L&D Notes

DAC Model of leadership

Direction – Agreement on what the collective is trying to achieve together.

● There is vision, set of desired goals everyone buy in
● Members can easily articulate how what they are trying together is worthwhile.
● People agree on what collective success looks like.

Alignment – Effective integration and coordination of different aspects of the work so that it fits together in service of the shared
direction. Everyone is cleared about each other’s role and responsibilities. Sense of coordination- synchronization
Everybody fit in with each other

Commitment – Success of the collective as the priority rather than individual success.
People give extra efforts needed for group to succeed
There is sense of trust and mutual responsibility for the work. People express passion
and motivation for the work

5 most important aspects of a leader:

1. Vision – Undertaking tasks in a meaningful way.
2. Flexible Style – Customized approach for each employee
3. Psychological Safety – Ability to handle failures of the employees and giving them necessary support
4. Procedural Fairness – How you give what you give.
5. Trust

4 Purposes of Measurement:
1. Inform – Primary use is to answer questions, identify key trends and share activity
2. Monitor -
3. Evaluate & Analyse
4. Manage

3 Types of measures:

Effectiveness measures Outcome measures

Efficiency measures

Provide insight into the quantity of Provide insight into the quality of the Demonstrate the impact of
training delivered, its utilization, cost, programs using models such as learning on business or HR
and reach within the organization. Kirkpatrick and Phillips goals.
 Quantity Reaction Impact on sales growth

Number of participants Learning Impact on product quality

Number of courses Application Impact on customer

satisfaction
Number of course hours Impact
Impact on risk reduction
Percentage of courses delivered on time ROI

Utilization and reach Manager support

Classroom utilization

Instructor utilization

Percentage of learners trained in target

audience

Cost

Total L&D spend

Cost per learner

If overly focused on efficiency:

If overly focus on effectiveness:

If overly focused on outcome:
Ramcharan model

Charan describes seven levels of leadership with SIX TRANSITIONS OF LEADERSHIP in between. The best leaders in every organization are the leaders who have
grown through each of these levels, in order to learn the values and skills on their way to the next level
managing yourself to managing others
managing others to leading managers
leading managers to functional manager
functional manager to business manager
business manager to group manager
group manager to Enterprise manager, or CEO

PPT 5 : TRAINING – NO TRAINING

SCRAP TRAINING :
• Misdirected training : Wrong people or time
• Poor Delivery
• Misuse : Training is not the right solution
• Lack of follow-up

# Companies have a pretty clear idea of what it costs to train an employee.

The real question: what is the cost of not training an employee?
Training is expensive, till you do not know what ignorance costs.

Gagne-Briggs Model

The nine events of instructions-

Gain Attention – Inform learner of objectives – Prior Learning – Present Content – Provide Guidance – Practice – Provide
Feedback – Assess Performance – Enhance Retention and Transfer to the Job

Dick & Carey Model

This model is an instructional systems design (ISD) model taking a systems approach

The model has nine steps:

1. Assess needs to determine learning goals.

2. Conduct instructional analysis, or identification of the skills, knowledge and attitudes learners need to be able
to succeed.

3. Analyze learners and their contexts.

4. Write performance objectives based on the instructional analysis.

5. Develop assessment instruments to measure learners’ ability to perform the objectives from step 4.

6. Develop instructional strategy, including pre-instructional activities, instruction, practice and feedback, testing,
and follow-up activities.

7. Develop and select instructional materials, typically including a learner’s manual, instructor’s guides,
multimedia, and assessments.

8. Design and conduct a formative assessment to determine how to improve instruction. This assessment can be a
one-on-one evaluation, small group evaluation or field evaluation.

9. Revise instruction based on the data collected in step 8.

Assure

Analyze Learners – Learning style, Demographics, competencies

State Objectives – What students need to learn

Select Methods, Media, Material – Online-offline, New-existing material

Utilize Media Materials – How the instructor uses the material

Require Learners Participation – Student Engagement (discussion, activity etc.)

Evaluate & Revise – Summative evaluation of material, method, what worked, what didn’t

SAM

The Successive Approximation Model (SAM) is a simplified version of the ADDIE Model designed specifically to elicit
feedback and build working models earlier in the process. Developed by Dr. Michael Allen of Allen Interactions, this model uses
a recursive rather than linear process for course development. The simplest SAM model is composed of three parts: Preparation,
Iterative Design, and Iterative Development. The key word here is iterative, which is the basis for this model and signals that
each step is meant to be repeated and revisited.

The Preparation phase begins with gathering all needed information and context for the project; the content and scope of this
phase will vary greatly depending on the project or course. The hallmark of the end of the first phase of this model is the “Savvy
Start”, which encourages brainstorming, sketching, and prototyping and involve as many interested parties as you can as you
develop the material: colleagues, advisors, and, if you’re lucky enough to have them as a resource, students.

In the second, Iterative Design phase, the goal is to design and prototype the material so that it can be evaluated by the
interested parties. The logic here is that it is easier to give feedback and evaluate a product that exists rather than one that is only
an idea and allows for more extensive review and testing.

In the final Iterative Development phase, the finished prototype is fully developed and implemented. Once it has been used, it
can be evaluated and run back through development and implementation phases, if necessary

pro

● Allows for constant reevaluation and assessment of materials

● Elicits feedback from all interested parties
● Developed rapidly

con

● Can be a time-consuming and clunky process

● Can lack cohesion due to the inclusion of so many different voices
● Is more concerned with engagement than effective learning

LLAMA (Lot Like Agile Management Approach)

The lot like agile methods approach (LLAMA) marries the best practices of the IT world’s agile project management with
instructional design best practices to deliver truly effective eLearning in an orderly-but-flexible way

Philips model

The Phillips ROI model takes results from various corporate training programs and answers the the question, “what’s the ROI
from this program behind every dollar spent?”

It also produces a set of intangible benefits for evaluating and measuring the quality and effectiveness of a training program

What is the Phillips ROI Methodology?

The Phillips ROI Model is a methodology and process for L&D and HR teams to tie the costs of training programs with their
actual results. You may see this model also use the words “methodology”, “process”, and “model” interchangeably to describe
the Phillips ROI Model.

Phillips ROI Model builds on the Kirkpatrick Model, which is one of the most commonly used models to evaluate training
programs. It classifies data from different types employee training programs to measure:

● the reaction of participants

● the actual learning of participants
● the behavior change from these learning
● the final result
● ROI

How to Calculate Training ROI with The Phillips Model

Throughout the first four levels of the Phillips ROI Methodology, data helps identify reasons for positive or negative ROI in the
resulting fifth level. This model suggests that the final ROI of the training program is a result of a series of events:

● Transfer of knowledge and skills (in level 2)

● Application of learned knowledge and skills (in level 3)
● Business impact of training (in level 4)

following conditions are met before you put the process to use:

● Conduct a needs assessment for your training program. Don’t use the ROI method when no needs assessment data is
available.
● Include one or more strategies to isolate the training effect.
● Base the estimates only on the most reliable and credible sources.
● Calculate costs and benefits with a conservative approach.
● Don’t compare the training ROI with other financial returns until it’s absolutely essential.
● Don’t isolate the management from the ROI calculation process.
● Be cautious in deciding what’s measurable and what’s not. Take input from business teams on inclusion/exclusion of
sensitive factors.

Advantages of Using Phillips ROI Model for Training Evaluation

It’s best to compare the Phillips ROI model with the Kirkpatrick Model to bring out the advantages of the former.

1. Traces the complete chain of impact

According to the creator of the model Jack Phillips, the business impact observed in level 4 and the ROI calculated in level 5 are
not independent. Data across all preceding levels affects the final ROI produced by the model.

A chain of impacts develops as participants gain skills and knowledge (level 2), apply them on the job (level 3), and
generate business impact (level 4). So, measuring data across all levels .

2. Measures intangibles
The Phillips ROI model accepts that you cannot measure certain outcomes in monetary value and the final ROI won’t represent
such outcomes.

Outcomes such as customer satisfaction, employee satisfaction, and team bonding are hard to measure in numbers.

ARCS Model to Motivate Learnings

Attention – Relevance – Satisfaction (reward, allow them to make use of learnings) – Confidence (provide achievable goals,
motivate students, give positive feedback)

A Model of Learning
The skill is the student’s prior or subsequent achievement; the will relates to the student’s various dispositions towards
learning; and the thrill refers to the motivations held by the student.

Reinforcement Theory

• Individuals are motivated to perform or avoid behaviours because of past outcomes of behaviour

• Trainers need to identify what outcomes learners find most positive and negative and then link these outcomes to
acquiring new knowledge and skills

Expectancy Theory

Based on this model, trainers should:

• Ensure trainees are confident in their ability (expectancy)

• Provide and communicate valued rewards (valence)

• Ensure valued rewards are received if trainees successfully learn and transfer (instrumentality)

Adult Learning Theory

• Adults have the need to know “why”

• Adults have a need to be self-directed

• Adults bring more work-related experiences to the learning situation

• Adults enter a learning experience with a problem-centered approach

• Adults are extrinsically and intrinsically motivated

Implications

• Mutual planning and collaboration

• Use learner experiences for examples and applications

• Develop instruction based on learners’ interests and competencies

• Provide opportunities for application

• Ensure training is problem-centred

Analysis for trainers

1. Business Need

What current business needs or strategies are being affected or perhaps caused by the

assumed problem?

• What business problems exist? (Look for such measures as amount of increase or decrease

in business indicators, including sales, waste, customer satisfaction, turnover, grievances,

productivity, quality, and complaints. If the client doesn’t know the actual measures, it is
critical to find this information during data collection.)

• What is going on in the external environment that is related to this problem (for example,

competition, market changes, and government regulations)?

• What other data exist (that your business unit already collects) that may provide information

regarding this business need (such as sales, productivity, quality, HR information,

benchmarking, and so forth)?

• What change(s) in these business indicators are you seeking to achieve with this training

plan? What measures will tell you that you have been successful?

• What business opportunities are inherent in this business need (for example, new markets or

new products)?

• What business strategy(ies) are you seeking to support with this requested training

initiative?

• What’s happening in your business that shouldn’t be happening?

• What’s not happening in your business that should be happening?

2. Performance Needs

What results should employees be achieving? What is their current level of achievement?

• What should people be doing differently?

• What should they stop, start, or keep doing?

• What does perfect performance look like? What does current performance look like?

• Is anyone performing those skills correctly now? How many people are doing it correctly

versus how many are not?

• What is the cost to the business of doing it incorrectly?

• Is this problem important enough to the organization to do something about it?

• What else might be getting in the way of employees performing as they should, other than

lack of skills and knowledge (nontraining issues)?

• What will the nature of management support be for job application and practice after

training?

3. Learning Needs

What knowledge and skills do you think the targeted employees need to learn to perform

the way they should?

• How important is each knowledge item and skill that you have listed?

• How well should the targeted employees be performing the skills by the end of the training?

• Is anyone performing those skills now?

• How well are they performing? Are they meeting business goals?
4. Learner’s Need

What are the targeted learners’ backgrounds and experience in this subject matter?

• What is their job environment like (fast paced, stressful, routine)?

• What are the expectations regarding when and how they will attend the training (during

work, after hours, paid, unpaid)?

• What technology do the learners have access to?

• How durable does the course need to be? (Does it need to exist for one-time use, a month, a

year, or ongoing?)

• What access to course documents do learners need before, during, and after the course?

(Does there need to be a reference manual, job aids, performance support, or a knowledge

management database?)
Business needs - ideal source - manager, client interview

Performance needs - interview, observations

Learning needs - HR, interview, research

Learner needs - Focus groups, Interview

Importance of different kinds of trainings:

1. Anti-bullying - Attrition, absenteeism, damaged reputation
2. Soft Skills Training
3. Sales Traning
4. Safety
5. Productivity Training
6. Cyber Security
7. Custer Service Traning
8. Compliance (sexual harrasment)