Comcast University: L&D Strategies of the Largest US Cable Operator by Martha Soehren

Comcast University: L&D Strategies of the Largest US Cable Operator by Martha Soehren

Developing a Training and Organizational Development Manager

A development plan requires that you first know the individual, the requirements of the position and the gap between the requirements and the individuals knowledge, skills, and abilities (Noe, 2010).  Once this evaluation is completed, a plan can be utilized by the individual to close the gap.

Using my current role, Sr. Training and Development Manager, there are specific industry requirements.  ONET Online, a Department of Labor’s database of occupations provides detailed knowledge, skills, abilities (SKA) and other attributes for Training and Development Manager. Using this site, I have identified several gaps between my SKA’s and that of industry requirements, but will focus on three:  Coaching others; communicating with people outside of the organization; and updating and using relevant information (ONETonline.org, 2012).  These were chosen because they are activities that require practice and in some case some formal instruction. The plan has been laid out in a table format for easy reference (See Table 1).

Table 1

Developmental Opportunity	Activity	Timeline
Coaching and Developing Others	Attend coaching instruction from accredited program Manage coaching and development activities for assigned department or group of individuals. Evaluate employee for readiness to participate Identify up to 2 areas of focus of coaching and development that employee can agree with Work with employee to create a plan for improvement with clear milestones Work with employee and conduct weekly/bi-weekly check-ins to determine and document employee’s progress Prepare monthly reports on employee’s progress and submit to HR Manager	1st Quarter 2013 2nd – 4th Quarter 2013
Communicating with Persons outside of organization	Actively participate in benchmarking process for Continuous Improvement Interview up to 5 similar organizations and identify their methods and programs used for continuous improvement Document findings and report out to continuous improvement team	4th Quarter 2012 – 1st Quarter 2013
Updating and Using Relevant Knowledge	Identify and recommend at least two ways the organization can leverage learning technology to reduce the number of instructor-led classes while ensuring all required content is delivered Using the ways recommended, identify which instructor led classes would best fit this new training delivery format Develop a plan that includes resources required and timing for transferring the Instructor led training to the new technology platform	2nd Quarter 2013 – 4th quarter 2013

References:
11-3131.00 - Training and Development Managers (2012). ONET Online. Retrieved from http://www.onetonline.org/link/summary/11-3131.00#Skills

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

Technology in Training

Using technology in training has improved educational institutions, companies and individuals’ ability to train the masses--whether it is the use of eLearning, teleconferencing, video games or mobile devices. The technology is becoming endless and people are hooked on technology more than ever with the availability of pc tablets, phones, MP3 players, and net books more people have these devices readily available and are constantly accessing and sharing information. As learning professionals and organizations with busy workers, technology can provide a means to deliver formal learning and encourage informal learning. Below are just a few technologies that can be applied in training.

Interactive video can range from delivering synchronous presentations using video teleconference equipment to short video clips on the internet that provide an overview and ask the viewer to practice what as taught. Using interactive video in the form of a game that can be utilized to instruct adults and children allows them a sense of accomplishment and instant gratification as they are able to conquer different levels in the game. The Rossiter and Co. Blog, sums it up nicely, interactive video games Edu-trains! Joy Tunes is an example of how this technology is being applied using an i-Pad app that instructs learners how to play an instrument.

Similar to the interactive video, computer-based simulations in the form of games or where the user can practice increases self-efficacy in declarative knowledge by 11%, procedural knowledge by 14% and retention by 9% according to a study conducted at the University of Denver (Stitzmann, 2011). Of course the study found that simulations were more effective if they were part of complement of other instructional methods (2011).

Webcast provides a live or recorded training or meeting that is transmitted over an internet connection (Bell, 2002). Webcasts provide the flexibility of synchronous or asynchronous training to thousands of learners with a single training presentation. It also allows for interactivity through chat, sharing video, documents, opening phone lines for conversation, whiteboards, or even breakout groups. The possibilities are endless with the right software and equipment, like a video camera that are found on most laptops and a VoIP headset.

Mobile learning has increased in popularity with internet access via mobile devices like phones, wireless access cards and computer tablets. In a 2006 survey of the eLearning Guild, the most important advantage of mobile learning was to accommodate the learner’s needs and increase their access (Wagner,2007). In the same survey, the importance of ensuring mobile learning is the appropriate manner of delivery based on content and not just ‘jumping on the bandwagon’ so that you can say you are using mobile learning (2007).

Podcasting, a form of mobile learning provides the opportunity for students to listen “on the go” to new information or information reviewed in the classroom. In a study conducted in Portugal, children and young adults were asked to use podcasts in learning and publish their own podcasts (Moura, Cruz, Carvalho, 2006). Overall the respondents shared when producing podcasts that it was easy to do; allowed them to analyze carefully different documents; learn to select relevant information, synthesize main ideas, organize ideas logically and produce texts (2006). With the ease of publishing and the positive response of learners to using them, the impact of podcasting in learning will continue to increase as learners need more flexibility in how and when they learn.

With the continued advances in mobile devices, recording equipment, rapid elearning software and increased internet access, the use of technology in learning has swiftly become the ‘norm’. Learning professionals should continue to learn more about all of the technology that can be used to improve the learners retention and experience.

References:

Bell, S. J. (2002). Discovering Cyber-Lectures. Library Journal, 127(7), 16.

Moura, A, Cruz, S., Carvalho, A. (2006). Pedagogical Potentialities of Podcasts in Learning: reactions from K-12 to university students in Portugal. Retrieved from http://iesfafe.academia.edu/AdelinaMoura/Papers/581481/Pedagogical_Potentialities_of_Podcasts_in_Learning_reactions_from_K-12_to_university_students_in_Portugal

Rossiter, K. (2011). Understanding the value of interactive video training. Rossiter & Co. Retrieved from http://www.rossiterandco.com/blog/news/understanding-the-value-of-interactive-video-training

SITZMANN, T. (2011). A META-ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER-BASED SIMULATION GAMES. Personnel Psychology, 64(2), 489-528. doi:10.1111/j.1744-6570.2011.01190.x

Wagner, E. (2007). Mobile matters: Why learning professional need to care. Educause. Retrieved from http://www.educause.edu/library/resources/mobile-matters-why-learning-professionals-need-care

When an organization determines they have a problem, they often call in training to fix it (Stolovtich, Keeps, 2004). Before a training professional develops training, it is important to conduct a needs assessment. The needs assessment helps to determine if the problem is a training-related problem or non training-related problem (Noe, 2010). By making this determination before training is development, it can save an organization time and resources. The needs assessment includes an organizational analysis, task analysis and person analysis. This applies to any organization. For instance, if we were to complete a needs assessment for the Men’s Wearhouse, we would cover these areas as follows:

Organizational Analysis

The organizational analysis aids in determining if the organization is ready for training and if training is supported based on the company’s structure, history, technology, culture, leadership, and managers through interviews, observations and reviewing pertinent literature (Noe, 2010). In the case of the Men’s Wearhouse, this was founded in the 1970’s by, George Zimmer, a man who wanted to bring custom suits to the masses at affordable prices (Men’s Wearhouse, 2012). This vision blossomed and as the business grew, the founder treated employees as family and because of this and their commitment to bringing people in on the ground floor and helping them build a career, they were included in the Fortune Magazine’s 100 Best Places to Work (PR Newswire, 2012). Company literature states that they are an “employee-centered” culture and “…Company's success is our commitment to promote employee growth through extensive and ongoing training programs” (Men’s Wearhouse, 2012).

As a patriarchal company that treats their employees as family, it would be important during a needs analysis to take plenty of time to first get the buy-in of the patriarch and then the “family” members at various levels of the organization.

Task Analysis

The task analysis determines the requirements needed to perform any given job. Task analyses focus on knowledge, behaviors, abilities and skills necessary to successfully perform the job. (Noe 2010). To determine what these requirements a training designer could review existing job descriptions or a complete a job tasks analysis. For Men’s Wearhouse, if a job description is not available, conducting a qualitative job analysis would identify the needs of the job through observations which would help to determine if the stated culture is as pervasive at it seems; and include interviews. The interviews would help to determine if employee growth is occurring through the existing training programs.

Person Analysis

The person analysis is also known as the individual analysis and focuses on identifying performance issues for workers already doing the job and whether they are caused by lack of knowledge, skills, behaviors , motivation, work-design and if they are ready for training (Noe, 2010). To gather the information required for the person analysis could include interviews and observations of managers and workers on the job; reviewing performance documentation or conducting surveys.

At the Men’s Wearhouse, it would be possible to use some of the findings from the Task Analysis by incorporate specific person-centered questions.


References

Employee-centered culture. (2012). Men’s Wearhouse. Retrieved from http://www.menswearhouse.com

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

PR Newswire. (2012). Men’s wearhouse name on Fortune’s “100 Best Companies to Work For” List. Retrieved from http://www.bizjournals.com/prnewswire/press_releases/2012/01/19/CL38237

Stolovitch, H. D., & Keeps, E. J. (2004). Training ain’t performance. Alexandria, VA: ASTD Press.

Truth about training in 90 seconds

To get to get to the truth, it helps to be familiar with the myths. Some myths about training have included the belief that if workers learn it they’ll use it on the job, if people learn more they will perform better, and telling is training (Hannum, 2009). These are just a few of the training myths out there.

With these myths in mind, recall a time when you attended a training session and walked away feeling good about what you learned and ready to apply it. When you return to work, you find the information covered during training was interesting, but you are unable to put it to use. All learners eventually stray away from using the new information and return to the familiar. Why does this happen? A couple of reasons, first, learners are human beings with limits to their information handling and storage limitations (Stolovitch, Keeps, 2011). So, lecturing or providing procedural information in a one way format will not take advantage of the other senses and learning channels, like visual, kinesthetic. Applying those and making the learning more interactive and demonstrative with plenty of opportunities to practice and share, transition to long term memory. Second, the ability to use what is trained lies in not just the ability of the learner to retain the information, but also in the company’s ability to provide the environment and support to utilize the knowledge. Finally, a lot of information can be delivered during training, but without thought to how it is grouped together to make the most of relationships and in chunks that can be processed by the learners, the less the learner will retain.

In summary, training is a tool, like a computer, or a calculator; and like any other tool, it has to be used correctly to maximize results.

References

Bahlis, J. (2006). Maximizing training impact by aligning learning with business goals. SALT 2006 New Learning Technology Conference. Retrieved from http://www.bnhexpertsoft.com/english/resources/salt06.pdf

Hannum, W. (2009). Training myths: false beliefs that limit training efficiency and effectiveness, part 1. Performance Improvement, Vol 48, No. 6. DOI: 10.1002/pfi.20084

Hannum W. (2009). Training myths: false beliefs that limit training efficiency and effectiveness, part 2. Performance Improvement, Vol 48, No. 2. DOI: 10.1002/pfi.20051

Stolovitch, H, Keeps, E. (2011). Telling ain’t training, 2nd edition. ASTD Press.

Welcome 6501 Classmates!

Welcome to my blog spot!  I look forward to sharing ideas and acquired knowledge over the next 8 weeks.

April 2012