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Making Good Choices About Training and Education. Steve A. Hicks, Ed.D. University of North Carolina School of Public Health Office of Continuing Education [email protected] Job Expectations. Feedback. Motivation/Incentives. Environment & Tools. Knowledge & Skills.

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making good choices about training and education

Making Good Choices About Training and Education

Steve A. Hicks, Ed.D.

University of North Carolina

School of Public Health

Office of Continuing Education

[email protected]

is training the solution

Job Expectations

Feedback

Motivation/Incentives

Environment & Tools

Knowledge & Skills

Is Training the Solution?

Performance

evidence workplace performance
Evidence: Workplace Performance
  • Do I know what is expected of me at work?
  • Do I have the resources and materials to do my job right?
  • Do I have the opportunity to do what I do best every day?
  • In the last 7 days have I received recognition or praise for doing good work?

Buckingham & Coffman, 1995

evidence workplace performance4
Evidence: Workplace Performance
  • Does my supervisor or someone at work, seem to care about me as a person?
  • Is there someone at work who encourages my development?
  • Do my opinions seem to count?
  • Does the mission/purpose of my company make me feel my job is important?
evidence workplace performance5
Evidence: Workplace Performance
  • Are my co-workers committed to doing quality work?
  • Do I have a best friend at work?
  • In the last 6 months, has someone at work talked to me about my progress?
  • In the last year, have I had opportunities at work to learn and grow?
a strong case
A Strong Case
  • 1,2,3,4,5,6 have the strongest correlation to organizational performance
  • 1,2,3,5,&7 have the strongest correlation to job satisfaction and retention
  • How many relate to lifelong learning?
opportunities for workplace training and development
Opportunities for Workplace Training and Development
  • Individual training
    • Classroom
    • Self-paced learning (e.g., CBT)
    • Simulations (e.g., drills)
  • Performance Development Plans
  • Orientation/On-the-job training
  • Coaching/Mentoring
  • Project work
first consider the goal and gap

Where

you

want to be

Where

you are

First Consider: The Goal and Gap
so where are you headed
So Where Are You Headed?

“If you don’t know where you are going, then any road will take you there.”–Lewis Carroll

how do you decide about training
How Do You Decide about Training?

Style

MPG

Power

Environmentally

friendly

would you buy a car from these guys
Would You Buy a Car from These Guys?
  • How about buying training from them?
vehicle body type
Vehicle Body Type
  • Training Format:
    • Will it accommodate you and your plans?
    • Degree or non-degree?
    • Classroom or online?
engine and horsepower
Engine and Horsepower
  • Instructor:
    • Does s/he have:
      • Experience?
      • Depth of knowledge?
      • Ability to communicate?
      • Energy and enthusiasm?
  • Objectives / Competencies
vehicle parts
Vehicle Parts
  • Content
    • Is it plain, clear, need-to-know information?
    • Is there not too much and not too little?
    • Integrated?
vehicle service
Vehicle Service
  • Learner Support:
    • Do they stand behind their products?
    • Is there truth in advertising?
    • Where do you go to get service?
    • Are they reliable? Convenient?
vehicle safety
Vehicle Safety
  • Standards/ Certification:
    • Is content reviewed by experts?
    • Do they meet standards?
    • Is information accurate? From a credible source?
tires
Tires
  • Learner Interaction:
    • Does it smoothly move you to action?
    • Is it engaging?
test drive
Test Drive
  • Sample
    • Course materials
  • Practice:
    • Are there opportunities for practice?
paint and trim
Paint and Trim
  • Materials and Resources:
    • Are they up-to-date?
    • High quality?
    • Available when you need them?
ac heating systems
AC/Heating Systems
  • Atmosphere:
    • Is the facility comfortable?
    • Are beverages and appropriate meals provided?
fuel and oil
Fuel and Oil
  • Assessment and Measurement:
    • Are evaluations from other learners available?
brakes
Brakes
  • Breaks:
    • Do you get a chance to stretch?
    • Ask questions?
    • Is the content taught at a reasonable pace?
price considerations
Price Considerations
  • Cost:
    • What are the total costs of investment in terms of time, energy, effort, money?
considerations for training
Considerations for Training
  • Course Overview/Expectations
  • Learning Objectives/Competencies
  • Assessment and Measurement
  • Resources and Materials
  • Learner Interaction
  • Course Technology
  • Learner Support
  • Accessibility

www.qualitymatters.org

how to avoid buying a lemon
How to Avoid Buying a Lemon
  • Seek assistance
    • University
    • Practitioners
    • Instructors
  • Review content
  • References
  • Sample
  • Standards

Train.org

summary
Summary
  • Goals—Will it get you there?
  • Resources & constraints
  • Make informed decisions
  • Will it make you a better and safer driver?
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