Increasing Learning & Development's Impact Through Accreditation: How to Drive-Up Training Quality, Employee Satisfaction, and Roi » książka
Increasing Learning & Development's Impact Through Accreditation: How to Drive-Up Training Quality, Employee Satisfaction, and Roi
ISBN-13: 9783030140038 / Angielski / Twarda / 2020 / 275 str.
Increasing Learning & Development's Impact Through Accreditation: How to Drive-Up Training Quality, Employee Satisfaction, and Roi
ISBN-13: 9783030140038 / Angielski / Twarda / 2020 / 275 str.
(netto: 205,20 VAT: 5%)
Najniższa cena z 30 dni: 212,02 zł
ok. 20 dni roboczych.
Darmowa dostawa!
CHAPTER 1: INTRODUCTION............................................................................................... 1
1.1: Rationale for Accreditation......................................................................................... 2
1.2: Business Case............................................................................................................... 7
1.2.1: Today’s Risk Reduced........................................................................................ 7
1.2.2: Tomorrow’s Risk Avoided.................................................................................. 8
1.2.3: Adapt to External Pressures to Change and Re-size............................................. 8
1.2.4: Reduce Direct People Costs................................................................................. 9
1.2.5: Always Innovate................................................................................................. 9
1.2.6: Attract Workers You Want................................................................................ 10
Conclusion......................................................................................................................... 11
References......................................................................................................................... 12
CHAPTER 1: MANAGER TIPS...................................................................................... 14
CHAPTER 1: SUPPLEMENT.......................................................................................... 15
Supplement Tool 1A: The Advanced Organizer............................................................ 15
PART I: STRUCTURE, RESPONSIBILITY AND CONTROL......................................... 18
CHAPTER 2: ALIGN LEARNING WITH ORGANIZATION MISSION VALUES....... 20
2.1: Vision, Mission and Values as Strategy.................................................................... 20
2.2: Alignment Benefits Accreditation.............................................................................. 23
2.2.1: Philosophy on Employee Education.................................................................. 24
2.2.2: Provides Direction............................................................................................. 26
2.2.3: Unifies the Team............................................................................................... 27
2.2.4: Claims Authority............................................................................................... 27
2.3: Steps to writing a Mission and Values Statement..................................................... 28
Conclusion......................................................................................................................... 30
References......................................................................................................................... 30
CHAPTER 2: MANAGER TIPS...................................................................................... 32
CHAPTER 2 : SUPPLEMENT......................................................................................... 34
Supplement Tool 3A: Steps to Writing a Mission and Value Statement......................... 34
CHAPTER 3: STRUCTURING FOR ACCOUNTABILITY............................................... 42
3.1: Models for Structure................................................................................................. 42
3.1.1: Centralized Training Organization..................................................................... 44
3.1.2: Decentralized Training Organization................................................................. 44
3.1.3: Business Embedded Model............................................................................... 45
3.1.4: Corporate Universities and the Emerging Federated Model............................... 46
3.2: Responsibility and Accountability for Learning....................................................... 47
3.2.1: The Senior Learning Executive.......................................................................... 48
3.2.2: Senior Learning Executive Responsibilities....................................................... 48
3.2.3: Learning Processes............................................................................................ 49
3.2.4: Learning Administration................................................................................... 49
3.2.5: Learning Maintenance...................................................................................... 50
3.2.6: Training Audit................................................................................................... 50
3.3: Accountability for Continuing Education Units (CEUs)........................................... 52
3.3.1: Purpose of CEU................................................................................................ 52
3.3.2: Calculating CEU................................................................................................ 52
3.3.3: Recording CEU................................................................................................. 55
Conclusion......................................................................................................................... 55
References......................................................................................................................... 56
CHAPTER 3: MANAGER TIPS...................................................................................... 57
CHAPTER 3: SUPPLEMENT.......................................................................................... 59
Supplement Tool 3A: CEU WORKSHEET (Face-To-Face Event).................................. 59
Supplement Tool 3B: CEU WORKSHEET: Online/Self-Paced...................................... 60
CHAPTER 4: MANAGEMENT OF TRAINING.................................................................. 61
4.1: Learning Environment and Resources...................................................................... 62
4.2: Assessing the Learning Environment........................................................................ 62
4.3: Providing Support Services....................................................................................... 64
4.3.1: Registration Methods......................................................................................... 65
4.3.2: Notifications and Access................................................................................... 66
4.3.3: Seating Arrangements........................................................................................ 66
4.3.4: Equipment to Support Learning......................................................................... 67
4.3.5: Refreshments.................................................................................................... 68
4.3.6: Event Evaluation............................................................................................... 69
4.4: Creating a Supportive Learning Environment......................................................... 70
Conclusion......................................................................................................................... 70
References......................................................................................................................... 71
CHAPTER: 4 MANAGER TIPS...................................................................................... 72
CHAPTER 4: SUPPLEMENT.......................................................................................... 74
Supplement Tool 4A: Tool to Assess the Organization’s Learning Climate.................. 74
PART II: PLANNING THE ENVIRONMENT AND EDUCATIONAL EVENTS.......... 77
CHAPTER 5: PLANNING FOR LEARNING....................................................................... 80
5.1: Quality Management Background............................................................................ 81
5.1.1: Continuous Improvement.................................................................................. 81
5.1.2: Quality and Continuous Improvement in the Context of Learning.................... 83
5.2: Quality Approach to Training – Strategic Planned Learning.................................. 83
5.2.1: Clean up the Talk.............................................................................................. 84
5.2.2: Don’t Say Curriculum!...................................................................................... 84
5.2.3: Structured Learning Plans – the Learning Blueprint........................................... 85
5.2.3.1: Organizational, Job and Individual Needs............................................ 87
5.2.3.2: Planning the Learning Blueprint (shhh! – curriculum planning)......... 88
5.2.3.3: Writing a Learning Blueprint (shhh! - curriculum design).................... 89
5.2.3.4: Formalize the Learning Blueprint......................................................... 90
5.3: Creating Courses – a Design Process...................................................................... 91
5.3.1: Instructional Systems Design (ISD).................................................................. 92
5.3.1.1: ADDIE Model..................................................................................... 92
5.3.1.2: Dick and Carey Systems Approach Model.......................................... 94
5.3.1.3: Successive Approximation Model (SAM)............................................. 95
5.4: Plan to Evaluate......................................................................................................... 96
Conclusion......................................................................................................................... 97
References......................................................................................................................... 97
CHAPTER 5: MANAGER TIPS...................................................................................... 99
CHAPTER 5: SUPPLEMENT........................................................................................ 100Supplement Tool 5A: Sample Learning Blueprint....................................................... 100
CHAPTER 6: IS TRAINING THE ANSWER? ASSESSING NEEDS............................. 101
6.1: Assessing the Real Need – Determining the Business Problem/GAP...................... 101
6.1.1: Framing the Problem....................................................................................... 103
6.1.2: Type of Need.................................................................................................. 104
6.1.3: Investigating Root Causes................................................................................ 106
6.1.3.1: Individual–Level Root Causes............................................................ 106
6.1.3.2: Organization-Level Root Causes....................................................... 107
6.2: Conducting a Needs Assessment.............................................................................. 110
6.2.1: Setting the Limits............................................................................................. 111
6.2.2: Determining the Data Needed.......................................................................... 111
6.2.3: Identifying Sources of Information................................................................. 111
6.2.4: Selecting Methods for Data Collection........................................................... 112
6.2.5: Collecting and Analyzing the Data.................................................................. 112
6.2.6: Communicating Needs Assessment Results..................................................... 113
6.3: Issues in Needs Assessments.................................................................................... 114
6.4: Planning for Strategic Organizational Learning beyond Needs Assessment......... 115
Conclusion....................................................................................................................... 116
References....................................................................................................................... 116
CHAPTER 6: MANAGER TIPS.................................................................................... 118
CHAPTER 6: SUPPLEMENT........................................................................................ 119
Supplement Tool 6A: Needs Assessment Diagnosis – Where is the real Problem?...... 119
Supplement Tool 6B: Checklist to Guide Training Needs Assessment......................... 121
PART III: BENEFITS AND OUTCOMES........................................................................... 122
CHAPTER 7: INTENDED LEARNING OUTCOMES...................................................... 125
7.1: Name the Program Goal......................................................................................... 125
7.1.1: Training Program Goal Looks to the Future..................................................... 126
7.1.2: Training Program Goal Covers Broad Changes................................................ 127
7.2: Differentiate Goals and Objectives......................................................................... 127
7.3: Analyze Jobs to Determine Performance Objectives............................................. 128
7.3.1: Job Analysis................................................................................................... 129
7.3.2: Performance Objectives in Domains.............................................................. 131
7.3.2.1: The Cognitive Domain..................................................................... 131
7.3.2.2: The Psychomotor Domain................................................................ 133
7.3.2.3: The Affective Domain....................................................................... 134
7.3.3 Using Domains in Performance Objectives..................................................... 136
7.4: Write High Quality Performance Objectives........................................................ 137
7.4.1: Marrying Performance Objectives and Instructional Objectives.................... 137
7.4.2: Descriptors in Every Performance Objective................................................. 137
7.5: Uses for Performance Objectives............................................................................ 139
7.6: Creating Evaluation Methods to Test Objectives................................................... 140
7.7: Preparing Learning Outlines or Storyboards......................................................... 140
7.7.1: Instructional Plan or Storyboard..................................................................... 141
7.8: Writing, Buying or Buying and Modifying Instructional Materials....................... 142
7.9: Communicating Training Events as Opportunities................................................. 142
7.9.1: Communicate to Employees........................................................................... 143
7.9.2: Communicate to Other Managers................................................................... 143
Conclusion....................................................................................................................... 144
References....................................................................................................................... 145
CHAPTER 7: MANAGER TIPS.................................................................................... 147
CHAPTER 7: SUPPLEMENT........................................................................................ 148
Supplement Tool 7A: Instructional Objectives Worksheet........................................... 148
CHAPTER 8: WHO SHOULD BE INVOLVED IN INSTRUCTION?............................. 149
8.1: Qualifying as a Learning and Development Professional....................................... 150
8.2: Knowledge, Skills, Attitudes and Other Competencies Essential for Learning..... 150
8.3: Learning and Development Professionals Skills..................................................... 151
8.3.1: Needs Assessment Skills................................................................................. 152
8.3.2: Job Analysis Skills.......................................................................................... 153
8.3.3: Design Skills.................................................................................................... 154
8.3.4: Development Skills......................................................................................... 154
8.3.5: Implementation Skills...................................................................................... 155
8.3.6: Evaluation Skills.............................................................................................. 156
8.4: Documenting Learning and Development Professional Qualifications.................. 156
8.5: Developing Learning and Development Professional Skills.................................... 157
8.6: Ensuring a Well-Qualified Learning and Development Team................................ 158
Conclusion....................................................................................................................... 159
References....................................................................................................................... 159
CHAPTER 8: MANAGER TIPS.................................................................................... 160
CHAPTER 8: SUPPLEMENT........................................................................................ 161
Supplement Tool 8A: Checklist to Review Instructor Qualifications........................... 161
CHAPTER 9:............................................................................................................................. 162
CONDUCTING LEARNING EVENTS PROFESSIONALLY......................................... 162
9.1: Historical Evolution of the Training and Development Professional..................... 162
9.2: Training and Development Professionals................................................................ 164
9.2.1: Occupational Profile........................................................................................ 165
9.2.2: Required Qualifications................................................................................... 166
9.2.2.1: Credentials, Certifications, and Certificate Programs........................ 167
9.2.2.2: Training Credentials.......................................................................... 168
9.2.2.2.1: Certified Professional in Learning and Performance (CPLP).............. 169
9.2.2.2.2: Associate Professional in Talent Development (APTD)..................... 169
9.2.2.2.3: Certified Performance Technologist (CPT)....................................... 170
9.2.2.2.4: Alternate Credentials................................................................ 170
9.2.2.3: Eligibility for Credentials................................................................... 170
9.2.3: Competencies of Learning and Development Practitioners.............................. 175
9.3: Professional Conduct and Code of Ethics............................................................... 177
9.3.1: Professional Obligations.................................................................................. 178
9.3.2: Confidentiality................................................................................................ 178
9.3.3: Professional Boundaries and Limitations......................................................... 179
9.3.4: Professional Integrity....................................................................................... 179
9.3.5: Maintain Intellectual Property.......................................................................... 180
9.3.6: Inclusionary Practices...................................................................................... 181
9.3.7: Conflicts of Interest......................................................................................... 181
Conclusions..................................................................................................................... 182
References....................................................................................................................... 182
CHAPTER 9: MANAGER TIPS.................................................................................... 185
CHAPTER 9: SUPPLEMENT........................................................................................ 186
Supplement Tool 9A: Professional Development Activities for L & D Personnel... 186
PART IV: CONTENT DESIGN AND DELIVERY............................................................ 187
CHAPTER 10: DECIDING WHAT TO INCLUDE............................................................ 189
10.1: Planning Training for Your Employees and Your Workplace............................ 189
10.1.1: General/Demographic Characteristics......................................................... 190
10.1.2: Current Abilities......................................................................................... 191
10.1.3: Work Environment..................................................................................... 192
10.2: Setting Instructional Objectives............................................................................ 194
10.3: Write Conditions, Action Verbs, and Criteria in Instructional Objectives......... 195
10.3.1: Condition................................................................................................... 195
10.3.2: Action Verbs.............................................................................................. 196
10.3.3: Criteria....................................................................................................... 199
Conclusion....................................................................................................................... 201
References....................................................................................................................... 201
CHAPTER 10: MANAGER TIPS.................................................................................. 203
CHAPTER 10: SUPPLEMENT...................................................................................... 204
Supplement Tool 10A: Instructional Objectives Worksheet......................................... 204
CHAPTER 11:........................................................................................................................... 205
METHODS TO ACHIEVE CONSISTENCY....................................................................... 205
11.1: Design Content....................................................................................................... 205
11.1.1: Workers as Learners.................................................................................... 206
11.1.2: Sequencing the Content............................................................................... 206
11.2: Select Methods....................................................................................................... 208
11.2.1: Methods are categorized.............................................................................. 208
11.2.2: Select Methods According to Objectives..................................................... 209
11.2.3: Create Activities to match Methods and Domains....................................... 210
11.3: Promote Interaction.............................................................................................. 211
11.3.1: Interaction with Content.............................................................................. 212
11.3.2: Interaction with Others................................................................................ 212
11.4: Selecting Instructional Media – Training Delivery............................................... 213
11.4.1: Planning for On-site Learning...................................................................... 214
11.4.2: Planning for Job-integrated Training............................................................ 215
11.4.3: Planning for Peer Learning and Social Media Learning............................... 216
11.5: Implement a Course Planner................................................................................. 216
11.5.1 Using a Course Planning Instrument............................................................. 217
Conclusion....................................................................................................................... 219
References....................................................................................................................... 219
CHAPTER 11: MANAGER TIPS.................................................................................. 220
CHAPTER 11: SUPPLEMENT...................................................................................... 221
Supplement Tool 11A: Methods Overview.................................................................. 221
PART V: ASSESSING OUTCOMES, MAINTAINING RECORDS................................ 225
CHAPTER 12: FEEDBACK AND JOB APPLICATION.................................................. 227
12.1: Providing Learners with Feedback....................................................................... 227
12.1.1: Training Evaluation Policy and Procedures................................................. 228
12.1.2: Record Keeping........................................................................................... 230
12.2: Addressing Job Application of Training............................................................... 232
12.2.1: Defining On-The-Job Transfer.................................................................... 232
12.2.2: Defining and Ensuring Near Transfer of Training..................................... 232
12.2.3: Defining and Ensuring Far Transfer of Training.......................................... 233
12.3: Managers Tips to Provide Learners with Feedback and Ensure On-the-Job...... 235
Conclusion....................................................................................................................... 236
Reference........................................................................................................................ 236
CHAPTER 12: MANAGER TIPS.................................................................................. 238
CHAPTER 12: SUPPLEMENT...................................................................................... 239
Supplement Tool 12A: Brainstorming Guide –Encourage Giving Feedback............. 239
Supplement Tool 12B: Brainstorming Guide –Near Transfer of Learning................. 240
Supplement Tool 12C: Brainstorming Guide –Far Transfer of Learning................... 241
CHAPTE 13: RECORDS AND PROGRAM EVALUATION........................................... 242
13.1: Full Program Evaluation....................................................................................... 242
13.1.1: Purpose....................................................................................................... 243
13.1.2: Reluctance................................................................................................... 243
13.1.3: Comprehensive........................................................................................... 244
13.1.4: Goal Oriented.............................................................................................. 244
13.1.5: Sources........................................................................................................ 245
13.2: Focus: Formative, Summative or Confirmative................................................... 246
13.2.1: Formative.................................................................................................... 246
13.2.2: Summative.................................................................................................. 246
13.2.3: Confirmative............................................................................................... 247
13.3: Evaluation Procedures/Methods........................................................................... 248
13.3.1: Kirkpatrick and Phillips Levels of Evaluation............................................. 248
13.3.2: Other Program Evaluation Methods............................................................. 251
13.4: Report Writing and Audience............................................................................... 253
13.4.1: Results......................................................................................................... 254
13.4.2: Conclusions and Recommendations............................................................ 254
13.4.3: Evaluation Reports..................................................................................... 255
13.5: Training Policy and Records................................................................................. 257
13.5.1: Policy........................................................................................................ 257
13.5.1.1: Evaluation policies..................................................................... 258
13.5.1.2: Learner privacy policies........................................................... 258
13.5.2: Results and Record Maintenance................................................................ 259
13.5.2.1: Training event records................................................................ 25913.5.2.2: Learner documentation............................................................... 260
13.5.3: Record Maintenance................................................................................... 260
Conclusion....................................................................................................................... 261
References....................................................................................................................... 261
CHAPTER 13 : MANAGER TIPS................................................................................. 263
CHAPTER 13: SUPPLEMENT...................................................................................... 264
Supplement Tool 13A: Level 1 Sample of Evaluation Form........................................ 264
CHAPTER 14: ACCREDITATION SOURCES.................................................................. 265
14.1: Pre-Steps to Achieve Accreditation....................................................................... 265
14.2: Clarify Purpose...................................................................................................... 266
14.3: Research................................................................................................................ 267
14.3.1: Accrediting Bodies...................................................................................... 267
14.3.2: Standards.................................................................................................... 270
14.3.2.1: American National Standards Institute (ANSI)............................ 271
14.3.2.2: International Organization for Standardization (ISO)................ 271
14.3.2.3: Learning and Development Standards........................................ 272
14.4: Business Case......................................................................................................... 273
14.5: Project Plan........................................................................................................... 273
14.6: Accreditation Process............................................................................................ 275
14.7: Recommendation and Tips.................................................................................... 276
Conclusions..................................................................................................................... 283
References....................................................................................................................... 284
CHAPTER 14: MANAGER TIPS.................................................................................. 285
CHAPTER 14: SUPPLEMENT...................................................................................... 286
Supplement Tool 14A: Accreditation Readiness Checklist.......................................... 286
William J. Rothwell is President of Rothwell & Associates. He is also a Professor of the Workforce Education and Development program, Department of Learning and Performance Systems, at The Pennsylvania State University, University Park campus. He has authored, co-authored, edited, or co-edited 300 books, book chapters, and articles—including 111 books.
Sandra L. Williams is Associate Professor and Program Coordinator of the Human Resource Development Program, Department of Literacy, Leadership and Development, at Northeastern Illinois University, Chicago, where she also serves as the Graduate Student Advisor in Human Resource Development. Her work is a unique blend of business consulting, training program development and current research in the human resource development field.
Aileen G. Zaballero is a senior partner of Rothwell & Associates and a dual-title Ph.D. in Workforce Education and Comparative International Education at The Pennsylvania State University. She is a Certified Professional in Learning and Performance (CPLP) with more than twenty years of experience in the learning and development field.
This book provides a guide to the process of accrediting training programs, sets out how to achieve consistent measurement of the results of training, and explains why accreditation is critical for capturing and developing today’s workers’ skills, aiding retention, and boosting strategic organizational credibility with millennials.
Workplace and executive training is a multi-billion dollar industry and yet an enormous percentage of that budget is spent on programs that have never been rigorously examined to ensure that they are fit for purpose and deliver value for money.
If you’re signing off on that budget, or asking your people to spend time on training programs, shouldn’t that concern you?
Training accreditation offers vital quality assurance, ensures global consistency of results and delivers accountability for learning and performance outcomes.
Apart from delivering better results and greater ROI, organizations can differentiate themselves from their competitors in the employment marketplace by offering accredited proprietary training. After all, digital natives, and indeed all of today’s most talented potential employees, expect (and increasingly demand) the high quality, engaging and transferable employee development that only accredited programs can deliver.
Aligning with the standards set by the International Association of Continuing Education and Training (IACET) – today’s premier accreditation body for training programs – the authors offer principles for quality program structure, delivery, and improvement needed to achieve accreditation.
They share practices used by high quality training program managers today, covering business alignment and program administration along with the planning, design, delivery and evaluation of learning systems.
Czytaj nas na:
1997-2024 DolnySlask.com Agencja Internetowa
KrainaKsiazek.PL - Księgarnia Internetowa
