Using a Blended Learning Approach to Accelerate new hires - Tokin Onboarding Talent 2012
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This document discusses using a blended learning approach to accelerate training for new hires. It notes the need to quickly upskill new employees due to high turnover rates and variable skill levels. A blended learning model is proposed that combines formal training like facilitated sessions and e-learning with informal learning through communities of practice and coaching. Two examples are provided: for disability support workers, a blended program is conducted within a 3-month probationary period; and for managers, leadership training continues for 12 months with mentoring. The document emphasizes evaluating return on investment for both individuals and the organization.
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1. Fairness - All employees should have equal access to training opportunities regardless of personal attributes. Selection criteria should be job-related.
2. Privacy and confidentiality - Personal information collected about employees during training should be kept private and only used for the intended training purposes.
3. Accuracy - Training content should be factually correct and not misleading. Trainers should have subject matter expertise.
4. Health and safety - Training environments and activities should not endanger participants' physical or psychological well-being.
5. Continuous improvement - Programs should be regularly evaluated for effectiveness and updated based on feedback and changes in jobs or technologies.
6
Training and developmentf
Training and development help employees and organizations in several ways. They involve assessing needs, designing programs, implementing training, and evaluating effectiveness. The goal is to provide employees with skills, education, and opportunities to grow. This benefits organizations through improved performance, productivity, and morale, and benefits individuals through career development, satisfaction, and self-improvement. Proper training and development are important for organizational success.
Personal Development Plans Training
This document discusses various aspects of personal development and training. It defines personal development as conscious self-improvement and transcending limitations. It also discusses the importance of training employees to keep their skills updated. Various methods of training analysis are outlined including organizational, task, and individual analysis. The key components and administration of training programs are explained.
Continual professional development 1.0
This document discusses continual professional development (CPD) and how it applies to project, program, portfolio, and change management. CPD involves ongoing learning activities to increase skills and stay current in one's profession. It benefits both individuals in demonstrating commitment and organizations in maintaining workforce capabilities. The document provides definitions and examples of acceptable CPD activities from professional associations. It also describes how organizations can support a culture of CPD.
Hrm training
This document outlines information from a human resource training session. It includes definitions of training, the rationale and importance of training, the training cycle process, different training methods like on-the-job and off-the-job training, evaluation methods, management development techniques, challenges to training, and concludes with emphasizing the importance of training for organizations. It also lists the names and registration numbers of the training group members.
Practitioner Coach Diploma
Life Coach Practitioner Diploma
(optional ILM Practitioner Coach Programme)
If you are new to coaching, this course is the ideal vehicle to achieve your coaching aspirations. You will engage in the development of fundamental knowledge together with the practical application and demonstration of essential coaching skills. Whatever your ultimate goal, the solid knowledge and skills base acquired through the Life Coaching course is vital to any form or arena of coaching.
It is specifically designed to offer smooth progression to students who have already completed the Practitioner Coach Certificate, and/or want to progress
onto the Executive and Corporate Coach Diploma.
If you want to commence a career in Life Coaching, or plan to integrate core coaching skills into your present working role, this programme provides you with the relevant knowledge base and core skills to achieve your aim.
Having undertaken the Diploma programme, you will be able to:
• Operate as a coach with the appropriate skills, models and mindset
• Appropriately utilise, reflect on, and explore the expanding body of coaching theory and practice
• Analytically reflect on your continuing coaching development needs and then take appropriate action to address these and develop your strengths
• Synthesise knowledge and skills in order to advance your own professional knowledge and practice.
vali@noble-manhattan.com
www.whycoachingworks.com/vali
Introduction to training concept
The document discusses training concepts and provides definitions of training and development. It explains that training involves acquiring knowledge and skills to improve employee performance, while development aims to increase learning abilities and personal effectiveness. The types of training discussed include on-the-job and off-the-job methods. Blended learning using e-learning, classroom, and on-the-job techniques is highlighted as an effective approach. The need for continuous training and development is emphasized due to factors like globalization, new technology, and changing work environments.
Ppoja joshi mba 2
This document discusses training and development programs. It begins by stating that future employee needs will be met through such programs, and that organizations take on fresh graduates as apprentices or trainees. It then discusses how training and development has become more important for maintaining a skilled workforce and adapting to changes. The document provides an overview of different training methods, including on-the-job training approaches like job instruction training and coaching as well as off-the-job methods like simulations, case studies, and role playing. It also covers the importance, benefits, and needs for training.
Train the hse trainer ammar
This document discusses training and development. It aims to help training leaders understand their role and the importance of training. It describes the stages of the training cycle, including identifying needs, setting objectives, planning, delivering training, and evaluating. Factors that can influence learning are identified. The document provides an overview of an interactive training session structure and techniques. It concludes by emphasizing the importance of planning, delivering, and evaluating a short training session.
IRH Lessons Learned in "Embracing Scale Up Error" in Five Countries
IRH Lessons Learned in "Embracing Scale Up Error" in Five CountriesInstitute for Reproductive Health Georgetown University
This document summarizes lessons learned from scaling up the Standard Days Method family planning intervention in 5 countries over 10 years. Key lessons include: (1) Define scale-up outcomes operationally and contextually; (2) Tools and guidance may need further simplification for scale-up; (3) Repeat evidence of the method's effectiveness throughout; (4) Start promotion early and ensure parity with other methods; (5) Develop temporary monitoring until integrated into health systems; and (6) Continually monitor that gains are not reversed by changing systems. Documenting scale-up challenges can help refine knowledge and help others.Management Training and Development
This document provides an overview of management training and development. It discusses training as a process to improve employee performance through acquiring new knowledge, skills, and changing attitudes. Training aims to improve specific job skills in the short term, while development prepares employees for future roles and promotes long term growth. The document outlines the objectives, benefits, and components of training needs analysis to identify skill gaps and ensure training initiatives are effective.
Designing training programs
This document discusses designing training programs for various organizations. It outlines the ADDIE model for designing training which includes analyzing needs, designing the program, developing materials, implementing training, and evaluating effectiveness. Several companies are discussed including their training needs analysis, course design, implementation methods, and evaluation. ONGC, NPTI, Torrent Power, L&T, Infosys, and banking sector training are summarized as examples of industry training practices. The document emphasizes analyzing needs, setting objectives, using various teaching methods, and gathering feedback to improve training programs.
Training & Development.pptx
This document outlines the topics and process of a training and development course. The topics to be covered include the concept of training, methods of training, and evaluation of training. It discusses different training methods such as on-the-job training, off-the-job training, and competency-based training. It also outlines the steps in evaluating training programs, including determining indicators of effectiveness and choosing appropriate evaluation methods. The goal of the training evaluation is to provide feedback on the value of training programs and their impact on achieving business goals.
Chapter 8 business psychology
Training and development are important for organizations to improve employee skills and performance. Training involves teaching employees specific skills for their jobs, while development helps employees grow in their roles and prepares them for advancement. Effective training and development programs can be evaluated through measuring trainee reactions, learning outcomes, behavioral changes, and impacts on organizational effectiveness such as improved productivity and reduced costs. Common types of training include classroom instruction, on-the-job training, and apprenticeships, while development may involve varied work experiences or formal education.
Thunderbird Global Institute of Coaching
This document summarizes a 22-day coaching development program spread over two modules. The program teaches the fundamentals of being a leader coach and techniques to enhance coaching skills. It includes 196 hours of in-person teaching, supervision coaching, virtual learning, and evaluation. Participants can earn an ICF ACC certification and get access to alumni resources. The program is intended for leaders wanting to develop high-performing teams, coaches seeking to improve skills, and those interested in becoming an executive coach.
Workshop on competency based training and assessment (cbt&a)
Taking consideration to the globalization, the work and the skills on demand are changing rapidly due to new technology and innovations. This has the effect to reduce the number of low or unskilled workplaces globally and in another way to extend the skills of the work force in very short timeframe. It requires a regularly skills upgrading and cooperation with the industries and employers and to define what is expected from the employees in the workplace.
Competency-based training and assessment is a unique approach to training design that builds and enhances individual competencies in line with previously identified profiles of success. This training and assessment helps fill the gap between workers' actual performance and their ideal performance. Competency-Based Training and assessment basics shows readers how to assess which competencies are important to an organization and individual positions, and how to design training around those competencies.
Employee training
Training is a systematic process of improving employees' knowledge, skills, and attitudes. Traditionally, organizations believed managers were born and training was costly. However, modern approaches recognize training's importance. Training enhances performance, updates skills, and creates a smarter workforce. It benefits organizations by improving employee retention, motivation, and productivity. Common training methods include on-the-job and off-the-job techniques like lectures, simulations, and computer-based modules. Organizations evaluate training to ensure it achieves desired outcomes and allows continuous improvement. Management development specifically focuses on improving managers' competencies through long-term programs.
Similar to Using a Blended Learning Approach to Accelerate new hires - Tokin Onboarding Talent 2012 (20)
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IRH Lessons Learned in "Embracing Scale Up Error" in Five Countries
IRH Lessons Learned in "Embracing Scale Up Error" in Five Countries
Workshop on competency based training and assessment (cbt&a)
Workshop on competency based training and assessment (cbt&a)
Using a Blended Learning Approach to Accelerate new hires - Tokin Onboarding Talent 2012
- 1. Using a Blended Learning Approach to Accelerate New Hires
- 2. • Need to ensure the competence of new hires; • Necessity to upskill new hires rapidly; • High staff turnover rates in some areas (Disability support for example); • Highly variable skill sets; and • Large regional and remote workforce
- 3. Utilise Blended Learning Opportunities
- 4. With Formal Learning • Face to face Facilitator lead training; • Structured E-Learning; • Formal Assessment; • Explicit Goals; • Measurable outcomes.
- 5. Supporting Informal Knowledge Creation • Communities of Practice; • Collaborative Workspaces; • Coaching and Mentoring; • Stretch Tasks; • Secondment; • Learner Driven.
- 6. One Integrated Solution Producing Results for Everyone
- 7. Two Examples • Individual Personal Support (Disability Support worker) • Management (Executive and Senior)
- 8. Individual Personal Support • Generally low skill level on entry • Generally no background in IPS • High percentage with English as Second Language • Heavy Legislative requirements around service delivery • High turnover of staff
- 9. Individual Personal Support Training Occurs Within 3 Month Probationary Period Organisational Mandatory IPS Training Generic Program UCQ/UCC Induction Induction (Disabilities) Program Specific Training Contains 4 Units of Competency
- 10. Senior/Executive Management • Highly skilled in service/clinical area • May not possess as highly developed leadership and management skills • May not have experience in Not for Profit environment • Need to embrace and understand value based leadership • High need to coach and mentor
- 11. Individual Personal Support Training Occurs Within 3 Month Probationary Period Organisational Mandatory Training Generic UCC UCQ/UCC Leadership Induction Induction Program Specific Training UCC Leadership and Mentoring Program (Program continues for first 12 months with UCC)
- 12. Individual and organisational ROI Evaluation
- 13. Recognise and Report on Competence and Performance