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LERNING & DEVELOPMENT, HR roles: align L&D with org. strategy…

- - - - SYSTEM THINKING
        
        is a conceptual framework that makes patterns clearer
        
        helps see how things interrelate and how to change them
      - MENTAL MODEL
        
        are our deeply ingrained (thấm nhuần) assumptions (tư tưởng) that influence how we understand the world and how we take action
      - PERSONAL MASTERY
        
        is the highest level of proficiency in a subject or skill area
      - TEAM LEARNING
        
        aligning & developing the team capacity to create results its member desires
      - SHARED VISION
        
        is a look into the future that fosters (nuôi dưỡng) genuine (thành thật) commitment
        
        is shared by all who need to possess it
      - All 5 discipline adopts --> :check: a LEARNING CLIMATE
        
        learning is competency-based & tie (gắn liền) to business objective
        
        how to learn, NOT what to learn
        
        Continuously develop KSA
        
        People takes responsibility for their own learning
        
        Learning is match to people learning preferences
        
        is a part of work and JD
        
        Leaders are designer, stewards, and teacher
    - - INDIVIDUAL LEARNING
        
        occurs mainly through experience and lesson learned
        
        as self learning, classes/seminar/ technology-bases instruction
      - GROUP LEARNING
        
        occurs through the Increase of KSA accomplish with group or team
      - ORGANIZATIONAL LEARNING
        
        begins through shared insights of individual & group --> build on past organizational memory as policies, strategies and models
      - CULTURE:
        
        Recognize the importance of learning
        
        learning is continuous process that run parallel (song song) to work
        
        Creativity focusing
        
        reward to individua and group learning
        
        Quality & continuous improvement drive the org
        
        Well defined core competencies
    - - 3 TYPES
        
        EXPLICIT KNOWLEDGE
        
        Easy to articulate, write down and share
        
        IMPLICIT KNOWLEDGE
        
        The applicant of explicit knowledges
        
        e.g skill transfer form one to other
        
        TACIT KNOWLEDGE
        
        Gained from personal experiences that is more difficult to express
      - 2 SYSTEMS
        
        TECHNOLOGY-BASED SYSTEM
        
        great way to retain explicit knowledge but ineffective for tacit
        
        SOFTER SYSTEM
        
        include meeting or other activities to share knowledge ad help people connect with others
        e.g post-project “lessons learned,” job sharing, cross-training, mentoring, shadowing, Internet messaging, various social media applications, or communities of practice (CoPs)
        
        e.g. Stay interviews, exit interviews, and alumni networks
        
        may also include the use of knowledge maps or knowledge cafés.
        
        Knowledge map
        
        Virtually represent the inventory of kwowledge and where it is spread through org --> identify bottlenecks, risks, and opportunities for the organization
        
        Knowledge cafe
        
        a process introduces individual from across the org --> they share knowledge and experience
        
        informal don't require specific expertise for running
      - STRATEGY
        
        Set the stage for creation of knowledge management system
        
        Success depends on
        
        A culture and structure that champions knowledge sharing and learning
        
        Proper planning, design and evaluation
        
        Effective knowledge-sharing practices
        
        Adequate (cân xứng) financing and sound financial management
        
        Sustained leadership support.
- - - - SELF-CONCEPT: Moves from being dependent personalities --> toward being self-directed human being
      - EXPERIENCE: they accumulate a growing reservoir (kho, hồ chứa) of experience that becomes an increasing resource for learning
      - READINESS TO LEARN becomes oriented increasingly to the developmental tasks of their social roles
      - ORIENTATION TO LEARNING: time perspective changes from postponed application of knowledge to immediate applicability, and, accordingly, their orientation toward learning shifts from subject-focused to problem-focused.
      - MOTIVATION TO LEARN becomes increasingly internal.
      - "UNLEARN TO LEARN": hey are often entrenched in how they approach experiences and other learning interventions --> accept the fresh perspective & embrace new way to do thing
    - - Adult want to focus on "real world" issue
        :check: Apply: Show how learning can immediately transfer back to the job
      - Emphasis on how the learning can be applied and desired
        :check: Apply learning to current and future need
      - Adult learner will come with goals and expectations
        :check: L&D Discover the employee's expectation at the onset of any L&D initiative and address those that will not be covered
      - Adult debate the challenge of ideas but keep disagreements unheated
        :check: L&D creates safe learning environment
      - Adults will wish to be resources to you and to each others
        :check: L&D take the knowledge and experience of the person into account
      - Adult seek out a learning experience because thay have a need for the knowledge or skill being taught
        :check: L&D explains the WIIFM (what's in it for me) concept. Apply L&D experience to current & future need
      - Adult expects to be listened to and have their opinion respected
        :check: L&D promote collaborative learning environment, allow participants to receive feedback from instructor & peers
    - - Learning retention rate
        
        Lecture/teaching: 10-20%
        
        Reading: ~20%
        
        Demonstration: ~30%
        
        Discussion: 40-50%
        
        Practice by doing: 80%
        
        Immediate use of learning: 90%
      - Active learning stimulates kích thích cognition nhận thức and the use of higher-level thinking skills like analysis, evaluation, and synthesis tổng hợp
  - - - ANALYSIS OF NEEDS
        
        3 TECHNIQUES
        
        INTERVIEW with stakeholder at all levels --> identify need, indepth-information, ideas --> get buy in and support
        
        OBSERVER and witness the actual condition surrounding problem --> clear & realistic impression and insights
        :check: a valuable technique
        
        SURVEY are org world wide tool
        
        3 LEVELS
        
        ORGANIZATION
        
        Definition: Identify KSA need in the future
        
        Where is training needed? What are the condition under which training will be conducted
        
        TASK
        
        Definition: Compare job requirement to employee knowledge & skill --> identify improvement areas
        
        What need to be taught? What must be done to do the job effectively
        
        INDIVIDUAL
        
        Definition: How people perform their work? sometime via performance review
        
        Who should be trained? what kind of training do they need?
        
        CULTURE INFLUENCE
        
        LOW POWER DISTANCE
        
        Decide learner based on developmental needs or skill differiences
        
        Choose indivudal/group training based on performance evaluation & specifict developmental specific
        
        Conduct analysis participatively
        
        HIGH POWER DISTANCE
        
        Decide learner based on group membership
        
        not express the individual/group skill of developmental needs
        
        Less effective if conducted participatively
        
        Reluctant miễn cưỡng discuss and sharing to other due to causing them lose face
    - - CULTURE IMPLICATION PER PRINCIPLE
        
        PRACTICA, REAL WORLD ISSUE
        
        Many culture value training is intensive, abstract & conceptual, not practice
        
        ACTIVE INVOLVEMENT
        Learner expect to lectures. They think the host who ask question or rely on discussion is ineffective or less credible (tin cậy)
        
        INDIVIDUAL GOALS & EXPECTATION OF TRAINING
        
        In some culture, the team's goals is more importance than individual goals
        
        ACTIVE PARTICIPATION, LIVELY DEBATES, EXCHANGE OF IDEAS
        
        This type may be perceived as disrespectful & discruptive to host
        
        SITUATION AND PROBLEM-FOCUSED LEARNING
        
        Most of world favor a topic instead of situation or problem
        
        ABILITY TO DIRECT THEIR OWN LEARNING
        
        In some culture, this task if handle by lecture
      - LEARNING GOALS & OBJECTIVES
        
        a succinct statement of the training goals
        
        corresponding objective what participant will do and learn
        :check: HR makes sure that program objectives include the acquisition of both knowledge and the skills for which this knowledge is required
      - DELIVERY APPROACH
        
        Self-direct study
        
        Instructor-led training
        
        On the job training
        
        Blended learning
      - TRANSFER PLANNING: 30-60-90 days action plan linked to enhance job performance includes
        
        A clear definition of objective
        
        Specific deliverables
        
        Discrete (adj riêng biệt) themes for each plan stage
        
        A clear set of activities with dates
        
        A simple scorecard --> measure achievement
      - BLOOM TAXONOMY CITES dẫn chứng
        :check: A higher level of Learning
        
        REMEMBERING (knowledge)
        
        UNDERSTANDING = Comprehension
        
        APPLYING = Application
        
        ANALYZING = Analysis
        
        EVALUATING = Evaluation
        
        CREATING = Synthesis
    - - TYPLE OF LEARNING ACTIVITIES
        
        Cased studies
        
        Round robin &Hot Potato brainstorming, debating
        
        Roles play
        
        Simulation
        
        Fishbowl activities
        
        T-group sensitive training
        investigate & explore pattern mô hình of authority
        
        Structure exercise
      - DELIVERY TOOLS
        
        E-learning: either synchronous or asynchronous
        
        Learning portal
        
        LMS
        
        Webinar (Web conferencing: live meeting via internet; web conference: connect individual computer via internet)
        
        Mobile learning
        
        Virtual world sumulation
        
        Social media
    - - PILOT TESTING
        provide useful feedback and identify potential content or deployment problems before program launch
        
        Are offered in a controlled environment to a segment of the target audience to identify potential problems and assess initial effectiveness
        
        Evaluation:
        
        Level on content details & sequencing
        
        Selected learning activities effectiveness & culture appropriateness
        
        Time allotted to key activities
        
        Physical space: usability & potential constraints
        
        Whether content & design meets intented objective
      - INSTRUCTOR SELECTIONS
        Difficult to find all required characteristics in one individual --> pairing facilitator
        
        is a critical aspect of classroom training
        
        Instructor selections process include
        
        Training expertise
        
        Subject matter expertise
        
        Consulting skills
        
        Credibility with the local audience
        
        Qualification, education and certification
        
        Cultural familiarity
        
        Communication & leanguage expertise
      - LOGICTICAL CONSIDERATION
        in presenting training
        
        Time zone, holidays, flexible work schedule, shifts, conflicting organizational events, technological challenges, and resource limitations (trainer, room avalability) --> :check: Modify & adjust rollout & delivery plan
        
        Consideration for class room and single location
        
        Location
        
        Equipment & environment concerns
        
        Space requirement & facility availability
        
        Security clearance to access training space
        
        Technical requirement (internet, bandwidth băng thông, firewalls
        
        Travel/transportation consideration
        
        Seating arrangement
        
        Constraints hạn chế (schedule, workload, productivity
        
        Consideration for remote & multiple-location
        
        number of participant at each location
        
        Equipment & technical support at each location
        
        Time zone
        
        Translator
        
        Scheduling & org constraints (shift, workload)
    - - Evaluation effect can:
        
        Determine whether program archived its objectives
        
        Identify best practice, strength & weaknesses
        
        Help to access the cost-benefit ratio
        
        Which benefit participants most & least
        
        Gather data --> designing & marketing future program
        
        Determine whether content & method ware appropriate
        
        Establish database of information --> assist future strategy
      - Indicator: Participant reactions, retention of new information, application of new procedures, changes in behavior on the job, and changes in organizational performance
      - 4 LEVEL OF TRAINING EVALUATION
        
        level 1: REACTION
        
        How they feel?
        
        By: Checklist, questionnaire, interview
        
        level 2: LEARNING
        
        How they change KSA?
        
        Be post/pre test (with/wo control group)
        
        level 3: BEHAVIOR
        
        How they change behavior
        
        By: performance test, critical incident, 360 degree feedback, simulations, observation
        
        level 4: RESULTS
        
        How program affected org goals
        
        By: Return on stakeholder expectation, ROI analysis, progress, performance appraisal
        :check:ROI % = (program benefit - total incurred cost)/total incurred cost
  - - - ON THE JOB TRAINING OJT
        :check: Relevant to the job & "just in time", Relies on and take advantage of real environment, immediate feedback by manager/peer, works both individual or small group, gradual buildup tích tụ dần dần skills needed
        :red_cross: Difficult to schedule, potential safety issue, distracting
        gây sao nhãng to coworker, time & resource intensive, need expert's demontradation and feedback, performance may dip lao xuống if unsupervised
      - JOB ROTATION
        :check: Learn new skills, employee stay fresh & engage, helps other team member
      - SIMULATION
        :check: practice skill and knowledge,(might based on a potential future promotions or transfer, or general development program)
  - - - Advantage:
        
        Widely & quickly deliver information
        
        Assists globalization efforts through virtual communication
        
        Keep information consistent and current
        
        flexibility schedule
        
        Allow choice of synchronous/asynchronous method
        
        Repeat to training
        
        Simulation and high-level training & testing
        
        Lower cost than physical training
      - Disadvantage:
        
        technology constraints hạn chế
        
        Intellectual property & electronic security
        
        Developer and technical staff
        
        Can dropout & noncompletion rate
        
        Online support for technophobic learner
        
        Need invest more time to have meaningful learner's interaction
        
        Might high cost of development & other start up
        
        May difficult for content revision & changes
- - - - INCLUDE
        
        EMPLOYEE PROFILE
        
        CAREER GOALS & OBJECTIVE: desire position & time frames
        
        DEVELOPMENT OBJECTIVE statement of employee career goals & objectives
        
        T&D INTERVENSION: activities will pursue with estimated & actual completion date (often refer to training)
        
        OUTCOMES: measurement & assessment
        
        SIGNATURE & DATE
      - details an employee’s intentions and learning outcomes as well as the support necessary to meet the employee’s tangible growth goals
  - - - PROMOTION may involve increase pay
        
        higher grade of new & different duties, or
        
        increase responsibilities & the acquisition of KSA in the same line of work
      - DEMOTION
        
        move an underqualified employee to a more suitable position
      - TRANSFER with no salary adjustment
        
        moving an individual to a different position at the same pay grade and with the same amount of responsibility
      - RELOCATION & INTERNATIONAL ASSIGNENT
      - DUAL CAREER LADDERS allow employees to remain in their chosen careers with expanded career opportunities and pay raises effective to employees who may have particular technical skills and/or education but not interested in or suited to a management or supervisory track
    - - Formal mentorship
        
        Connect to org's strategic business objective
        
        Develop in response to a specific org issue or development need
      - Informal mentorship
        
        Less structure approach, more spontaneous tự phát manner by mentee self-selecting.
- - - - COMMON TYPES
        :check: Personality assessment
        :check:Manager assessment
        :check: Competency-based interview
        :check: Skill gap analysis
        :check:360-degree assessment
        :check: 180-degree assessment
        :check: Skill assessment center
        :check: Certifications
        :green_cross: Personality assessment
      - LEADER COMPETENCES
        
        LOWER LEVEL (within sole unit)
        
        Administering and managing within existing policies and structures
        
        Translating organizational goals provided by superiors into more immediate tasks, plans, and responsibilities
        
        Addressing the obstacles to progress at this level using existing organizational mechanisms and contingencies
        
        MIDDLE LEVEL (multiple units)
        
        Extrapolating ngoại suy and putting into operational terms new structures and policies derived by top organizational leaders
        
        Leading multiple organizational units (managing other lower-level managers)
        
        Performing requirements including operational planning and the coordination and integration of actions across multiple functional units
        
        HIGH LEVEL
        
        Conducting long-range strategic assessment and planning
        
        Communicating a vision or plan for organizational progress and growth
        
        Managing relationships with external stakeholders
        
        Implementing organization-wide structural and policy changes
        
        Fostering a climate that motivates high performance across the organization
    - - INVENTORY
        
        inventories measure sets of leadership styles, skills, and strengths, either as part of 360-degree assessments or as solely self-administered tests
      - Leadership Work samples, Simulation, and Assessment center
        
        Situation judgment test (SJTs): candidate choose the best and worst answers, or to place the answers in order from best to worst.
        
        Assessment center& simulation: assessor come together to integrate the ratings and provide an overall assessment score
      - Emotional Intelligent EI assessment tool
  - - - More challenging assignment
        
        Giving challenging positions will force them to identify collaborative resources and to figure out what to do on their own
        
        having challenging goals coupled with high expectations, feedback, adequate levels of ability, and relatively few constraints in the work environment.
      - RISK MANAGEMENT
        
        Organizations need to be open to accepting the risks and rewards that these types of opportunities present.
        
        Leadership candidates must learn from measured and calculated risks through the various assignments.
      - Real-Life Problem Solving in “Controlled” Environment
        
        giving potential leaders multiple opportunities to tackle real-life problems
      - TRAINING
        
        Formal training is most beneficial when the person needs to know something in order to achieve a result
        
        and has an opportunity to use the new knowledge in a real-life application
      - Action Learning Leadership
        
        adding the opportunity to apply insights immediately in a structured and supportive way