While I have been in the field of Human Resources (HR) for almost 30 years, and consider myself to be well-versed, as a Human Resources Generalist, I have not had the opportunity to develop in-depth learning programs.  I am walking away from this semester, both knowing the components of program design, and having a deeper understanding of the concepts of “learning anywhere” and “social learning.” More importantly, I understand how those concepts impact the design and success of an effective learning program. 

            The concepts of “learning anywhere” and “social learning” reinforce that we must always consider the learner when developing programs.  As generations such as Millennials and Generation Z continue in or begin to enter the workforce, businesses must understand that these generations are technologically social and savvy.  Courses geared toward that technological mindset will enable these generations to excel in learning transfer.  However, companies must be mindful of the fact that they have multigenerational workforces, and “social learning” is not the preferred method for all.  That said, given today’s COVID19 environment, “learning anywhere” can be a benefit to all.  Further, “learning anywhere” allows learners to engage at their own pace and does not always require a specific time and place.

            I must admit I was wary when asked to use multiple technology platforms in this class.  I established a Human Resources Development (HRD) Facebook page, I’ve followed numerous people on Twitter (besides Toby Keith), I created a blog page, and I discovered LinkedIn Learning.  I will maintain my Twitter account and plan to utilize LinkedIn Learning to pursue my Human Resources certification.  As for my HRD Facebook page and my blog, I doubt I will continue to use either as I am not one for posting information publicly.  However, I believe these two platforms are beneficial for some learners and will be sure to consider them in future training efforts.

            I entered this semester, thinking this class would provide me with the ability to develop training programs for my company.  While I do believe I have learned the steps required to create specific courses or small programs, I think I will leave the design of more extensive programs to professionals (consultants) that specialize in Human Resource Development (HRD).  That said, this course has provided me with the tools to ask the right questions of those professionals to ensure we are making appropriate decisions on training programs and to ensure those programs align with my company’s goals and business strategy.  Also, this course, as well as my previous HR courses, has provided me with a better understanding of the “science” behind much of what we do in Human Resources. I often have science-oriented “aha” moments. 

            Finally, and as an aside, this class has led me to think about the steps involved in developing the Human Resources degree program at the University of Richmond. As I take my required courses, both HR and non-HR, I find that they intersect in many areas.  I am now sure that this does not occur by accident.  I imagine it was a significant undertaking that involved multiple professionals.  I certainly have a different perspective on HRD and am confident it will help me moving forward in my career.

As Elliott Masie states, there will be numerous mediums and vehicles available for accessing learning content.  These vehicles include videos, learning apps, gamification, podcasts, etc.  Learners will also continue to have to access and download PDFs.

While all of the mediums cited offer advantages, one, I believe, will revolutionize training. 

Millennials represent the largest generation in the U.S. labor force, with over 56 million currently working or seeking work (Fry, 2018).  Statistics indicate millennials represent 29% of all gamers (Duran, 2017), and that 54% of millennial gamers are employed full-time (Taylor, 2019).  Millennials spend approximately 6 hours per week (Nielson, 2019) gaming or viewing gaming content.  This phenomenon that has occurred over the last thirty years creates a golden opportunity for training professionals with this emerging workforce.

Imagine packaging the learning content that you are trying to impart to an interactive video game.  Not only will two out of three millennials understand the platform, and are comfortable in using it, the interactivity element will be consistent with the world in which they currently reside. 

The use of video games to teach combat strategies has been a longstanding practice for the U.S. military.  They believe it augments the physical training they provide and allows for soldiers to continue practicing these tactics even when they are on leave (Scott Nicholas Romaniuk & Tobias Burgers, 2017).  Further, the U.S. Army has created a recruitment campaign targeting gamers (CBS News, 2019).

While this may be considered the future of learning, it must be done so with caution because while two out of three millennials partake in gaming, one out of three does not.  As an example, I have two children.  My son is 24 and can play video games all day long.  My daughter is 27 and has no interest, so learning based on gaming would likely not appeal to her.  

I believe one of the biggest challenges the HRD world is going to face is remembering that technology such as gaming, cannot be the only mode of learning as it does not appeal to all learners.  If HRD professionals want the transfer of learning to take place, then they need to remember, above all, their learners.

References

CBS News. (2019, March 28). Army turns to video gamers for new recruits. Retrieved April 15, 2020, from https://www.cbsnews.com/news/army-turns-to-video-game-conventions-for-new-recruits/

Duran, H. (2017, July 22). How different generations play video games, from platforms to genres. Retrieved April 15, 2020, from https://www.alistdaily.com/strategy/different-generations-play-video-games-platforms-genres/

Fry R. (2018, April 11). Millennials are largest generation in the U.S. labor force. Retrieved April 15, 2020, from https://www.pewresearch.org/fact-tank/2018/04/11/millennials-largest-generation-us-labor-force/

Nielson. (2019, June 06). Game on: Video games are a staple among millennials’ media diets. Retrieved April 15, 2020, from https://www.nielsen.com/us/en/insights/article/2019/game-on-video-games-are-a-staple-among-millennials-media-diets/

Scott Nicholas Romaniuk & Tobias Burgers. (2017, March 08). Violent video games to TRAIN soldiers: Here’s how U.S. military does it. Retrieved April 15, 2020, from https://www.business-standard.com/article/international/violent-video-games-to-train-soldiers-here-s-how-us-military-does-it-117030800172_1.html

Taylor, H. (2019, June 6). SuperData: U.S. millennials spend $112 a month on gaming. Retrieved April 15, 2020, from https://www.gamesindustry.biz/articles/2019-06-06-superdata-us-millennials-spend-usd112-a-month-on-gaming

Merriam-Webster defines learning as the act of “gaining knowledge or understanding of or skill in by study, instruction or experience” (Merriam-Webster, n.d.).  It defines experience as “direct observation of or participation in events as a basis of knowledge” (Merriam-Webster, n.d.).

            One of the primary reasons so many theorists note that experience is a crucial element to adult learning is that over the last 50 years, we have learned that adults learn differently from children (Irish, n.d.). Children are taught and learn for reasons different from adults. They learn because their parents and our social norms tell them they have to.  They are placed in a room with peers (same age range), and the subject matter is, for the most part, new or almost new to all of them. The structure of the learning model assumes all of the students are novices and, at least in theory, have the same learning potential. Their lack of subject matter knowledge results in children accepting nearly all of the instruction at face value and as factual, e.g., Columbus discovered America.  Further, there is no motivation for practical application since what they learn will not be put to use for years to come. As such, their learning motivation is primarily one of keeping pace with their “peers.”

            Adult learners, on the other hand, come to a learning environment for different reasons. Whether their motivations range from wanting to do better in their respective jobs to moving into new fields and careers, adult motivation for learning tends to be one of self-improvement. Unlike children in school, adults come into the training environment with varying degrees of subject matter knowledge ranging from novice to high levels of expertise borne out of previous personal experiences that they have had. Even subject matter novices can possess an anecdotal understanding of the information, e.g., we all know that the Allied forces won World War II.

            Theorists understand that once this difference is accepted, learning professionals must factor it in designing learning programs for adults. The experience these adult learners bring into the training room provides a necessary and excellent opportunity for the trainer to offer scenarios and learning methodologies that are experientially based.

            When providing instruction, instructors and facilitators have a better chance of learning transfer if they relate the topic to real experiences.  Often, teaching provides the learner with theoretical knowledge.  Until it is applied and becomes relevant to the learner, it remains theoretical.  But if the instructor offers examples of the theory in practice, and it is relatable by the learner, then the learning is no longer theory but reality.  According to Eduard C. Lindeman, author of The Meaning of Adult Education, “we learn what we do, and experience is the adult learner’s living textbook” (Holton, Swanson, & Knowles, 2015). Throughout this semester, we have discussed modes of learning, and simulation, and on the job training have both remained key elements.  Adults remember experiences, both good and bad because they experience or “feel” them.  By relating learning to specific experiences, there is a better chance of the adult learner retaining the information because it is relatable, and it resonates with them.  This emotional connection both engages the learner and facilitates retention. 

            I facilitate the Human Resources module of a certification program for apartment managers.  When going through each of the modules, I share specific experiences that I have had with particular topics, so the information becomes real.  Further, I ask participants to provide examples of experiences they have had on the specific subject, again, making the learning applicable to real life.  I find that this helps participants resonate with the learning and engages them emotionally.

            This course is an excellent example of incorporating experience into learning.  Throughout the semester, we have been provided with real-life examples of specific situations within Chesterfield County and Crestar Bank.  Furthermore, I have participated in discussions in this course and my other Human Resources courses because of what I have experienced over the past thirty years working in the industry.

References

Holton, E. F., Swanson, R. A., & Knowles, M. S. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). London, NY: Routledge.

Irish, K. (n.d.). What is adult learning theory and Why is it important? Retrieved April 14, 2020, from https://www.ej4.com/blog/what-is-adult-learning-theory-and-why-is-it-important

Merriam-Webster. (n.d.). Experience. In Merriam-Webster.com dictionary. Retrieved April 15, 2020, from https://www.merriam-webster.com/dictionary/experience

Merriam-Webster. (n.d.). Learn. In Merriam-Webster.com dictionary. Retrieved April 15, 2020, from https://www.merriam-webster.com/dictionary/learn

                I define diversity as a variety of races, ethnicities, cultures (we’ll get to that in a second), and beliefs.  Diversity is not one thing alone; it’s a combination of many.  One of the things that I often find myself pondering is how diverse people are in their interests?  Why do certain people enjoy hiking, while others prefer sitting on the beach?  Why do some try to master rock climbing?  Why do people enjoy sewing?  What makes the avid cyclist avid?  The answer is simple – diversity.

                Culture is about a way of life, or, a group of people that have a commonality to the way they live.  I view organizational culture in the same way.  Organizations establish their missions and values.  As associates, we are supposed to support the company’s mission and live by its values.  That doesn’t mean that a company’s values are necessarily different or the same as our personal ones.  And, if they are different, then perhaps we should be part of a different organization.  Not all organizations are for everyone.  

                For me, managing diversity is understanding and working with people of different cultures.  It’s not so much about numbers but about people and how organizations maintain flexibility in dealing with the differences.  What may be important to me is not necessarily important to someone with a different cultural background.  To truly be a multi-cultural organization, a company must recognize that people from different cultures value different things.  For example, a truly multi-cultural organization wouldn’t select Christmas as the only “holiday” it recognizes and insist that all associates take their time off during the dates set forth by the company, regardless of their beliefs or religion.  The adage, “treat others how you would want to be treated,” is no longer applicable in today’s work environment.  In a truly multi-cultural organization, it would be to “treat others how they want to be treated.”

                If I were responsible for developing a diversity training program, I would ensure that there is strong leadership buy-in and support.  I would also establish a succession program that would include diversity in the leadership group if it did not already exist.  Further, my program would involve managers to support it, but it would likely also include associates that were culturally different to help develop the program.  I don’t know what, exactly, it would consist of but I would start by providing solid reasoning for the training to ensure the learners understand why and how necessary the training is.  There is still a lot of “this is ‘Murca,’ and people need to adjust to our culture.”  That mindset is not what organizations need.

What parts of NCDOT’s process contribute to the effectiveness of the development plan?

NCDOT has multiple components that contribute to the program’s effectiveness.  The first is that the employee is actively participating in the process. The second is that the associate can select the mode of training, which usually includes up to four. The associate is also involved in selecting target completion dates.  Finally, feedback from the manager is provided.  The fact that the plan can be modified is also beneficial.

b. What else might NCDOT consider for improving the planning process?

I believe the manager should meet with the associate at more frequent intervals.  Quarterly meetings to measure progress might be more beneficial.  Six months is a long time between sessions, especially if the associate is struggling with achieving the timeline.

c. In addition to development activities, what else is necessary for effective employee development?

The associate must be a willing and active participant.  The same holds for the manager.  Manager support is essential.  Managers must provide supportive environments for development.  It is vital that managers work with associates to develop plans that support associate growth but also target areas of improvement.  At the end of the review period, managers must assess whether the training was effective.

What did you learn about yourself?

I don’t know that I learned anything about myself, it just confirmed some things for me.  I have already known that I am a “giver” because I do try to care for people and be helpful.  I do it both in my personal and my professional life.  I also see myself as a “peacemaker” in general because I am not a fan of conflict; however, I am not one to keep a low profile and let others set the agenda.  It depends upon the situation.

How could the instrument you completed be useful for management development? 

I think that this instrument can be useful in management development because it could provide guidance on how to approach the trainee and guide the development.

What might be some disadvantages of using this instrument for management development?

A disadvantage would be that someone seen as a Peacemaker might be disqualified for a position or potential management role because the Peacemaker might be viewed as weak.  At the same time, a Challenger might be thought of as argumentative.  In other words, leadership might make decisions about growth opportunities based on how it perceives or interprets the information.

I will evaluate my learning program from two perspectives – administrative and qualitative.  We are a small organization that is somewhat informal, so assessing the training with formal testing would not fit our culture.  Open dialogue and feedback will be sought throughout the training to ensure training transfer is taking place.

                The administrative process will be measured by comparing the current rate of compliance with all the administrative information needed to process a new hire.  We recently contracted with a new payroll system, and are receiving approximately 70% of the information required.  We also get numerous questions about what managers must provide during the process.  This results in frustration for managers and, most importantly, provides a poor introduction to the company for the new associate.  It is the intent of this training to increase the level of compliance to 95%, resulting in a more efficient recruiting and onboarding process for new associates and less frustration for managers.

                Qualitatively, we will also be providing managers with talent acquisition and selection training.  This training will provide insights on sourcing, position profiles, and a series of questions that can be utilized by managers to ensure the candidates fit our company’s profile.  Currently, we do, at best, an average job at hiring new associates, resulting in an unacceptable turnover and it’s related costs.  We will measure the success of this program based on the quality of the candidates hired, their performance,  and their length of tenure. 

Problem – BB&T is a decentralized organization that has to learn a centralized and coordinated process that is dictated by ApplePay.

Causes of the Problem – The introduction of a new product into the operational process.  Tellers may be unfamiliar with the product and, more importantly, its benefit to their customers, which may result in low priority given to the training and inconsistent rollout.

Alternative Solutions –

1.  Coordinate centralized training with Apple trainers at Apple locations in their regions (geographically driven).

2)    Have Apple trainers visit each branch and provide face to face training, including simulations.

3)    Coordinate with Apple to provide training electronically, utilizing each region’s preferred modality – lecture course and quizzes, videos, podcasts, etc.

4)    Provide centralized training to the regional trainers and allow them to identify the best way to deliver training to associates in their respective regions.

Best Alternative – I would select the fourth alternative as it is consistent with the organizational and operational structure and culture as the regional trainers will know best how to deliver training to their respective employees, making acceptance and implementation easier.

Implementation Steps –

1. Develop a timeline for the rollout.

• Identify Regional Trainers (ideally, familiarity with the product would be beneficial, but not required).

• Coordinate Regional Trainers’ training with Apple Pay.

• Meet with Regional Trainers to discuss, develop, and finalize region-specific training action plans and schedules, including the justification for modes of training best suited to their employees.  Advise regional presidents of the same. 

• Define and agree upon centralized evaluation standards.

As a learning professional, I shouldn’t be concerned about the various learning styles as “good teaching is good teaching and teachers don’t need to adjust their teaching to individual student’s learning styles.” – Dr. Willingham

            I agree with Dr. Willingham’s position about whether learning is about “styles” versus “meaning.” I also agree with his statement that “good teaching is good teaching,” as I have experienced both good and bad learning environments.  Dr. Willingham’s video helps us understand that while students may have preferences of one learning style over another, that preference does not necessarily result in the student learning more through one modality as opposed to another.  A 2008 study regarding learning styles found “no evidence to justify incorporating learning styles assessments into general educational practice” but rather that learning styles are more supported by creators and publishers of learning style assessment tools and publications (Pashler, McDaniel, Rohrer, & Bjork, 2008). 

            The content of any learning experience should always remain constant, and to Dr. Willingham’s point should not be subject to the vagaries of different learning styles. One plus one equals two, and whether spoken aloud by a teacher or written on a blackboard, the outcome does not change.  It is incumbent on the student to learn the equation.  Using myself as an example, I loathe reading textbooks and would much prefer watching a video on YouTube as the learning modality. Yet, much of the content I’ve learned during my college career came right out of the many textbooks I have had to (regrettably) read.

            That said, this position should not be confused with the teacher’s obligation to engage the students. Making the learning meaningful is where the modality used to deliver the content could be a helpful and critical tool for the teacher. For example, a professor that is attempting to teach the class about the five Great Lakes in the United States might start by providing colorful illustrations of each lake. He then might provide information either verbally or visually, in “chunks” to allow the students to absorb small pieces at a time. Finally, the professor might write the HOMES acronym on the whiteboard and attach the names of the lakes to each letter.  By using multiple modes of delivering the same content, a professor has a better shot at ensuring his students are learning the material.  A by-product of providing information in various ways is that he is providing content to students that may have a preferred learning style.

            Of course, it would be unrealistic to ask teachers to modify their lessons to accommodate every student; however, I believe that a “balance” of how to deliver the information would be ideal.  Education is a two-party process that includes the teacher and the student. While the teacher’s role is the focus of this response, the student also has a responsibility to keep an open mind to the different methods teachers use to deliver content. Unless otherwise disabled, we all can learn auditorily, visually, and or kinetically.

            In summary, while Dr. Willingham is correct that “good teaching is good teaching,” teachers must be sensitive to delivering the content through different mediums and methods that will keep the student engaged.

I surveyed five managers and their supervisor (yes, one person) for this project.  My purpose for this selection is that this group is the target learner for my project. Given the responses below, it appears this group favors training and wants to apply the learning in their work.  It is my job to ensure that the program I develop meets their needs and will assist them in their roles.

The following are the responses I received.  As a side note, the managers completed the questionnaire using Google Survey.

The skills and knowledge I have obtained by attending training programs have been helpful in solving work-related problems.

Strongly Agree – 60%

Somewhat Agree – 40%

Before I attend training programs, I usually consider how I will use the content of the program.

Strongly Agree – 40%

Somewhat Agree – 20%

Somewhat Disagree – 40%

I believe my job performance will likely improve if I use the knowledge and skills required in training programs.

Strongly Agree – 80%

Somewhat Agree – 20%

It is unrealistic to believe that mastering the content of training programs can improve my work productivity.

Strongly Disagree – 80%

Somewhat Disagree – 20%

I am usually able to use skills or knowledge acquired in training programs in my work.

Strongly Agree – 60%

Somewhat Agree – 40%

There are usually more problems than the trainers realize in applying training program content in my daily work activities.

Somewhat Agree – 40%

Somewhat Disagree – 60%

Before I attend training programs, I usually identify particular problems or projects that I would like the training to help me with.

Strongly Agree – 40%

Somewhat Agree – 60%

Comments:

Training programs help me to understand/learn more about the business. Also, it helps me to feel prepared to answer questions and deal with day to day business operations.

Motivation comes within yourself.