Lesson 15: Training Trends and Best Practices

Question 1

What is the Learning 2.0 vision?

Answer 1

The Learning 2.0 vision is a fundamental shift in organizational learning that includes formal, informal, and social learning, representing a shift from learning as a product created by organizations to a learner-initiated collaborative process.

Question 2

How has learning in organizations evolved?

Answer 2

Learning has evolved from classroom instructor-led training to e-learning, blended learning, and finally to a more employee-driven and collaborative process, known as Learning 2.0.

Question 3

What is social constructivism?

Answer 3

Social constructivism is an approach to learning where the goal of instruction is to create interactive learning environments in which participants learn from instructors, participants learn from each other, and the instructor learns from participants.

Question 4

What factors have contributed to the evolution of learning towards Learning 2.0 and social constructivism?

Answer 4

Factors include changes in the workplace, the changing nature of work (e.g., knowledge- and team-based), shifting demographics, an increase in employee-initiated learning, and social media.

Question 5

How is Learning 2.0 different from traditional learning methods?

Answer 5

Learning 2.0 places greater emphasis on the learner and learning through social interaction rather than formal training, involving both informal and formal learning, and utilizing technology and social media for collaboration.

Question 6

What are the implications of the shift towards Learning 2.0 and social constructivism in training and development?

Answer 6

Learning can no longer be treated as a static and organization-driven event or product; it becomes a more continuous, fluid, and employee-driven collaborative process, with more organizations embracing this approach in the future.

Question 7

Figure 14.1: The Evolution of Learning

Answer 7

Question 8

What is organizational learning?

Answer 8

Organizational learning refers to the process of creating, sharing, diffusing, and applying knowledge within an organization, focusing on systems used to create and distribute new knowledge organization-wide.

Question 9

What are the three levels of learning in organizations?

Answer 9

The three levels of learning in organizations are the organization level, the group level, and the individual level.

Question 10

What is a learning organization?

Answer 10

A learning organization is an organization that creates, acquires, organizes, shares, and retains information and knowledge, and uses new information and knowledge to change and modify its behavior to achieve its objectives and improve its effectiveness.

Question 11

How do group-level factors influence learning?

Answer 11

Group-level factors, such as group climate, culture, norms, dynamics, processes, task complexity, and task interdependence, influence the extent to which learning occurs at the group level.

Question 12

What is the role of individual-level learning in organizations?

Answer 12

At the individual level, employees must have formal and informal opportunities to learn, requiring organizations to provide structured and formal training and development programs, as well as rewarding employees for learning and applying what they learn on the job.

Question 13

How are the three levels of learning in organizations interconnected?

Answer 13

Systems and processes at the organization level influence learning at the group and individual levels, group-level factors influence individual learning, and individual learning influences group learning, with individual and group learning influencing organization learning.

Question 14

How do HR practices impact the three levels of learning?

Answer 14

HR practices, such as learning and career development opportunities, have a positive effect on all three levels of learning, and the three levels of learning have a positive effect on organization performance.

Question 15

Figure 14.1: The HR System, Learning, and Organization Performance

Answer 15

Question 16

Figure 14.4: Institute for Performance and Learning Competencies For Profromance and Learning Professionals

Answer 16

Question 17

How has the role of training professionals changed over the last several decades?

Answer 17

The role of training professionals has shifted from staff employee to strategic business partner, involving strategic functions such as facilitating organizational change, managing organizational knowledge, career planning, and talent management.

Question 18

What is the new role of learning and development professionals according to the Conference Board of Canada?

Answer 18

The role of learning and development professionals is shifting from knowledge-keeper to learning facilitator, creating environments and activities that enable and facilitate knowledge sharing and transfer between employees.

Question 19

How is the training and development function transforming?

Answer 19

The training and development function is transforming into a learning and talent development function, focusing more on results rather than activities, integrating into the business of the organization at a strategic level, and embedding learning into jobs that individuals perform.

Question 20

What is a performance consultant’s role in an organization?

Answer 20

A performance consultant’s role is to provide solutions to performance problems, proactively identify emerging learning needs, prepare and support the organization by offering solutions and learning programs to address future skills and performance gaps, and have a thorough understanding of the organization and its business.

Question 21

What is a learning environment?

Answer 21

A learning environment is a deliberately curated collection of materials and activities designed to support the development of a specific knowledge base or skill.

Question 22

What are the seven competency categories for performance and learning professionals according to the Institute for Performance and Learning (I4PL)?

Answer 22

The seven competency categories are partnering with clients, assessing performance needs, designing curricula, designing learning experiences, facilitating learning, supporting transfer of learning, and evaluating learning.

Question 23

What are the foundational competencies and areas of expertise in the Association for Talent and Development (ATD) competency model?

Answer 23

The model includes six foundational competencies (business skills, interpersonal skills, global mindset, personal skills, industry knowledge, and technology literacy) and 10 areas of expertise (performance improvement, instructional design, training delivery, learning technologies, evaluating learning impact, managing learning programs, integrated talent management, coaching, knowledge management, and change management).

Question 24

14.5: ATD Competency Model

Answer 24

Question 25

What are some key factors that contribute to making training and development programs effective?

Answer 25

Key factors include strengthening trainees’ training motivation, self-efficacy, and motivation to transfer, incorporating active practice, using a variety of instructional methods, following Gagné’s nine events of instruction, and creating favorable pre- and post-training environments for learning and transfer.

Question 26

Why is it important to consider individual differences or trainee characteristics in making training programs effective?

Answer 26

Individual differences such as cognitive ability, training motivation, self-efficacy, and motivation to transfer can strongly influence learning and transfer of training outcomes. By understanding and addressing these differences, trainers can improve the effectiveness of their training programs.

Question 27

What should be considered when designing training programs?

Answer 27

When designing training programs, trainers should include active practice, consider conditions of practice, provide feedback and knowledge of results, and choose appropriate instructional methods based on training objectives and learning outcomes.

Question 28

What is the benefit of using blended training?

Answer 28

Blended training is more effective because it appeals to trainees with different learning styles and is more likely to achieve a variety of learning outcomes. Trainers should use a combination of off-the-job, on-the-job, and technology-based training methods whenever possible.

Question 29

What are Gagné’s nine events of instruction?

Answer 29

Gagné’s nine events of instruction are: gain attention, describe the objectives, stimulate recall of prior knowledge, present the material to be learned, provide guidance for learning, elicit performance practice, provide informative feedback, assess performance, and enhance retention and transfer.

Question 30

How can trainers create favorable pre- and post-training environments for learning and transfer?

Answer 30

To create favorable pre- and post-training environments, trainers should ensure supervisors provide encouragement and support for trainees before and after training, foster a positive transfer climate with cues to apply learning on-the-job, offer supervisor and peer support, give feedback and positive reinforcement, and provide opportunities for trainees to practice and use newly acquired knowledge and skills on the job.