Personal Development Plan

There are many different types of personal development that should be aligned with each individual employee.  A developmental plan that is created for one employee may not be appropriate for another employee.  Every employee has specific skills and qualities that should be part of the developmental plan and as such the developmental activities are as unique as the employee.  For my personal developmental plan there are four different activities that will be incorporated to help refine and reinforce skills for my current role and future roles.  The four types of developmental activities are continuing education, one-on-one mentoring, group seminars, and job enlargement or employee improvement of personal skills (i.e., project management) (Noe, 2010).

Personal development training has the purpose of helping employees build the skill sets they need to do their jobs as proficiently as possible.  Most employee personal development plans are designed to indentify each individual’s strengths and weaknesses as well as hard and soft skills (Pace, 2010).  Effective personal development on the job also increases employee’s confidence, satisfaction with their work, and productivity (Noe, 2010).  Employees who make these positive associations with their jobs are generally more satisfied with their careers because they feel their work has a high degree of value. 

One-on-one mentoring is a part of employee personal development strategies.  Many times mentoring is incorporated into new employee training, in which the new hire is paired with a more experienced staff member.  However, mentoring can be just as beneficial for current employees in which they are paired with a more senior, experienced employee.  The mentor helps with filling in knowledge gaps necessary for one’s roles and responsibilities and helps to provide guidance on goal-setting (Noe, 2010).  Having a mentor outside of my team can help to identify skills that need further refinement and can suggest training courses or proposed projects that will help to reinforce those skills.

Group seminars encourage employees to formulate their own plans that will help them along in their career paths (Noe, 2010).  The different between group seminars and continuing education is that continuing education is specific to the employee and can include training topics such as interpersonal skills along with technical skills for performing the job (Pace, 2010).  Group seminars can be used for employee development for the whole team.  Team can benefit from taking seminars or training together and can further enhance team building skills.  My current team works very well together; however, recently a lot of new employees have joined the team and it would be a good opportunity for each of us to learn more about fellow team members and how we can all effectively interact with each other on projects.

Continuing education is about forming plans that often list an employee’s competencies and shortcomings along with specific steps to improve weaker skills (Noe, 2010).  The continuing education plan can be formulated with me and my manager that will focus on the specific skills that I need to further development.  The education plan includes a timeframe for which to make improvements.  As I participate in continuing education courses, my manager and I will evaluate my progress and can offer feedback (Noe, 2010).  The feedback can include taking more continuing education courses or if my goals are met, taking on added job responsibilities to put into action the skills learned.  This leads to the last activity of job enlargement.  Some of the continuing education courses include further developing my knowledge on adult education, creating effective training courses, and implementing global projects.

Job enlargement is a technique where my or others numbers of job tasks is increased as associated with a certain job.  It is able increasing the scope of one’s duties and responsibilities (Noe, 2010).  By having job enlargement as part of my personal developmental plan, it increases my workforce flexibility, meaning that I am able to perform many different functions that may have been previously done my only one person.  Additionally, job enlargement brings about a feeling of having more responsibility and worthwhile in the organization (Pace, 2010).  Having the opportunity to be able to learn more about my skill set and identify possible additional developmental areas is what employee development plans are all about. While I work in Professional Development & Training, I also work on global scale projects related to training.  Having the opportunity to work on more projects as the project manager, I am able to learn how to be an effective project manager.   Job enlargement is providing new projects that one may not have previously had the chance to work on and experience in their current role. 

Employee development is unique to everyone and there are different activities that are included in one development program that may not be included in another program.  The employee and their manager should develop the right plan together and continue to monitor the employee’s progress throughout the developmental plan.  No matter one’s experience or job title (level) there is always something that employees are able to learn, additional skill sets to master.

References:

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Pace, A. (2010). Unleashing positivity in the workplace. Training and Development, 64(1), 40–44.

Educational Technologies

Technology and advancements in technology are creating changes in the way that education and training are being provided to learners and on the overall development of training programs (Ahmad, 2010).  Many organizations are implementing training programs that leverage technology.  Using technology in a training environment requires collaboration between the training team and the technology team.  However, with the implementation of technology over the last several years, organizations have seen decreased costs associated with developing and delivering training courses (Dede & Palombo, 2004).  There are four selected technologies that have influenced the field of adult education and training.  The technologies are computer-based training (CBT), distance learning, multimedia training, and intelligent tutoring systems (Noe, 2010). 

Computer-based training (CBT) is a more interactive learning experience in which learners use computers that provide content, simulations, and case studies that learners provide responses and then the computer analyzes the results of the learners decisions (Noe, 2010).  Based on the decisions made the computer can provide feedback.  The advantages of CBT are that it is accessible at anytime and anywhere for the learner.  The audience for the course can be broad or specialized based on the desired learning objectives.  Additionally, the training can be delivered to all geographical locations.  The practical application of the content, feedback, assessment of decisions made by the learner, and other features of a classroom setting can be built into the learning environment of the computer training program (Dede et al., 2004).    

Intelligent tutoring systems are an instructional system using artificial intelligence (Noe, 2010).  The tutoring program is a way to structure the learning environment in which the content and instruction being provided to learners is tailored to the learner’s needs.  The tutoring approach focuses on one content domain at a time in which the learner is able to increase their understating of that content area before moving on to the next content area.  ITS can decide, based on the learner’s previous performance, what information to provide to the learner to ensure that they understand the content being presented (Dede et al., 2004).  Finally, self-assessments are provided and based on the results additionally information can be provided for the learner (Noe, 2010).

Distance learning is typically used by organizations that have many different geographical locations in which learning and information needs to be provided to multiple learners that are spread out around the globe (Noe, 2010).  Information about an organization’s products, new products being implemented, policies, and procedures can be provided to learners at the same time using the distance learning feature.  The benefit of using distance learning is that there is a two-way communication between the educator and the learners in the multiple locations (Ahmad, 2010).  There are two types of technology that are involved in using distance learning and they are teleconferencing and individualized, personal-computer-based training.  Distance learning uses various forms of technology that allows the learners to be able to interact with each other and the educator at the same time while being in different locations (Noe, 2010).

Finally, multimedia training is a form of training that uses two different training approaches; one is audiovisual along with computer-based training (Noe, 2010).  Multimedia training programs can incorporate graphics, animation, audio, and visual to help enhance the learning process.  The learner is able to interact with the content as the training is computer-based which helps learners to find a greater connection to the content being presented.  The delivery method for multimedia is flexible as it can be delivered using   video, the internet, or an organizations intranet (Barkley, 2010).  Learners are provided with built-in guidance programs that give the learners immediate feedback. 

The four selected technologies all have the opportunity to continue to influence how individuals learn because the learning can be interactive while being provided at any time anywhere (Barkley, 2010).  Additionally, while conducting the training the learner is able to get immediate feedback and identify where additional training may be required.  Technology is always changing and being updated which means that it will only become more interactive for the learner.  Currently, one disadvantage to online training is that some of it is not interactive for the learner.  Adult learners want to be able to apply previous experience and knowledge to current learning situations (Dede et al., 2004).  With distance learning, multimedia, and intelligence tutoring, these provide more interaction for the learner while incorporating technology into the course.  However, as technology continues to expand the level of interactivity will continue to grow which will continue to motivate the learner.  The technologies selected allow learning to become a more dynamic process for the educator and the learners.  Recently the learning environment has expanded to include greater interaction between learners and the training content which means that technology is helping to expand the environment for which learning can take place. 

References:

Ahmad, N., & Orton, P. (2010). Smartphones make IBM smarter, but not as expected. Training and Development, 64(1), 46–50.

Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.

Dede, C., & Palombo, M. (2004). Virtual worlds for learning: Exploring the future of the "Alice in Wonderland" interface. Threshold: Exploring the Future of Education: 16-20.

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Needs Assessments - Southwest Airlines

Southwest Airlines is an airline committed to their employees and customers.  Their motto is that happy employees make for happy customers, if customers are happy they will continue to fly southwest Airlines (Southwest Airlines, n.d.).  The mission of the airline is to provide employees with a stable work environment that has opportunities for learning and personal growth (development).  Southwest Airlines’ prides itself on their employees and the attitudes that their employees have carries through to their customer service aspects (Southwest Airlines, n.d.). 

To perform a needs assessment for Southwest Airlines, one would first need to get buy-in from key stakeholders.  Southwest Airlines has always been committed to their employees and in that regard the key stakeholders would be senior management of the organization.  Senior management wants to continue to ensure that airline is committed to their employees (Southwest Airlines, n.d.).  If there are things that can be changed to create a better work environment, process or opportunity for learning, senior management wants to know and be able to help implement new ideas.  Additionally, it is vital to get buy-in directly from employees and line managers.  Senior management sometimes is removed from the day-to-day operations and as such it is important to get the views and options of employees themselves along with their managers (Stolovitch & Keeps, 2011). 

There are several questions that would and do need to be considered during the needs assessment.  There are questions that are directed at different levels, such as senior management, line managers, and employees (Noe, 2010).  Southwest Airlines prides themselves on providing learning and development opportunities for their employees.  Therefore, one question that would be addressed to all three levels of employees would be what type of learning and developmental training should be provided?  Employees may have a different idea of what learning is and how it directly relates to their own personal developmental skills than that of senior management (Stolovitch et al., 2011).  Line managers interact with employees and are able to identify strengths and weaknesses for which an employee may or want learning opportunities.  Another question to pose to employees is what type of training and learning would you like to see being offered?  Again, employees may feel that there are training opportunities that are not being offered.  One example from my current organization is writing skills.  Employees at all levels understand that writing effectively is an important aspect of their roles.  As such, they would like to be offered more extensive writing workshops and training courses that focus on the different types of writing that is required.  Senior management may not see writing as a potential learning opportunity and therefore no training is offered. 

Line managers are in a position where they interact with employees all the time and are able to identify where potential learning and developmental opportunities are needed (Noe, 2010).  On the flip side, they have an insight into what senior management wants to achieve as an organization and is the connection between senior management and employees.  Line managers have goals that need to be hit as a department.  For Southwest Airlines, it may be a quality service requirement that lost luggage is returned to customers within 48 hours or something to that extent (Southwest Airlines, n.d.).  The question that would be posed to line managers is how will training and development help to meet the goals of the department while also creating more effective work processes?  Which positions can benefit the most from training or which positions require the most training?  Line managers are able to link training with business goals (Noe, 2010).  Senior management of the airline wants to know that if training funds are being spent how is it providing return for the organization. 

Finally, senior management should have an opportunity to provide feedback and answers to questions during the needs assessment.  Southwest Airlines has already determined that training supports their business strategy.  Happy employees make for happy customers.  Employees that have the chance to learn, develop, and grow within the airline are more likely to stay with the airline while also helping to create a successful business (Stolovitch et al., 2011).  The question I would ask senior management is what treats or concerns need to be considered from their learning and development programs?  Developmental learning is being offered to employees, but are employees then presented with the chance to use what they learned?  Are employees able to move to new positions within the airline?  Are employees able to “climb the corporate ladder” to continue to further their learning and developmental opportunities, if not, are employees leaving for other opportunities at other airlines?

During the needs assessment there are a few documents that will be vital for the assessment.  First, a list of current training courses that are being offered, who the training is offered to, and who has taken the training will all help to see if the training course is beneficial for one department/team or applicable to many (Stolovitch et al., 2011).  Secondly, one may want to know what are the aims or objectives of the current training courses being offered.  The reason for this is to ensure that the content being delivered in the training course aligns with the aims and objectives that have been identified.  It is easy to envision what should be covered in a course.  However, when the training is being developed it may be hard to stay with those objectives and can be easy to get off track. 

The needs assessment can use several different techniques to gather information about the existing learning programs and what potential changes can be captured.  First, distributing a questionnaire will get individuals to start thinking about the current learning and developmental programs and what, if any, potential changes can be made or further developed.  The benefit of using a survey that is that data can be collected from a large number of individuals throughout different locations (Noe, 2010).  To supplement the questionnaire, one could consider conducting focus groups.  The focus groups can be of individuals from the same team/department, different teams/departments, varying levels of employees, etc.  The focus group allows employees the opportunity to expand on information that they may have provided in the questionnaire.  My current organization just recently conducted a focus group for junior-level analysts.  The focus group was only junior analysts as the training team needed to gather information about the current training initiatives and if senior analysts were present it may impact the conversation and feedback that was given.  Southwest Airlines may consider taking a similar approach, in that having focus groups is an opportunity for employees to speak out about what they do and do not like and make potential suggestions.  If employees are not able to speak up during the focus group information that should be received to help with the needs assessment may be missed. 

Finally, one-on-one interviews should be used for members of senior management.  Senior managers are busy and many times have a focused agenda for each meeting they attend.  Having a skilled interviewer, one is able to uncover details of training needs in a shorter time period (Noe, 2010).  The information gathered during the interview can be the starting point for the focus groups.  Senior management will be able to provide their concerns about learning and development, where they see the programs going and the focus of the programs.  In the focus groups, employees are able to weigh in on those thoughts and help to either support what was received in the interview or disagree with the information in the interview.

The needs assessment or analysis phase is important to understanding the aims and objectives or any training program (Noe, 2010).  A successful training program can only be implemented if there is a need for training.  The needs assessment identifies the areas, departments, and employees that either 1) require training or 2) want to be provided developmental learning opportunities.  Training programs may exist; however, it may be targeted at an incorrect group of employees or the content/topics covered in the training are not relevant to the population of employees attending the training.  The needs assessment helps to align who needs, wants or requires training will what is included in the training program (Noe, 2010).       

References:  

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Southwest Airlines. (n.d.). Retrieved March 13, 2013 from www.iflyswa.com.

Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain't training (2nd ed.). Alexandria, VA: ASTD Press.

The Truth About Training

Work environments are changing with new economic times and increased technology.  As such, work environments require that employees have good communication skills, the ability to work in teams of diverse cultures, time-management skills, and the ability to adapt to change, on top of being able to perform necessary job-specific tasks.  Training is a chance for organizations to equip employees with a skill set.  Studies have found that providing employees with training and developmental opportunities, it increases job satisfaction, enhances operational effectiveness and efficiency, and boosts employee motivation (Bradley, 2010). 

Training is not limited to what can be learned in a formal classroom.  Training can and does happen everyday.  Training is about expanding ones current knowledge base and this can be done in either 1) formal classroom training courses and 2) through on the job training (Noe, 2010).  There are several factors that affect training in the workplace.  However one thing is for certain, as these factors change, training in the workplace will never go away (Bradley, 2010).  If anything, training will play a more critical role to ensuring that employees have a base-level understanding of necessary knowledge and skills while being provided with developmental opportunities.  Embrace training with an open mind and a chance to step out of one’s comfort zone to start learning something new.    

The two or three points that summarize the “elevator” speech are that training is not limited to a formal classroom setting.   The most common misconception is that training can only do done in the classroom.  Yet, so many of us learn something through on-the-job activities and work, which is included in the definition of training and development.  Secondly, the skill set of employees is changing as economic times shift and technology is playing a larger role in work related tasks.  Even with these changes, training is still in the forefront for organizations.  The easiest thing for organizations to do it cut expenses and costs related to training.  According to Noe (2010) “such economic times also provide an opportunity for companies to take a closer look at training and development to identify those activities that are critical to supporting the business strategy as well as those mandated by law” (p. 11).  Finally, employees want to know that organizations provide developmental opportunities.  Organizations that invest money in their employees through training and development are more likely to retain those employees for longer.    

References:

Bradley, A. (2010). Shifting away from an employer's market. Training & Development, 64(7), 16–17.

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Welcome

Welcome to my Adult Education Blog.  This blog is dedicated to Adult Educators related to Training & Development Systems.  Here is a chance to others to share ideas, insights, and feedback on the field of Adult Education.  Currently I am working at a financial organization in the Training & Development Team and has allowed me a lot of insight into how training is reflected throughout various organizations.  Thank you for visiting.