The document discusses several future trends that will impact training and development, including sustainability initiatives, new technologies, virtual work arrangements, and a focus on performance analysis and social learning. It also describes how training departments will need to focus on performance improvement, capture intellectual capital through social media, provide embedded learning solutions, and potentially outsource some training functions. Trainers will need skills in areas like facilitating technology-driven learning, using assessments to understand learning styles, and integrating learning with on-the-job performance.
The document discusses the process of training needs identification (TNI) within organizations. It explains the steps in the learning and development lifecycle such as establishing business strategy, conducting an organizational diagnostic, developing an L&D strategy, identifying training needs, designing and executing learning programs, and evaluating and improving programs. Various sources of training needs are also outlined, including organizational design changes, job evaluations, performance reviews, employee engagement surveys, regulatory changes, and skills assessments. The TNI process involves analyzing competency gaps to identify necessary training interventions.
WBL IN ACTION Event Slides Feb. 17, 2015innovatetk
Educators, work-based learning partners, superintendents, and those involved in Linked Learning get together to adopt and celebrate common definitions and effective practices along the College & Career Continuum for Tulare and King Counties. www.innovatetk.com/wbl-in-action
This document discusses various aspects of planning for organizations. It begins by defining planning as purposeful consideration of an organization's future objectives and the means to efficiently achieve those objectives. The document then outlines the planning process, which includes steps like defining the mission, conducting a SWOT analysis, setting goals and objectives, developing related strategies like tactical and operational plans, and monitoring the plan. It also discusses different types of planning like operational, action, and event planning. Overall, the document provides an overview of the key components and steps involved in strategic and operational planning for organizations.
This document summarizes a presentation about developing strategy workshops to support open educational resource (OER) policymaking in Dutch higher education. It describes the current state of OER policies, which found that half of institutions lack an OER policy. The workshops are designed to help institutions develop an OER vision and policy through facilitated discussion of trends, implications, and action planning. An example case describes a workshop for a university to incorporate OER into its new strategic plan. The workshops aim to translate opportunities into goals and concrete actions to support OER policy development.
This document is a learning module on training design, development, and implementation. It was written by Henry John Nueva and published in 2018. The module uses the ADDIE model of instructional design and is comprised of 10 units to be completed over multiple sessions. It teaches learners how to analyze organizational needs, design training programs, develop learning activities, implement training, and evaluate results. The target audience is training professionals and HR personnel. The overall goal is to equip learners with the skills to create effective employee training that supports organizational strategic goals.
The document discusses several future trends that will impact training and development, including sustainability initiatives, new technologies, virtual work arrangements, and a focus on performance analysis and social learning. It also describes how training departments will need to focus on performance improvement, capture intellectual capital through social media, provide embedded learning solutions, and potentially outsource some training functions. Trainers will need skills in areas like facilitating technology-driven learning, using assessments to understand learning styles, and integrating learning with on-the-job performance.
The document discusses the process of training needs identification (TNI) within organizations. It explains the steps in the learning and development lifecycle such as establishing business strategy, conducting an organizational diagnostic, developing an L&D strategy, identifying training needs, designing and executing learning programs, and evaluating and improving programs. Various sources of training needs are also outlined, including organizational design changes, job evaluations, performance reviews, employee engagement surveys, regulatory changes, and skills assessments. The TNI process involves analyzing competency gaps to identify necessary training interventions.
WBL IN ACTION Event Slides Feb. 17, 2015innovatetk
Educators, work-based learning partners, superintendents, and those involved in Linked Learning get together to adopt and celebrate common definitions and effective practices along the College & Career Continuum for Tulare and King Counties. www.innovatetk.com/wbl-in-action
This document discusses various aspects of planning for organizations. It begins by defining planning as purposeful consideration of an organization's future objectives and the means to efficiently achieve those objectives. The document then outlines the planning process, which includes steps like defining the mission, conducting a SWOT analysis, setting goals and objectives, developing related strategies like tactical and operational plans, and monitoring the plan. It also discusses different types of planning like operational, action, and event planning. Overall, the document provides an overview of the key components and steps involved in strategic and operational planning for organizations.
This document summarizes a presentation about developing strategy workshops to support open educational resource (OER) policymaking in Dutch higher education. It describes the current state of OER policies, which found that half of institutions lack an OER policy. The workshops are designed to help institutions develop an OER vision and policy through facilitated discussion of trends, implications, and action planning. An example case describes a workshop for a university to incorporate OER into its new strategic plan. The workshops aim to translate opportunities into goals and concrete actions to support OER policy development.
This document is a learning module on training design, development, and implementation. It was written by Henry John Nueva and published in 2018. The module uses the ADDIE model of instructional design and is comprised of 10 units to be completed over multiple sessions. It teaches learners how to analyze organizational needs, design training programs, develop learning activities, implement training, and evaluate results. The target audience is training professionals and HR personnel. The overall goal is to equip learners with the skills to create effective employee training that supports organizational strategic goals.
Lee Elmore presented a training program synopsis for the fictional R.E. Brown Academy for Adult Learning. The training program included a needs analysis to identify gaps in knowledge and skills, a design incorporating Gagne's Nine Events of Instruction, and a development and implementation plan. Elmore also discussed conducting an evaluation using authentic assessments to reduce gaps between classroom and real-world learning. The goal of the training program was to prepare the Academy's 200 educators to provide value to its 1,320 students.
The document outlines 12 steps for planning and implementing an education project: 1) assess needs and capabilities, 2) establish a planning team, 3) develop goals and objectives, 4) develop a logic model, 5) select and characterize the audience, 6) establish the program format and delivery, 7) ensure quality instructional staff, 8) develop quality instructional materials and strategies, 9) assemble materials and facilities, 10) plan for emergencies, 11) promote and market the project, 12) implement the project. The introduction emphasizes the importance of assessing needs, planning details while maintaining the big picture, and that each step requires considerable effort.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
ETUG Unconference 2014 - Competency to credentialBCcampus
This document discusses competency-based education (CBE) and tools that support it. It provides an overview of traditional CBE programs and those with a new educational technology approach. It also summarizes 7 key points about CBE from an Educause report, including that CBE awards credit based on mastery of competencies, is built around measurable learning objectives, and replaces the conventional credit hour model. The document then discusses implementing new CBE tools and a related Educause report on CBE tools.
Maryland Global University focuses on developing professional development courses and academic programs to prepare students for today's world. It offers both on-campus and online programs with flexible scheduling and competitive tuition. The university is committed to excellence, diversity, integrity, and flexibility in education. It offers a Master's Certificate in Project Management and a Master's Certificate in Data Management. The Project Management program covers the principles and approaches of project management based on PMI standards. The Data Management program integrates foundations of information systems, database concepts, database design, and database development and administration.
SABPP Human Resources Management 072014Dorothy Diaz
This document provides information on the Diploma in Human Resources Management and Practices offered by Business Management Training College. The 2-year diploma has a minimum credit value of 249 and is accredited by SAQA and the South African Board for People Practices. Entry requirements include a matric certificate, NC(V) qualification, NQF Level 4 qualification, or relevant work experience of 5 years. The diploma covers key HR processes and practices through 9 modules, assignments, and a final integrated project. Successful graduates will be eligible for HR management positions and can register as HR Associates with the professional body SABPP.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Curriculum Planning for Apprenticeship ProvidersCapellaSystems
The planed OfSTED Inspection Framework 2019 has seen a major change for apprenticeship providers as they will now need to develop apprenticeship curriculum plans. https://stedfast.io is a quality assurance system for education and training providers that now has a curriculum planning tool to support this challenge.
Personal & Professional Development. Unit SpecificationEHWLC
This document provides information on a unit related to personal and professional development. It includes the unit aims, abstract, learning outcomes and assessment criteria. The unit aims to help learners become effective self-directed employees by developing personal and professional skills to achieve career goals. It focuses on self-managed learning, developing learning plans, and demonstrating interpersonal skills. Learners will assess their skills, create development plans, implement learning activities, and reflect on their progress.
This document proposes an Open E-Learning Gateway (OELG) to provide free online training to fresh graduates in Egypt. It identifies gaps between university education and job market needs. The OELG aims to develop skills and align graduates with labor demands through online courses taught by experts. A project plan outlines developing curricula, materials, volunteer training, and student evaluation. Benefits of e-learning include accessibility, consistency, cost savings, and interactive learning compared to traditional classes.
Faculty survey results and interviews with senior decision makers leading their institutions’ MOOC strategies:
What were the original motivations behind your MOOC strategy? How have your motivations evolved after some experience with MOOCs? How are you measuring the success of your MOOC strategy? What lessons and best practices have emerged from your experience with MOOCs? What are your plans to expand the use of MOOCs? What advice would you give to other senior leaders considering a MOOC strategy?
This document outlines a professional development module focused on iNACOL's Standard I for quality online teaching. The module covers 6 principles related to using student data and assessments to modify instruction. Learners will complete activities to demonstrate competency in areas like time management, online course tools, student readiness, and empowering student learning. Upon finishing activities for each principle, learners will be closer to becoming effective online instructors who continually improve and set high standards for students.
Applying Gamification Principles to Online Faculty Professional DevelopmentMichael Wilder
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
Plan for MOOCs at NBNCo
A questionnaire for MOOCs Learners.
Getting you
to
think about MOOCsAt Work - Impact Challenges Performance Support
The business end
plan for this initiative with white paper to be released at the UnConference
Research- Profs who have not done MOOCs
oppose it more.
MOOCs (Massively Open Online Courses) can be a mainstream employee learning option. It offers cost effective learning with the benefits far outweighing the challenges. L&D/HR need to be proactive in exploring and including MOOCs in learning strategies. This document summarizes an agenda for a meeting of a working group on MOOCs at Work. The agenda includes updates on MOOCs, developing impact challenges for evaluating MOOCs, an example of how one organization (NBNCo) uses MOOCs, and a proposed learner questionnaire.
The document discusses learning analytics, which is defined as the measurement, collection, analysis and reporting of data about learners and their learning environments. It aims to understand and optimize learning. The document outlines the types of data that is collected on students, including profiles, activities, content accessed, and results. It also discusses the goals of improving student success, retention, and experience. Key topics covered include descriptive, diagnostic, predictive and prescriptive analytics. The document raises important ethical concerns around data access, ownership, transparency and privacy when applying learning analytics and discusses approaches taken by organizations like the Open University.
Zodiac Signs and Food Preferences_ What Your Sign Says About Your Tastemy Pandit
Know what your zodiac sign says about your taste in food! Explore how the 12 zodiac signs influence your culinary preferences with insights from MyPandit. Dive into astrology and flavors!
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Lee Elmore presented a training program synopsis for the fictional R.E. Brown Academy for Adult Learning. The training program included a needs analysis to identify gaps in knowledge and skills, a design incorporating Gagne's Nine Events of Instruction, and a development and implementation plan. Elmore also discussed conducting an evaluation using authentic assessments to reduce gaps between classroom and real-world learning. The goal of the training program was to prepare the Academy's 200 educators to provide value to its 1,320 students.
The document outlines 12 steps for planning and implementing an education project: 1) assess needs and capabilities, 2) establish a planning team, 3) develop goals and objectives, 4) develop a logic model, 5) select and characterize the audience, 6) establish the program format and delivery, 7) ensure quality instructional staff, 8) develop quality instructional materials and strategies, 9) assemble materials and facilities, 10) plan for emergencies, 11) promote and market the project, 12) implement the project. The introduction emphasizes the importance of assessing needs, planning details while maintaining the big picture, and that each step requires considerable effort.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
ETUG Unconference 2014 - Competency to credentialBCcampus
This document discusses competency-based education (CBE) and tools that support it. It provides an overview of traditional CBE programs and those with a new educational technology approach. It also summarizes 7 key points about CBE from an Educause report, including that CBE awards credit based on mastery of competencies, is built around measurable learning objectives, and replaces the conventional credit hour model. The document then discusses implementing new CBE tools and a related Educause report on CBE tools.
Maryland Global University focuses on developing professional development courses and academic programs to prepare students for today's world. It offers both on-campus and online programs with flexible scheduling and competitive tuition. The university is committed to excellence, diversity, integrity, and flexibility in education. It offers a Master's Certificate in Project Management and a Master's Certificate in Data Management. The Project Management program covers the principles and approaches of project management based on PMI standards. The Data Management program integrates foundations of information systems, database concepts, database design, and database development and administration.
SABPP Human Resources Management 072014Dorothy Diaz
This document provides information on the Diploma in Human Resources Management and Practices offered by Business Management Training College. The 2-year diploma has a minimum credit value of 249 and is accredited by SAQA and the South African Board for People Practices. Entry requirements include a matric certificate, NC(V) qualification, NQF Level 4 qualification, or relevant work experience of 5 years. The diploma covers key HR processes and practices through 9 modules, assignments, and a final integrated project. Successful graduates will be eligible for HR management positions and can register as HR Associates with the professional body SABPP.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Curriculum Planning for Apprenticeship ProvidersCapellaSystems
The planed OfSTED Inspection Framework 2019 has seen a major change for apprenticeship providers as they will now need to develop apprenticeship curriculum plans. https://stedfast.io is a quality assurance system for education and training providers that now has a curriculum planning tool to support this challenge.
Personal & Professional Development. Unit SpecificationEHWLC
This document provides information on a unit related to personal and professional development. It includes the unit aims, abstract, learning outcomes and assessment criteria. The unit aims to help learners become effective self-directed employees by developing personal and professional skills to achieve career goals. It focuses on self-managed learning, developing learning plans, and demonstrating interpersonal skills. Learners will assess their skills, create development plans, implement learning activities, and reflect on their progress.
This document proposes an Open E-Learning Gateway (OELG) to provide free online training to fresh graduates in Egypt. It identifies gaps between university education and job market needs. The OELG aims to develop skills and align graduates with labor demands through online courses taught by experts. A project plan outlines developing curricula, materials, volunteer training, and student evaluation. Benefits of e-learning include accessibility, consistency, cost savings, and interactive learning compared to traditional classes.
Faculty survey results and interviews with senior decision makers leading their institutions’ MOOC strategies:
What were the original motivations behind your MOOC strategy? How have your motivations evolved after some experience with MOOCs? How are you measuring the success of your MOOC strategy? What lessons and best practices have emerged from your experience with MOOCs? What are your plans to expand the use of MOOCs? What advice would you give to other senior leaders considering a MOOC strategy?
This document outlines a professional development module focused on iNACOL's Standard I for quality online teaching. The module covers 6 principles related to using student data and assessments to modify instruction. Learners will complete activities to demonstrate competency in areas like time management, online course tools, student readiness, and empowering student learning. Upon finishing activities for each principle, learners will be closer to becoming effective online instructors who continually improve and set high standards for students.
Applying Gamification Principles to Online Faculty Professional DevelopmentMichael Wilder
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
Plan for MOOCs at NBNCo
A questionnaire for MOOCs Learners.
Getting you
to
think about MOOCsAt Work - Impact Challenges Performance Support
The business end
plan for this initiative with white paper to be released at the UnConference
Research- Profs who have not done MOOCs
oppose it more.
MOOCs (Massively Open Online Courses) can be a mainstream employee learning option. It offers cost effective learning with the benefits far outweighing the challenges. L&D/HR need to be proactive in exploring and including MOOCs in learning strategies. This document summarizes an agenda for a meeting of a working group on MOOCs at Work. The agenda includes updates on MOOCs, developing impact challenges for evaluating MOOCs, an example of how one organization (NBNCo) uses MOOCs, and a proposed learner questionnaire.
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1. Course: Learning and Development
8/5/2023 SOIL Institute of Management 1
DESIGINING LEARNING EXPERIENCE
2. • When organisations are planning L&D programs, how can they ensure that the
right form of learning is imparted?
• How do they ensure that the learner audience - which is adult learners, will be
engaged and motivated to learn?
• In order to design an engaging learning experience, it helps to understand
the philosophy behind training, the key principles of adult
learning and the triggers for learning.
8/5/2023 SOIL Institute of Management 2
4. Principles of Adult Learning
• Adult learning happens through learning experience
• Adults are autonomous and self directed
• Adults have accumulated life experiences and knowledge
• Adults are relevancy-oriented : what is in it for me?
• Adults are practical : application of concept in a situation
• Adults need to be shown respect
8/5/2023 SOIL Institute of Management 4
5. • So what triggers the learning?
• Learning design should create multiple anchors for them
8/5/2023 SOIL Institute of Management 5
6. TRIGGERS FOR LEARNING
• Network Opportunities: building social relationships with
other participants
• Personal advancement: Staying Ahead of competition
• To get stimulated: moving away from the routine of daily
drill
• To meet the expectations: managers, mentors, well wishers
and self
• To contribute to the society: improving ability to
participate in community work (beyond the work)
• Experiment: with new hypotheses in a non threatening
environment.
• Cognitive interest: seeking knowledge for its own sake that
is to know about new concepts and principles
8/5/2023 SOIL Institute of Management 6
7. • In order to achieve organisational and team goals, management needs to
ensure that employees are skilled and trained accordingly.
• So, how can an organisation ensure that they choose the right training
method?
• How can they profile the participants to be trained?
8/5/2023 SOIL Institute of Management 7
8. • We must know how to design L&D programs suited to the needs of the
participants after conducting participant profiling
• So after TNI we will now understand
• participant profiling
• Bloom’s Taxonomy
• Macro and Micro Design
• Popular training methods
8/5/2023 SOIL Institute of Management 8
9. Participant Profiling
• In order to deliver the best learning experience, it is crucial to know what
content should be delivered.
• But how can you make that call?
8/5/2023 SOIL Institute of Management 9
10. Participant Profiling
• In order to deliver the best learning experience, it is crucial to know what
content should be delivered.
• But how can you make that call?
• You need information about the participants to better customise the program to
meet their training needs.
• We will explore how to profile the participants and what aspects to keep in
mind while doing so.
8/5/2023 SOIL Institute of Management 10
11. • Mr T is an HRBP in an organisation.
• Using TNI, he found that the first-time managers in his organisation required
training.
• But before conveying the requirement to the L&D team, he needs to collect
some participant data in order to profile them accurately.
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12. Participant profiling
• Demographic profiling: same function people, or different function people in a task
force
• Sociographic profiling: look at cultural, socio ethnic regional , e.g. a integration lab –
participant from different geographies of the world, we need to be vary conscious
about how we communicate certain thins in a particular program e.g. Indians and
Europe etc
• Propensity Profiling: learning style inventory of participants-will help in prog
delivery keeping in mind the learning style of participants, similarly FIRO B, EQ, IQ
etc can also help BUT you should have complete knowledge of these instruments.
• Participant role: Individual, team lead, large span of control, SME, managing lots of
managers. Keeping background in mind is important.
• Motivation of the participants: needs wants and expectations
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13. • Based on these profile you can understand whether to have heterogenous,
homogeneous or hybrid groups
• This skill of participant profiling is very important.
• The HRBP can make critical decisions based on the information on the type of
program and participant profile.
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14. Learning Style questionnaire
• http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
• https://www.mint-hr.com/mumford.html
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15. • how Mr. T proceeded with participant profiling to conduct the manager training.
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16. • He followed these steps to profile participants and shared the same with the
trainer:
1.Float a survey form to all employees enquiring after the following topics:
a. Has the employee been promoted to a managerial role after joining the
organisation?
b. Date of promotion
c. Number of direct reports
d. Is this the employee’s first managerial role?
e. Challenges faced in handling the team
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17. Create a visual summary of the information obtained in step 1.
60% mangers found it challenging to influence without authority
30% Struggles with goal setting
10% struggles with time management
Customise the module designed to address the gaps identified.
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19. • Prerna, who works in an organisation that follows Bloom’s taxonomy as an
approach to organisational learning and development.
• Blooms taxonomy is a framework that is used to understand how people learn
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23. Kolb’s learning mechanism
• A powerful model
• Used in organizations in big way
• Lot of research also done
• Most of training are planned as per this
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26. Mechanics of learning
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So Sir Isaac Newton followed a cycle:
Concrete experience: feeling
Reflective observation: watching
Abstract conceptualization: thinking: There is a
reason why everything is coming down
ACTIVE Experimentation:
Again reflected and Abstract conceptualization
27. • For R& D Scientist: will start with abstract conceptualization
• For a sales person: will start with active experimentation
• Every individual will have different approaches
• So when you are hiring employees you need to know for what kind of job what kind of people
with the right propensities required
• So L&D program should be designed in accordance with the propensities of the participants
• Like if you find out 8/10 are high on abstract conceptualization, we need to provide lot of data
and content, concept to really start with
• If high on active experimentation: create experience for them to reflect and then go into a
concept
• https://www.eduolog.com/en/test/kolbs-learning-style-test/
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34. • This is a very powerful model
• The learning design should take care of these propensities of individuals
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35. NEXT
• how to create learning experiences using micro and macro
design elements?
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36. Micro and Macro Design
“A goal without a plan is just a wish.”
-Antoine de Saint-Exupéry
• As rightly stated by Antoine, every goal requires a detailed plan, with all the
elements defined.
• We need to have a clear plan with timelines and defined accountability in order
to achieve a goal.
• For an organisation to achieve its L&D goal, planning is an important aspect.
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37. Macro Design
• Arrive at a strategy
• Define concepts s and variables
• Crystallise the learning objectives, knowledge, skills and attitudes
• Finalise trainers with necessary skills
• Decide training methods
• Decide sequence of topics and time to be spent per topic
• Include exercise and games
• Focus on level of granularity required to achieve intended objective
• Finalise the infrastructure arrangements
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38. Designing a Training Intervention – Micro Design
Content Context Plan Micro Activities
• session objectives,
• lesson plan,
• flow,
• specify how session
will be handled,
• decide outcomes
• Decide the venue and
its requirements
• Interact with the
faculty
• Set up the venue
• Provide detailed
instructions to the
participants
• Process the outcomes
of the exercise or
activity
• Identify the key
messages, feelings
and thoughts of the
participants
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39. example
• Macro design for communication skill training
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Skills Classroom Training Coaching
Writing 2 days 1 day
Verbal 1 day 1 day
Presentation 2 days 1 day
40. Prepare a Micro design for this Macro Design provided
• Macro design for communication skill training
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Skills Classroom Training Coaching
Writing 2 days 1 day
Verbal 1 day 1 day
Presentation 2 days 1 day
42. Modes of Training
• So if you need to design an induction program for all the new joiners in the
organisation.
• There are various design methods and modes that can be used to deliver this
program.
• let us first understand some of the popular training modes and methods
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43. Cognitive and behavioural methods of training
• Cognitive methods of training
• Focus on KM, Knowledge
Development
• Examples can be:
Lectures-Guest Speakers/SME
experts
Online courses/Videos
Group/Panel discussion
Demonstrations
Seminars/conferences
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Mentoring
Story Telling/writing
Feedback from peers and
customers
Social media interactions
Augmented reality/Virtual Reality
Quizzes
CBT/e learnings
44. behavioural methods of training
• Role plays
• Business Games/Simulations
• In-basket Exercises
• T Groups- Sensitivity training
• Action Learning
• Case Studies
• Vestibule training
• Coaching
• Mock Drills
• Blended learning- classroom and outbound
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45. • In Basket Exercise: simulates a situation where you play the role and make decisions-
lot of documents are provided from different functions or stakeholders- multiple data
sets- look at each doc- and take decision
• This will be reviewed
• An intense and powerful exercise
• T Groups: People have unstructured discussions- no agenda- totally depends upon the
participants
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46. Choice of training method
• Subject matter: soft or hard skills
• Audience make up: Education and heterogeneity
• Space: Physical set up- you can design the physical space in the room
• Resources available: trainers, materials, finances etc
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51. Example:
• So how the induction training can be planned?
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52. Example
3 phases
• The pre joining phase
• The day of joining
• The post joining phase
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53. Pre Joining Phase
• 4 days before joining: participants were given ‘leaders speak videos
• 3 days before joining: Links to read about he organizational history and philosophy
• 2 days before joining: Martial for organizational policies
• 1 days before joining: details about identity cards and formalities
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54. Day of joining
• Day long classroom session:
Interaction with key stakeholders
Participate in activities, discussion forums and Q and A
• Focussed on experiential learning
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55. POST JOINING
• Comfort check after 30 days of joining
• Conducted focus group discussions
• Fire Side Chats: informal conversation with leadership
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58. • Management development program identified to be conducted
• Macro and Micro design for this to be developed
• Name : fertilizers Ltd
• Industry: Fertilizers and Chemicals
• Scale: 10,000 Crore
• Employees: 3000
• Customer profile: very highdemanding cutomers
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59. • The company is growing at a rapid pace and it wants
• Capable internal employees
• Who can occupy critical positions
• Problem Statements:
• How can the organization Build a critical mass of change agents to lead the growth
efforts?
• How to create future ready managers to occupy critical positions?
• How to limit dependence on external L&D experts?
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66. SOIL Institute of Management
SOIL School of Business Design Campus
Plot 23, Sector 2, Phase 1.
Institutional Area, Manesar,
South Gurgaon, Haryana – 122050
E - pgdm@schoolofbusinessdesign.com
P - 9910170759
Editor's Notes
We can use various instructional design models and frameworks to simplify the process of L&D program design. These models help us organise and deliver knowledge in a format that will be best suited to achieve the training goals. In this segment, you will be looking at Bloom's Taxonomy as an instructional design model. While in the next segment, you will take a look at Kolb's Learning Styles model of instructional design.
He started thinking why does apple fall on his head, why does one item fall from the sky on my head, something is falling, let me take a stone, a twig , a feather – he realised a what ever he is throwing is coming down- what did he do? ACTIVE EXPERIMENTATION- from apple , stone, twig, feather- he did experimentation
A reflective observation from the experiment came
He started thinking why does apple fall on his head, why does one item fall from the sky on my head, something is falling, let me take a stone, a twig , a feather – he realised a what ever he is throwing is coming down- what did he do? ACTIVE EXPERIMENTATION- from apple , stone, twig, feather- he did experimentation
A reflective observation from the experiment came
uperb Fertilisers Ltd. The company operates in the fertilisers and chemicals industry. It is worth about ₹10,000 crores and has 3,000 employees under its payroll. The customers of the company are highly demanding and the company is growing at a rapid pace. The company wants capable employees to fuel its growth. With that objective, it has identified the need for a management development program, which needs a macro and micro design.