will have a set of competencies and abilities they can use throughout their lives to help them

achieve their goals and become successful.

5

References

Ellis, R. (2009). Communication skills: Stepladders to success for the professional (2nd ed.).

Intellect Limited.

Mind Tools. (n.d.). What is time management?

https://www.mindtools.com/pages/article/newHTE_00.htm

Scott, E. (2019). How to get organized to manage stress. Very Well Minded.

https://www.verywellmind.com/tips-on-getting-organized-3145158

Tourangbam, D. K. (2011). Time management. Vij Books Private Limited.

Note: An essay that will be copied and pasted

into Blackboard will include the references below the essay; however, essays that will be uploaded

as a Word document will have a separate

reference page like the one shown here.

This is an example of a reference list.

This list is arranged alphabetically by

author name. All in-text citations must have a corresponding entry on

the reference page.

The word “References” is bold

and is centered at the top of the

reference page.

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