Taylor-made Employee Training and Development Instructional Model

UWI OPEN CAMPUS EDID6503 - Instructional Design Theories, Models And Strategies Trimester I, 2014

MY INSTRUCTIONAL MODEL

Student Name: Laura K. Taylor Student ID: 406002917 Course Coordinator/Facilitator: Camille Dickson-Deane Course Facilitator: Dr. Leroy Hill

Submitted: March 25, 2014

Taylor-made Employee Training and Development Instructional Model Introduction Instructional Design Models Instruction is anything that is purposely done to facilitate learning (Reigeluth & CarrChellman, 2009, p. 6) or a plan of teaching and learning activities to make the learning process take place (Isman, 2011). Design models guide designers and instructors in achieving learning goals by charting a systematic instructional path to resolving those learning needs (Isman, 2011). Students or learners share a mutual interest in this process of attaining and integrating new knowledge.

My Working Environment: The Training and Development (T&D) Unit1 The T&D Unit is a small human resource development entity in the public service of Mumba. It provides training and development services for public sector employees through training consultations to departments, job-specific training for the different classes of employees, classroom-based instruction, departmental training and advice on training matters and its policy. It is also mandated to provide accurate statistics on programme costs, delivery and implementation. The department is also required to advice governmental officials on matters related to training policy in the public service and at a national level.

Employees There are approximately 20, 000 plus employees in the public service of Mumba while the T&D Unit has twenty (20) employees. About ten (10) employees are trainers who facilitate, plan, develop and implement training programmes. The other half of personnel is in the administrative and accounting section and other related units for secretarial and record keeping duties. Facilitators are mainly out-sourced to instruct training programmes.

Fictitious name of organization and country is used in this study

Taylor-made Employee Training and Development Instructional Model

Persons are selected or recruited to join an organisation based mainly on having the requisite academic qualifications for the job. As a consequence, the skillset of each newly placed employee is varied and at times, neither job-relevant nor department-relevant. To this end, new employees will not necessarily have the requisite knowledge, skills and/or characteristics to effectively perform their duties. Training will therefore be required to prepare employees to perform effectively.

Current Approach to Training The T&D Unit utilizes the ADDIE Model to facilitate their instructional process. ADDIE outlines a systematic way of designing, developing and implementing instruction (Molenda, 2003; Shibley, 2011). Each phase is interdependent on the other. Our training process is outlined below: An initial needs analysis is performed at the ministry/departmental level to determine which areas of training are needed to ensure competency at the operational level. The information gathered is then used to make recommendations for training whereby our personnel will design and develop a programme that addresses these needs. A class of employees from across the public service who have similar operational duties may be selected to attend training in a specific area with our department. A specialised programme may also be designed for an entire department. Design and development ensures that the course, its methods and teaching strategies (eg. Demonstrations, discussions, instructor-led presentations, use of training materials and technology) are adequate for closing the learners knowledge gap and to enhance job performance. If in-service training does not adequately address the learning needs, then a course of training with a local or international institution is

Taylor-made Employee Training and Development Instructional Model considered. This type of training is developmental and must be beneficial to the job, department or the public service.

Courses then go through the implementation phase. The role of the organisation extends to facilitating training, travel and payment on behalf of persons who were selected to pursue training or study programmes. The implementation of in-service training includes selecting a location, instructors, preparing selected materials and resources etc. At course evaluation all participants of the programme are required to complete a report or feedback questionnaire on their experience which asks questions relating to what they have learned, if it can be applied to the job or suggestions for improvements.

Employee Training Employees who are new to the public service and by extension, new to the T&D Unit are not initially exposed to this systematic process of training whereby a formal analysis of training needs should be conducted for the design or selection of appropriate course of training. On the job training is informal and not properly structured. Learning is mainly achieved via by trial and error. Formal materials, documents and resources are only sometimes provided by organisations and training is provided by anyone who is familiar with the current tasks, with a hope that the new employee has at least some basic training in the specific area. The support and feedback system is also informal at this stage.

Additionally, there are no operational guidelines for facilitators/subject matter experts who deliver some of courses. For example, only some instructors clarify or discuss the aims, goals and objectives of the specific lessons in relation to the overall course. In addition, some are not skilled in instruction but rather in the subject. Without the proper use of goals, objectives,

Taylor-made Employee Training and Development Instructional Model guidelines, feedback and performance measures, this creates a poor learning environment. The new model will seek to address these deficiencies in the existing system.

Current Strategies Afforded by the Existing Models Instructional Strategy Aims, Goals and Objectives Existing Models ADDIE Model Written and discussed at the beginning of each programme Each employee is given a course outline Training is tied to the job Participants are guided in the learning process In-class discussions about specific topics in the lesson Verbal, auditory and visual presentations of subject matter aimed at knowledgebuilding Departmental Training Job description written

Anchored instruction Coaching

Instruction is provided with strict job relevance

Discussion Instructor-led Instruction

Someone is assigned to teach the new employee about the operational requirements of their job Showing new employees how to perform their duties Affords clarity of information imparted

Demonstrations

Physical examples of certain tasks Materials are also provided to support instructional goals Affords clarity of learning goals

Question & Answer Drill and Practice

Learning through practice and repetition of information taught

The New Model Introduction to the Model The Taylor-Made Employee Training and Development Model ( or the Employee T&D Model) model is a multi-perspective systematic design for training and developing employees in the work environment. Training refers to the planned and systematic way of equipping employees with the knowledge, skills and attitudes required to perform efficiently and 5

Taylor-made Employee Training and Development Instructional Model effectively in job tasks (Malone, 2003). The given name highlights its purpose, its aim and the targeted participants/students at a glance and also hints at the fact that it can be customised to suit an organisations learning needs.

Taylor-Made Employee Training and Development Model

Task

Debrief & Integrate

Learner or Employee

Customised Instruction

Feedback

On-the-job Training

Assess

Figure 1: An Employee Training and Development (T&D) Model for Instructioni

The learner is at the centre of the model showing that employee training is its central purpose. At the top of the model, is the task phase, which illustrates that the task also has an important role. The model is circular to illustrate the continuous cycle of learning and development in the workplace and in the field of instruction. The circular arrow shows the instructional design process wherein information collected at each phase, influences the following phases. It is also broken at the end of the cycle to illustrate that instructors will pause for evaluation, feedback and reflection about the process, their styles, strategies and overall effectiveness. The internal arrows show the directional flow of feedback in the initial stages of the process.

Model of Employee (T&D) Description and Application Learner Phase 1

Taylor-made Employee Training and Development Instructional Model This model is learner-focussed as it has an overall aim of ensuring that the employee is adequately prepared, trained and equipped with resources to effectively perform in the job. On entering the organisation, the knowledge, skills and attitudes are assessed against the aims, objectives and performance indicators of the job description. A supervisor or person responsible for training will note any skills gaps that can hinder the performance of duties. This could be done via discussion or survey. The learner should be informed of the intended purpose of the survey and should be provided with feedback accordingly. The arrow between the learner and the assessment blocks represents this phase.

Tasks Phase 2 An employee should be informed about their tasks, their purpose and performance indicators e.g. with an employee job description. The assessment should consider the nature and requirements of the job. Information about the tasks could also be updated about their relevancy and future improvement for more effective operations.

Customised Instruction Phase 3 This phase will bring about a course of training or instruction that is organised in keeping with the assessments conducted at Phase 1 and 2. Instruction is tailored to meet the employees learning needs and the development of a skillset necessary to function effectively Eg. Knowledge of the organisation, knowledge of the job, basic skills need to carry out job tasks and personal and interpersonal attributes relevant to the job. A direct approach to training will be used in lessons which should follow through with stated content for training E.g. formatting a document, interpersonal relations, timeliness, organisation skills etc. Knowledge is imparted via verbal and visual presentations, discussion, demonstrations and simulations. At this stage, mistakes and questions are welcomed so that corrective feedback

Taylor-made Employee Training and Development Instructional Model and clarification can provided. This stage should also include a drill and practice session and should be a half-day session.

On the job training Phase 4 This is provided after exposure to the customised instruction where employees are provided with information about their job and the organisation. Employees commence work in a more structured work environment or, for persons who are being trained away from their actual jobs, in a simulated work environment. Steps will be simple and progressive towards complex tasks. As the skills are being learned, the instructor gradually withdraws attention and assistance to allow the employee to problem-solve and make decisions about the job. The instructor remains available to answer questions and offer support, but only coaches and facilitates only when necessary. He/she also helps the employee to brainstorm problems. This phase prepares the employment to join or rejoin the job environment where they work independently on job tasks but in collaboration with their immediate supervisor.

Feedback and Assessment Phase 5 Feedback and assessment is a continuous process and is key to this model. It is an aspect of training that is highly overlooked. Thus it is present at every phase in the model and is culminated at this stage. At the end of each phase, instructors will be required to provide feedback to the employee and about their progress. Recommendations can also be made for the employee to undergo training in a different environment to address any needs that cannot be covered at the current time.

The model allows for revision of the process if the employees learning gap is not adequately reduced. The directional flow of instruction therefore returns to the learner and job tasks for

Taylor-made Employee Training and Development Instructional Model assessment or to the instructional strategy for review. Each aspect is evaluated to ensure that specific goals are being adequately managed. The learner is initially assessed to identify learning needs. Goals are identified for the customized training and the on-the-job experience is to ensure that learning is progressing successfully. If it is realised that specific objectives are not being met, then instructor or designer retraces steps to enhance training programme or to correct this event. Formative and summative assessments should be conducted at the end.

Debriefing and Reflection Phase 6 Employees are allowed to internalise the knowledge, skills and attitudes imparted during the training. In addition, the employee is given the opportunity to talk about the training experience, how it can benefit the organisation, the job tasks or themselves. They may discuss improvements for instruction, about tasks or attitudes that can enhance their jobs, their performance or their personal development. Feedback from this phase is relayed to support future training endeavours. The instructor also gives an overview of the learning process in the form of a course or employee training report.

Purpose and Usefulness of the T&D Employee Model An effective model solves the learning-teaching problems (Isman, 2011). The model can be a learner-focused or task-focused model of training depending on the training needs of new employees. For example, an employee coming into the organisation with requisite job skills will also have to be knowledgeable about the specific operational functions of the job. Learning can therefore be customised to cater to each need. This model is also a systematic design model for training in a class or group of employees who have similar operational tasks. Training is customised to meet stated or analysed learning needs. Additionally, the model provides multiple opportunities for feedback to ensure that learning goals are in keeping with the learning needs and to ensure that the learning needs are being adequately addressed.

Taylor-made Employee Training and Development Instructional Model

Principles Underlying the New Model The new model has a focus on quality of instruction, mastery of skills, learning by doing/learning from mistakes and continuous assessment and feedback. Its three (3) underlying principles are as follows:

1) Merrills five first principles (Merrill, 2002) offers a task-centred approach to learning in the new model and phases for the integration and application of new knowledge, two areas that are lacking in many instructional process. These principles ensure that the model has an adequate framework for effective instruction and application.

2) Direct Approach to Instruction Newcomers or students will have varying levels of experience and skills. Once the skills gap is ascertained then a programme can be structured at a level that correlates with the learning gap of the individual(s). Teaching is also done in small steps, with adequate feedback to ensure that goals are being met. This approach ensures that time is allotted for the individual to be adequately informed and guided towards efficient and effective performance.

3) Experiential Learning This approach increases the likelihood that employees will achieve learning goals and therefore complements the direct instruction approach. Learners are active participants in the course of instruction as they learn through drill and practice and independent practice. Activities under this method are meaningful and of direct relevance to the task environment. Feedback is also provided during activities to ensure that learners learn from mistakes, from self-reflection and with adequate instructor guidance.

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Taylor-made Employee Training and Development Instructional Model Strategies afforded by the new model The new model seeks to improve the existing models for training and developing employees in the T&D Unit. It improves consistency and clarity of methods and promotes efficiency and effectiveness in the work place. The strategies of the new model include: Customised training which is designed and developed to suit the needs of the employee or class of employees. A variety of instructional methods can be utilised Coaching learning is guided and assisted by a trained instructor or experienced and knowledgeable person Concept maps providing a visual of how procedures or functions are linked to the individuals job Collaborative learning specific to classroom-based learning, peers interact to offer support in achieving goals of instruction or job tasks Discussion aimed at encouraging participation and knowledge development Debriefing concludes the training and stimulates further discussion about the aim and accomplishments of the programme Feedback is continuous and motivational during the instructional process Simulations student-employees practice activities in a controlled environment that replicate real job tasks where they learn from mistakes in a non-destructive manner Scaffolding support is adequately provided during the initial learning stage but is gradually removed to build the employees independence

How does this model benefit the work environment? Schank (1992) on his theory of goal-based scenarios and learning in a job context holds a view that knowledge and skills are more easily mastered when learners are exposed to knowledge and skills in the context for which the learning can be applied. Thus, the new model offers a systematic and consistent way of providing meaningful instruction to all employees whether they are new to a job, have specific learning needs, or are part of a structured programme of training or instruction. It ensures that instruction facilitates an

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Taylor-made Employee Training and Development Instructional Model accurate transfer of learning from the classroom or instructor-led sessions to the actual on the job and in developing the learners ability to make job-related decisions. This can boost their confidence and self-efficacy levels.

Similarities and Differences Between the Old Approach and the New Model Characteristics Learning by doing Focus Similarities Persons are exposed to training during the initial stages of joining the organisation Differences Training is more structured, organised and consistent with the new model The Taylor-made T&D model allows for a more rounded consideration of the learners training needs Both models attempt to equip employees with the requisite knowledge and skills about the job Knowledge and skills are assessed in the new model The model ensures that learning needs are being adequately addressed At best, the new model has an aim of mastering the skills The old approach is haphazard and informal It does not provide an adequate way of measuring the overall success of training Provided during the training Instructor-led training offers a greater assurance that correct information is being imparted Feedback is structured and is given at every phase in the model The feedback structure ensures that every aspect of the instruction is addressed. The new model allows for job tasks to be assessed at regular intervals Regular assessments can show up areas for improvement for employees or tasks Both models allow learned material to be applied in the work environment The new model allows for debriefing sessions 12

Knowledge, Skills, Attitudes/ Personal characteristics

Structure of learning

Verbal & Visual Presentations

Feedback

Feedback is meaningful as it is in direct relevance to job tasks

Job Tasks

Integration

Debriefing

Taylor-made Employee Training and Development Instructional Model References

Isman, A. (2011). Instructional Design in Education: New Model. Turkish Online Journal of Educational Technology , 10 (1). Malone, S. (2003). Learning About Learning: An A-Z of Training and Development Tools and Techniques. London, UK: Chartered Institute of Personnel and Development. Merrill, D. (2002). First Principles of Instruction. Educational Technology, Research and Development , 50 (3), 43-59. Molenda, M. (2003). In Search of the Elusive ADDIE Model. Retrieved March 18, 2014, from International Society for Performance Management: http://iptde.boisestate.edu/FileDepository.nsf/bf25ab0f47ba5dd785256499006b15a4/6 93b43c6386707fc872578150059c1f3/$FILE/Molenda_03.pdf Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-Design Theories and Models Volume III: Building a Common Knowledge Base. New York, USA: Taylor and Francis. Schank, R. (1992). Goal-Based Learning. Retrieved March 11, 2014, from Cogprints: Cognitive Sciences ePrint Archive: http://cogprints.org/624/1/V11ANSEK.html Shibley, I. A. (2011). Designing a Blended Course: Using ADDIE to Guide Instructional Deisgn. Journal of College Science Teaching , 40 (6), 80-85.

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Taylor-made Employee Training and Development Instructional Model Personal Reflection This exercise has afforded me the opportunity to think critically about the different models of instruction. Most have similar underlying characteristics as it relates to understanding learning needs, identifying goals and objectives. They all have one common goal of promoting effective instruction by using appropriate strategies in the process.

I was also forced to review various concepts learned in this programme to facilitate my completion of this assignment. This process has helped to cement the knowledge imparted during this programme and has also forced me to exercise my cognitive structures to call upon the knowledge and skills that I have honed throughout my years in my organization and throughout my studies, for example, the use of scholarly resources.

My thinking is extended to my current work environment and has allowed me to think critically about our existing strategies of training our own employees as well as those in the wider public service. Our strategies are not consistent and thus contribute to some of the glitches that we have been experiencing in our core functions.

To this end, this assignment was effective in assisting with my knowledge development about the course as well as helping me to think about ways in which I can improve the effectiveness and efficiency of my department.

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