HRD Group Learning -Part II PowerPoint Presentation

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HRD Group Learning -Part II PowerPoint Presentation

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  1. Enhancements to Corporate Training

    Slide 1 - Enhancements to Corporate Training

    • for Adult Learners
    • Human Resources Training and Development Group
    • Gricell Rivera Rita Ross
    • Malikah Hart Charity Pruitt
    • Mona Smith Leona Johnson
  2. Beginning:

    Slide 2 - Beginning:

    • Six women who all have varying levels adult education
    • Unsure of the “online” group dynamic and how it would work
    • Eager to assist one another through the process
    • Now:
    • Team that compliments one another strengths/weakness
    • Strong, supportive integrated unit
    • Group Dynamics
  3. HRD Group Question

    Slide 3 - HRD Group Question

    • The Human Resource Development group set out to identify areas of weakness in corporate training and how these areas could be enhanced.
  4. Presented by:

    Slide 4 - Presented by:

    • Gricell Rivera
    • Ways to Enhance Employee Engagement
  5. The cost of hiring and training a new employee is enormous. Employees do not have the loyalty to their employers that they had once before. Many employees across the entire workforce are unhappy, disengaged, low morale and feel no bond between employee and employer.  Employers can take the necessary steps to engage their workers without using monetary rewards.

    Slide 5 - The cost of hiring and training a new employee is enormous. Employees do not have the loyalty to their employers that they had once before. Many employees across the entire workforce are unhappy, disengaged, low morale and feel no bond between employee and employer. Employers can take the necessary steps to engage their workers without using monetary rewards.

    • Our group learning adventure
  6. No, it’s not the money

    Slide 6 - No, it’s not the money

    • What do you think motivates and engages employees?
  7. Steps to increase employee engagement

    Slide 7 - Steps to increase employee engagement

    • 1. Open communication
    • 2. Managerial recognition
    • 3. Developing groups where employees work together to define problems and solutions
  8. Movement does not mean motivation

    Slide 8 - Movement does not mean motivation

    • Employees must feel an inner sense of motivation to become engaged
    • Recognition for achievement
    • Personal growth
    • Intrinsic motivational factors
  9. Connection between employee engagement and key business outcomes:

    Slide 9 - Connection between employee engagement and key business outcomes:

    • 1. Twenty five percent less employee turnover
    • 2. Thirty seven percent decrease in absenteeism
    • 3. Forty one percent less defective product than in organizations without employee engagement
  10. -As an employee- doing my part to be engaged

    Slide 10 - -As an employee- doing my part to be engaged

    • -As an educator/trainer- maintaining employees engaged
    • Knowledge beyond this class
  11. Presented by:  Rita Ross

    Slide 11 - Presented by: Rita Ross

    • Enhancements to Corporate Training for Adult Learners: Training the Trainer
  12. OUR GOAL

    Slide 12 - OUR GOAL

    • Best practices for enhancing Corporate Trainers
    • A. Create a personal brand
    • B. Presentation Preparation a matter of style
    • C. Facilitation: The Roles of a Trainer
    • D. Stimulating Learning Methods
  13. A.  Create a personal brand:

    Slide 13 - A. Create a personal brand:

    • “The sum total of all user experiences with a particular product, service, or company, building both reputation and future expectations of benefit” (Miletsky, 2010).
    • Create “personal attraction;” emphasize those things that are positively
    • unique about you (Miletsky, 2010).
    • Show learners they are important and can connect with you.
    • Share personal or professional experiences.
    • B. Presentation preparation - a matter of style:
    • Dress the part.
    • Speak clearly, speak up, make eye contact. (Lucas, 1983).
    • C. Facilitation: The Roles of a Trainer
    • “a person responsible for leading or coordinating the work of a group, as one who leads a group discussion” (dictionary.com)
  14. C.  Facilitation:  The Roles of a Trainer (cont.)

    Slide 14 - C. Facilitation: The Roles of a Trainer (cont.)

    • Manage – set the agenda, establish ground rules, initiate discussion
    • Meeting Leader – manage plus, get participants excited, involved, challenge the participants to move from conceptual to personal application (Wilkinson, 2012, p. 2).
    • Participating leader – add your own story (Wilkinson, 2012, p. 2).
    • D. Stimulating Learning Methods
    • Interactives – Computer Based Training
    • Technology – Text, Tweet, Share and Search
    • Group projects – Problem solving real issues
    • Fun and games – Be Creative
  15. Knowledge Gained

    Slide 15 - Knowledge Gained

    • Personal ownership and investment in the learning experience
    • Improved facilitation skills
    • Enriched design skills
    • Attentive and engaged adult learners
  16. Moving Forward

    Slide 16 - Moving Forward

    • “To Boldly Go Where
    • No Trainer
    • Has Gone Before”
  17. Evaluating Long-Term Training and Assessment MethodsPresented By: Malikah Hart

    Slide 17 - Evaluating Long-Term Training and Assessment MethodsPresented By: Malikah Hart

  18. Group learning goals over the semester

    Slide 18 - Group learning goals over the semester

    • Evaluating long-term training retention with defined assessment methods.
    • Focus:
    • Corporate trainers defining clear outcomes prior to training.
    • Creating meaningful assessments.
    • Practical follow-up.
  19. Clear Outcomes Defined

    Slide 19 - Clear Outcomes Defined

    • Organizations need to create a training-needs analysis prior to training, by analyzing its people, its jobs and its future goals.
    • Outcome defined training should address immediate and long-range goals, behaviors and goals. This is achieved through the design of the training.
    • Organizational meeting
    • Position Review
    • Personal Review
  20. Creating Meaningful Assessments and Practical Follow-Up

    Slide 20 - Creating Meaningful Assessments and Practical Follow-Up

    • Assessments of the training are critical to the optimal success of the class.
    • Formal and informal assessments should be used continuously to monitor the learning and progression of the skills taught.
    • Prevent skills decay through follow ups and reinforcement. (Silverman, R.E., 2012, October 26 p.4).
  21. Corporate Cross Training and Upward Mobility Opportunities

    Slide 21 - Corporate Cross Training and Upward Mobility Opportunities

    • By Charity Pruitt
  22. Benefits Corporate Cross-Training &

    Slide 22 - Benefits Corporate Cross-Training &

    • Upward Mobility Opportunities
    • A corporate dilemma that is becoming more common place is companies are expected to maintain or even increase production with fewer resources.
    • A corporation’s greatest resource is their employees. With increased workloads and the elimination of many positions, employees are less committed to stay employed with companies long-term.
  23. Corporate Cross-Training as a Remedy

    Slide 23 - Corporate Cross-Training as a Remedy

    • Cross-Training Defined:
    • “According to Osteryoung, cross-training is the systematic process to train workers to perform their work associates’ jobs.” (Manturi, R. J., n.d.)
    • Cross-Training allows the employee to gain diverse vocational skills , increasing their value to the company, and simultaneously allows the corporation to have more options in filling vacancies whether temporary or permanent.
  24. Upward Mobility Opportunities

    Slide 24 - Upward Mobility Opportunities

    • Programs that pair employees with higher level employees or management for the purpose of mentorship provide opportunities for upward mobility in the workplace.
    • Mentoring Defined:
    • Mentoring is most often defined as a professional relationship in which an experienced person(the mentor) assists another (the mentoree) in developing specific skills and knowledge that willenhance the less-experienced person’s professional and personal growth (“Definition of Mentoring”, n.d.).
  25. Implementation

    Slide 25 - Implementation

    • Although cross-training and mentorship programs exist, their implementation should be revised :
    • To increase employees dedication and commitment to remain with the company.
    • to accommodate for structural changes that are now present in the workplace brought on by economic shifts.
    • To continue to combat the “Glass Ceiling” effect that keeps women and minorities from being overlooked for promotions.
  26. Improving the onboarding experienceby Mona Smith

    Slide 26 - Improving the onboarding experienceby Mona Smith

  27. Improving the onboarding experience

    Slide 27 - Improving the onboarding experience

    • What we set out to learn
    • New ideas for onboarding.
    • Examples of practices you can immediately put into play at your employer.
    • Why this is important
    • Sink or swim onboarding does not work
    • Creative onboarding reinforces motivation of new hire.
  28. New Ideas!

    Slide 28 - New Ideas!

    • Learning about company culture
    • Self-guided tour
    • Learning about key handbook policies
    • Handbook scavenger hunt
    • Interactive Dress Code activity
  29. What about the millennial generation?

    Slide 29 - What about the millennial generation?

    • If you are onboarding millennials, try these tips
    • Group it!
    • Connect it!
    • Make it visual
    • Keep it brief
  30. Tools to help them during the first months

    Slide 30 - Tools to help them during the first months

    • Acronyms or buzzwords app
    • Printable Help Source card
    • Coca-Cola Working Smarter app
  31. How this knowledge can be used beyond this course

    Slide 31 - How this knowledge can be used beyond this course

    • Look at your onboarding, can you try something new?
    • Apply in a classroom setting!
  32. Meeting the Challenge of Creating Training that Meets the Needs of Diverse Employees

    Slide 32 - Meeting the Challenge of Creating Training that Meets the Needs of Diverse Employees

    • By Leona Y. Johnson
  33. In this case “diverse” employees can mean educational background, people with physical/developmental and intellectual disabilities, in our global business it includes people who speak different languages as well as employees of different races and cultures.

    Slide 33 - In this case “diverse” employees can mean educational background, people with physical/developmental and intellectual disabilities, in our global business it includes people who speak different languages as well as employees of different races and cultures.

    • What are DIVERSE employees?
  34. People with physical/developmental and intellectual disabilities

    Slide 34 - People with physical/developmental and intellectual disabilities

    • Global business: English as Second Language (ESL) and working with people in other countries
    • Employees of different races and cultures
    • Research Areas
  35. Learning Disability: general term that broadly describes a number of conditions that affect individuals in their ability to learn or to process information. (Lazzaro, 2001, p. 70)

    Slide 35 - Learning Disability: general term that broadly describes a number of conditions that affect individuals in their ability to learn or to process information. (Lazzaro, 2001, p. 70)

    • Categories:
    • Developmental speech and language disorders
    • Academic skills disorders
    • Coordination disorders
    • Other learning conditions
    • Assistive and Adaptive Technologies
    • People with physical/developmental and intellectual disabilities
  36. Communicative Language Teaching (CLT) Principles

    Slide 36 - Communicative Language Teaching (CLT) Principles

    • (A Toolkit for ESL Practitioners, 2011, p. 3-4)
    • 1) The goal of language learning is “communicative
    • Competence.”
    • 2) Learners learn a language by using it to communicate real messages.
    • 3) Authentic and meaningful communication should be the goal of classroom activities.
    • 4) Fluency and accuracy are both important dimensions of communication.
    • 5) Communication involves the integration of different language skills.
    • 6) Learning is a gradual process that involves trial and error.
    • ESL and Working in Foreign Countries
  37. Race is Social Construct

    Slide 37 - Race is Social Construct

    • Adult educators must be unbiased and accept everyone
    • Cultural Differences
    • Be hypersensitive to not intentionally offend
    • Respect and be open to cultural differences
    • As adult educator research culture of employees you will be training
    • Racial and Cultural Differences
  38. Nancy Moore, International Consultant

    Slide 38 - Nancy Moore, International Consultant

    • International Etiquette
    • Elizabeth Kenny, Progressive-Instructional Designer III
    • 70/20/10 Model for Learning and Development
    • Tiffany Squires, Sherwin Williams-Diversified Brands, HR Training Manager
    • Laymen’s Perspective
    • Caron Pece, Sherwin Williams-Global Supply Chain HR Training Manager
    • “Formalize the Informal”
    • What Practitioners Have to Say
  39. Disseminating Knowledge Beyond the Course

    Slide 39 - Disseminating Knowledge Beyond the Course

    • The knowledge gained from our research project will be used to create effective training courses that will engage and retain employees from all backgrounds.
    • The short and long-term goals of the employees and company will be assessed and used to create engaged and productive employees.
  40. Interacting and networking with other corporate adult educators to learn and share best practices

    Slide 40 - Interacting and networking with other corporate adult educators to learn and share best practices

    • Incorporate knowledge into training materials designed for diverse employees
    • If opportunity arise work with other HRD Training Professionals to publish research in peer-reviewed journal(s)
    • Continued education and training through attending conferences, workshops, etc.
    • Dissemination of Knowledge, continued
  41. Crabtree, S. ,  (2013, October 8).  Worldwide, 13% of employees are engaged at work. Gallup.  Retrieved from http://www.gallup.com/poll/165269/worldwide-employees-engaged-work.aspx

    Slide 41 - Crabtree, S. , (2013, October 8). Worldwide, 13% of employees are engaged at work. Gallup. Retrieved from http://www.gallup.com/poll/165269/worldwide-employees-engaged-work.aspx

    • Bassett-Jones, N. )., & Lloyd, G. ). (2005). Does Herzberg's motivation theory have staying
    • power?. Journal Of Management Development, 24(10), 929-943. doi:10.1108/02621710510627064
    • G. Rivera
    • References by Presenter
  42. Lucas, S. (1983). The art of public speaking / Stephen Lucas. New York :

    Slide 42 - Lucas, S. (1983). The art of public speaking / Stephen Lucas. New York :

    • Random House, c1983.
    • Miletsky, J. (2010). 101 ways to successfully market yourself. Boston,
    • Mass.: CourseTechnology/Cengage Learning.
    • Wilkinson, M. (2012). The secrets of facilitation: the SMART guide to
    • getting results with groups. San Francisco, Calif.
    • R. Ross
  43. Freeman, J.M. (1993). Human resources planning – training

    Slide 43 - Freeman, J.M. (1993). Human resources planning – training

    • needs analysis. Management Quarterly, 34 (3), 32.
    • Silvermann, R.E. (2010, October 26). So Much Training, So
    • Little to Show for It: An expert on corporate programs
    • reveals why they often are a waste of time and money.
    • Retrieved from http://www.wsj.com/articles/SB
    • 1000142405297020445904578072950518558328
    • M. Hart
  44. Maturi, R. J.  (n.d.).  Cross-Training: Creating and Implementing 	a Successful Plan.  Area Development, Q1 / Winter 2013.  	Retrieved from 	http://www.areadeevelopment.comhttp://www.areadevelop	ment.com/laborEducation/Q1-2013/implementing-cross-training-hot-	back-ups-37372612.shtml

    Slide 44 - Maturi, R. J. (n.d.). Cross-Training: Creating and Implementing a Successful Plan. Area Development, Q1 / Winter 2013. Retrieved from http://www.areadeevelopment.comhttp://www.areadevelop ment.com/laborEducation/Q1-2013/implementing-cross-training-hot- back-ups-37372612.shtml

    • Definition of Mentoring, Benefits of Mentoring, & Other FAQs (n.d.). In Management Mentors. Retrieved from http://www.management- mentors.com/resources/corporate- mentoring-programs-faqs
    • C. Pruitt
  45. Ferri-Reed, J. (2013). Onboarding Strategies to Supercharge Millennial Employees. Journal For Quality & Participation, 36(2), 32-33.

    Slide 45 - Ferri-Reed, J. (2013). Onboarding Strategies to Supercharge Millennial Employees. Journal For Quality & Participation, 36(2), 32-33.

    • TATE, C. (2013). Mobile Masters. T+D, 67(4), 22-24.
    • Who says onboarding can't be fun?. (2014). HR Specialist, 12(6), 5.
    • M. Smith
  46. Kenney, E. (2015, March 27). HRD Interview regarding Diverse Employees [E-mail interview].

    Slide 46 - Kenney, E. (2015, March 27). HRD Interview regarding Diverse Employees [E-mail interview].

    • Lazzaro, J. J. (2001). Adaptive technologies for learning & work environments / Joseph J. Lazzaro.
    • Chicago : American Library Association, 2001.
    • Moore, N. (2015, April 3). HRD Interview regarding Diverse Employees [Telephone interview]. 
    • Pece, C. (2015, April 6). HRD Interview regarding Diverse Employees [Personal interview].
    • Squires, T. (2015, April 7). HRD Interview regarding Diverse Employees [Personal interview].
    • Supporting Skilled Immigrants:. (n.d.). Retrieved April 19, 2015, from http://www.globaltalentbridge.org/toolkit/
    • The 70:20:10 Model for Learning and Development. (n.d.). Retrieved April 19, 2015, from
    • https://www.trainingindustry.com/wiki/entries/the- 702010-model-for-learning-and-development.aspx
    • L. Johnson
  47. Slide 47

    • The End