Training and Development: The Intersection of Communication and Talent Development in the Modern Workplace
Author(s): Jason S Wrench, Danette Johnson, Maryalice Citera
Edition: 1
Copyright: 2015
Pages: 566
Training and Development: The Intersection of Communication and Talent Development in the Modern Workplace highlights the amazing world of training and development (T&D) while exploring the two basic factors (training and performance improvement) related to it. Written by a unique combination of authors with education, communication and industrial/organizational psychology backgrounds, Training and Development is an informative, scholarly, and practical publication for undergraduate courses and professional use.
Training and Development: The Intersection of Communication and Talent Development in the Modern Workplace:
- Pays special attention to the factors of human communication (both instructional and organizational communication) within T&D.
- Emphasizes communication as the central driving force for training and human performance improvement.
- Presents best practices and strategies modern T&D professionals have developed for both creating and delivering training programs and performance improvement interventions.
- Provides an overview of the modern T&D field, its major organizations, key luminaries, and best practices used by today’s T&D professionals.
- Fuses practical information with scholarly research to help the reader understand and fine-tune best practices.
- Is practical! The publication and its accompanying website provide many ideas and downloadable tools (worksheets, templates, etc.) that readers can use to create T&D projects.
CHAPTER 1: Workplace Learning
Learning Objectives
Basic Terminology
Training
Education
Workplace Learning
Human Performance Improvement
Organizational Development
Instructional Communication
The Evolution of a Field
Training in the Ancient World
Training after the Industrial Revolution
Training in the 21st Century
The Training and Development of Professional
Factors Influencing T&D Today
The Business Case for Workplace Learning
Summary
Chapter Takeaways
Chapter 1 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 2: How People Learn
Learning Objectives
Benjamin Bloom’s Three Domains of Learning
Cognitive (Knowledge)
Psychomotor (Skill)
Affective (Attitude)
Concluding Remarks on the Three Domains of Learning
Basic Learning Theories
Adult Learning Theory
Behavioral Learning Theories
Knowledge Acquisition and Information Processing Theory
Constructivist Approach to Learning
Motivation Theories
Rhetorical-Relational Goals Theory of Instructional Communication
Summary
Chapter Takeaways
Chapter 2 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 3: Analysis Phase
Learning Objectives
Instructional Systems Design
Analysis Beginnings
Four Stages of Needs Assessment
Business Needs
Performance Needs
Learning Needs
Learner Needs
Needs Assessment Process
Conduct External and Organizational Scan
Collect Data to Identify Business Needs
Identify Possible Interventions
Talking to a Client
Training vs. HIP—When Clients Don’t Know What They Need
Collect Data to Identify Performance, Learning, and Learner Needs
Three Levels of Analysis
The Data Collection Process
Analyze Data
Deliver Data Analysis and Feedback
Executive Summary
Organizational Overview
Business Environment
Financial Analysis
Action Plan
Transition to Design
Summary
Chapter Takeaways
Chapter 3 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 4: Design Phase
Learning Objections
Starting with Learning Objectives
Revisiting the KSAs
Criterion-Referenced Objectives
SMART Objectives
Designing Sequential Learning
Mapping the Big Picture
Context Design Matrix
Course Design Matrix
Design Deliverables
Budget Request
Course Objectives
Course Description
Project Plan
Instructional Materials/Aids
Facility/Technology Check-Off List
Deliverable Agreement
Working with Subject Matter Experts
Content-Based Criteria
General Skills Criteria
Summary
Chapter Takeaways
Chapter 4 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 5: Communication Training
Learning Objectives
Selling the Importance of Communication to the C-Suite
Two Levels of Communication Training
Communication Skills Training
Cognitive Training
Summary
Chapter Takeaways
Chapter 5 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 6: Development Phase
Learning Objectives
Starting with Research
Selecting a Topic
Getting Background Information
Using the Internet
Using the Library
Using a Subject Matter Expert (SME)
Keeping a Record of Materials
Organizing Training
Introductions
Body
Summary
Chapter Takeaways
Chapter 6 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 7: Creating Instructional Materials
Learning Objectives
Phase One: Develop Products
Lesson Plans
Facilitator Guides
Participant Workbooks
The Special Case of eLearning
Phase Two: Piloting and Revising Products
Why Pilot Test
Creating the Pilot
Evaluate Pilot
Identify Necessary Revisions
Revise Training Program and Repeat
Assessment of Project Development
Phase Three: Finalizing the Program
Copyright and the Training Professional
Literary Works
Graphics
Motion Picture and Audio Works
Off-the-Shelf Training
Summary
Chapter Takeaways
Chapter 7 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 8: Creative Training Techniques
Learning Objectives
Presentations
Demonstrations
Reading
Drama
Improvisation
Survival Problem Solving
Script Writing
Discussions
Cases
Art
Playlikes
Role Plays
Role Reversals
Video Feedback
Games
Crosswords and Other Puzzles
Card Games
Relays
Board Game Adaptations
Game Show Adaptations
Computer Games
Simulations
Participant Directed
Skill Centers
Teaching Teams
Self-Analysis
Participant Events
Icebreakers
Energizers
Audience Response Systems
Closers
Summary
Chapter Takeaways
Chapter 8 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 9: Implementation Phase
Learning Objections
Training vs. Facilitating
Basic Communication Skills for Trainers
Oral Communication for Trainers
Nonverbal Communication for Trainers
Myths about Using Presentation Aids
Types of Presentation Aids
Tips for Creating Presentation Aids
Tips for Effectively Using Presentation Aids
Basic Tips for Presentational Speaking
Preparing Content
Preparing to Present
Handling Questions
Pike and Arch’s (1997) Dealing with Difficult Participants
The Latecomer
The Preoccupied
Cell Phone Users
The Prisoner
The Introvert
The Elder
The Domineering
The Know-It-All
The Skeptic
The Socializer
The Apple Polisher
The Bored
The Confused
The Unqualified
The Sleeper
The Substance Abuser
Summary
Chapter Takeaways
Chapter 9 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 10: Evaluation Phase
Learning Objectives
Conducting a Training Evaluation
Step 1: Needs Analysis
Step 2: Measurable Learning Objectives
Step 3: Outcome Measures
Step 4: Evaluation Strategy
Step 5: Execution of Evaluation
Don Kirkpatrick’s Four Levels
Level 1: Reaction
Level 2: Learning
Level 3: Behavior
Level 4: Results
Level 5: Return on Investment
Jack Phillips’ Evaluation Model Steps
Choosing Appropriate Evaluation Outcomes
Evaluation Designs
Validity
Types of Designs
Statistics for WLP Professionals
Describing Results
Understanding Differences
Understanding Relationships
Summary
Chapter Takeaways
Chapter 10 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 11: Learning Transfer
Learning Objectives
The Learning Transfer Problem
What Is Learning Transfer?
Where Is the Problem?
The Learning Triangle
Wick, Pollock, Jefferson, and Flanagan’s Six Disciplines of Breakthrough Learning
Define (Outcomes)
Design (Complete Experience)
Deliver (for Application)
Drive (Follow Through)
Deploy (Performance Support)
Document (Results)
The Learning Organization
Organization
People
Knowledge
Technology
Learning
Knowledge Management
What Is Knowledge Management?
Effective Knowledge Management
Summary
Chapter Takeaways
Chapter 11 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 12: The Special Case of eLearning
Learning Objectives
Defining eLearning
What Is eLearning?
Computer-Based Training (CBT)
Web-Based Training (WBT)
Types of eLearning
Asynchronous eLearning
Synchronous eLearning
eLearning Myths
All Classroom Training Can Convert to eLearning
All You Need Is a Good Authoring Tool
eLearning Must Be Fun
When Employees Don’t Finish eLearning, the Courses Must Be Bad
Getting the Technology to Work Is the Hard Part
eLearning Saves Money
eLearning Is for Anyone, Anywhere, Any Time
eLearning Is Quick to Create
eLearning Is Not as Effective as Face-to-Face Learning
eLearning Is Just a Fad
Tools for eLearning
Proprietary Software Packages
Open Source Software Packages
Social Learning Platform
Clark and Mayer’s Eight Principles of eLearning Design
Multimedia Principle
Contiguity Principle
Modality Principle
Redundancy Principle
Coherence Principle
Personalization Principle
Segmenting Principle
Pretraining Principle
mLearning
Summary
Chapter Takeaways
Chapter 12 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 13: Human Performance Improvement and Coaching
Learning Objectives
Definitions of Key Terms
Performance Consulting
Four Key Performance Consulting Roles
Wrench’s Model of Human Performance Improvement
Environmental Scanning
Gap Analysis
Root Cause Analysis
Intervention Selection
Change Management
Intervention Evaluation
Closing the Loop: Repeat as Necessary
Summary
Chapter Takeaways
Chapter 13 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 14: Managing the Learning Function
Learning Objectives
Aligning Learning with Strategic Business Objectives
Keys to Managing the Training and Learning Function
Model of Strategic Business Alignment
Business Drivers
Challenges to Business Success
External Drivers of Change
The Role of a Learning and Development Manager
Necessary Interpersonal and Professional Skills
Summary
Chapter Takeaways
Chapter 14 Exercises
Discussion Questions
Exercises
Key Terms
References
CHAPTER 15: Workplace Learning and Performance Professionals
Learning Objectives
ASTD Competency Model for Training and Development Professionals
Certified Professional in Learning and Performance (CPLP) Designation
Becoming a Lifelong Learner
Join Professional Associations
Reading Relevant Magazines, Journals, and Books
Ethical Standards
Understanding the Future of Training
Increased Accountability
Increased On-Demand Training Programs
Increased Use of Micro-Modules
Increased Use of Blended Learning
Increased Evidence-Based Practices
Increased Social Learning Practices
Increased Professionalization of the Field
Increased Importance of Technology
Increased Use of Simulations and Serious Games
Increased Expectations with Fewer Resources
Summary
Chapter Takeaways
Chapter 15 Exercises
Discussion Questions
Exercises
Key Terms
References
APPENDIX A: Project Management for Training and Development Professionals
Project Management Basics
What Is a Project?
What Is Project Management?
Project Management Lifecycle
Project Initiation
Project Planning
Project Execution
Project Closure
Summary
References
APPENDIX B: Conflict Management Skills Training
Facilitator Guide
Index
Jason S Wrench
Jason S. Wrench (Ed.D., West Virginia University) is an associate professor and chair of the Communication Department at the State University of New York at New Paltz. Dr. Wrench has published numerous books on a variety of communication topics: Intercultural Communication: Power in Context, Communication, Affect, and Learning in the Classroom (2000, Tapestry Press), Principles of Public Speaking (2003, The College Network), Human Communication in Everyday Life: Explanations and Applications (2008, Allyn & Bacon), Quantitative Research Methods for Communication: A Hands-On Approach (2008 & 2013, Oxford University Press), The Directory of Communication Related Mental Measures (Summer 2010, National Communication Association), Stand Up, Speak Out: The Practice and Ethics of Public Speaking (2011, Flat World Knowledge), Communication Apprehension, Avoidance, and Effectiveness (2013, Allyn & Bacon), Training and Development: The Intersection of Communication and Talent Development in the Modern Workplace (2014, Kendall Hunt), and Organizational Communication: Theory, Research, and Practice (2015, Flat World Knowledge). Dr. Wrench has also edited a number of books: Casing Organizational Communication (2011, Kendall Hunt), Workplace Communication for the 21st Century: Tools and Strategies that Impact the Bottom Line: Vol. 1. Internal Workplace Communication, Vol. 2. External Workplace Communication (2013, both with Praeger), and Casing Public Relations (2014, Kendall Hunt). Dr. Wrench was the editor of the Ohio Communication Journal from 2005 to 2007, served as an associate editor for Communication Research Reports from 2007 to 2010, and has been on the editorial board of numerous academic journals. Furthermore, Dr. Wrench has published over 30 research articles that have appeared in various journals: Communication Quarterly, Communication Research Reports, Education, Human Communication, Journal of Homosexuality, Journal of Intercultural Communication, Southern Communication Journal, The Source: A Journal of Education, and The NACADA Journal (National Academic Advising Association).
Danette Johnson
Danette Ifert Johnson (Ph.D., Northwestern University) is a professor in the Department of Communication Studies as well as Vice Provost for Academic Programs at Ithaca College. Dr. Johnson’s research and teaching interests center on interpersonal communication, specifically interpersonal influence, and how people use language to gain resources and manage positive relationships with others. In addition to her graduate work in communication, she holds an M.A. in educational psychology from West Virginia University. Dr. Johnson was formerly on the faculty at West Virginia Wesleyan College and Texas Tech University.
Dr. Johnson has published over 35 peer-reviewed academic articles and book chapters in outlets including: Communication Education, Communication Quarterly, Communication Research, The Review of Higher Education, Journal of Language and Social Psychology, Numeracy, and Progress in Communication Sciences. She is also a co-author of Stand Up, Speak Out: The Practice and Ethics of Public Speaking (2011, Flat World Knowledge). Dr. Johnson has served on editorial boards of numerous academic journals, including the International Journal of Listening, Communication Research Reports, and the Journal of the Association for Communication Administration.
She has been an active member of the Eastern Communication Association for over two decades, serving as that organization’s President (2013–14), Executive Director (2004–07), and as program planner for the organizational, instructional, nonverbal, and interpersonal communication interest groups.
Maryalice Citera
Maryalice Citera (Ph.D., Purdue University) is an associate professor in the Department of Psychology at the State University of New York at New Paltz. Dr. Citera specializes in the field of Industrial and Organizational Psychology. Her research and teaching interests center on applying psychology to understanding workplace attitudes and behaviors. Dr. Citera teaches undergraduate and graduate courses on work motivation, teamwork, leadership, and the basics of organizational psychology. She also teaches a seminar on the Psychology of Emotion. Dr. Citera’s research interests focus on understanding the intersection between work motivation and emotion in particular how individuals anticipate and respond to task situations.
Her current research examines the role of anticipatory emotions in goal setting, procrastination, and self-efficacy. Her research also examines the role of gender in leadership and negotiation. She has published more than 15 articles in peer-reviewed academic journals and book chapters including: Research in Organizational Behavior, Leadership Quarterly, Journal of Organizational Behavior Management, and the Journal of Business and Psychology.
She has served as a consultant for both private industry and governmental agencies, primarily conducting program evaluations, attitude surveys, and statistical analyses.
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