Training and Development - Conjured Learning

Training and Development - Conjured Learning

Simulations as more than learning tools

Key learnings:

Gaming simulations have carved a niche in training

But they also have the potential to move a little beyond that

Gaming will enable learning professionals to reinforce key learning ideas, deliver more attractive, engaging sessions and ensure higher retention levels is an irrefutable fact. Organisations are so satisfied with just this much that only few have exploited the true potential of gaming.

“Simulation games have more potential than what is currently being harnessed,” says an expert in gaming technology. The biggest discovery is using games to bolster business performance. In fact, once organisations understand the correlation between gaming and business performance, the final word in the learning world will be games!

Simulation games allow learning professionals to reproduce complex market, organisational and customer-service systems and conditions. As a result, learning interventions are better poised to support business performances. Read on to understand the link between simulation games as a learning tool and improved business performance.

Reasoning

The question, “Why simulations?” though answered a hundred times before, todayt in answering the same question, the objectives are to highlight:

1. Using simulation games is relevant in present times
2. How simulations boost business performance

The joys of simulation

Besides their high entertainment value, using simulation games can create knowledge. By modelling work-life conditions, they enable learners to understand:

1. Complex market functioning
2. Tactics that support improved business performance
3. Competencies and skills needed to achieve high performance

In short, simulation games, when well leveraged, give organisations a unique business advantage. Detailing reasons why simulation games should become a hot favourite, especially when increasing business performance is the key learning objective.

Generational preference:
With gamers representing an increasing chunk of the employees, short, intermittent online learning exposures will leave learners dissatisfied and disillusioned Simulation games offer modern learners what they expect - a wholesome online learning experience.

Equally important is for organisations to understand the importance that modern generations place on technology. To them, technologically non-savvy organisations have no future. As the head of a telecommunications company reiterates, “With the younger generation in particular, it is important to attract such employees with the kinds of technology they have come to expect, including simulation games and Web 2.0 capabilities” .

As well as to helping organisations cater to the learning needs of newer work generations, simulation games help attract and keep the young crowd! But these benefits are just the beginning.

Built-in learning:
Simulation games place learners in practical performance management situations. Here, learners play a central role in managing and controlling and gain practice in making the right moves. Learners also enjoy the luxury of making errors without suffering its outcomes. With rapidly changing trends, having learners return to classrooms or online sessions often is not possible. With this limitation, simulations provide a great learning platform and what is best is that learners are not getting short-changed in the bargain. On the contrary, they benefit more from the experience of being-in-the- moment. “Compared with traditional classroom learning, simulations help learners master content and new behaviours forty – seventy percent faster,” says an expert. Speeding learners to new learning competencies translates into quicker business results.

The differentiator
There are market simulations that allow learners to perform ‘what if’ analyses. By modelling cause and effect associations that exist in a particular market environment, these simulations allow learners to get a first-hand feel of complex market functions and human interactions. Simulations also make learners better assessors of real-life situations. Known as the ‘déjà vu factor’, a learner who has experienced something in a simulated meeting will immediately link it to what he is going through in real-time.

Simulations can also help business plans and organisational structures to enable employees to understand the complex web of their operations and functioning. Organisations have used such simulations to identify actions and interactions that act as obstacles or hamper functioning. Simulations have also helped them test the solutions. In fact, an emerging practice is using simulations for corrective and preventive measures. Customising all these simulations to the‘t’ will have the desirable impact.

As mentioned above, simulations can help gain critical skills and competencies even when individuals have had no prior experience in it. A railway company employed a cost-centre simulation solution to help their employees, who were engineers with no exposure to finance, gain financial management skills. By engaging those in complex role-playing and allowing them to plan and perform operational activities, the engineers felt as comfortable as their finance counterparts by the end of their training.

The benefits of simulation continue to charm organisations. But thinking of them as learning tools alone will prevent organisations from using them as part of performance management. Given the increasing complexities of the business world, speeding employees’ knowledge and competency gaming is a definite way to ensure better and quicker business results.

Ref: TheManageMentor.

Behavioral Interviews: Use Behavioral Interviewing to Select the Best

Behavioral Interview: How To Prepare for a Behavioral Interview

Behavioral interviews are the best tool you have to identify candidates who have the behavioral traits and characteristics that you have selected as necessary for success in a particular job.

Additionally, behavioral interviews ask the candidate to pinpoint specific instances in which a particular behavior was exhibited in the past. In the best behaviorally-based interviews, the candidate is unaware of the behavior the interviewer is verifying.

As you read my tips in How to Conduct an Effective Behavioral Interview below, please note that the actual behavioral interview is preceded by behavioral trait identification and a job description. The upfront work makes the behavioral interview effective and successful.

How to Conduct an Effective Behavioral Interview

Start by identifying what you want the employee to do in the open job. Use job evaluation and write a job description to describe the requirements of the position.

. Determine the required outputs and performance success factors for the job.

. Determine the characteristics and traits of the individual whom you believe will succeed in that job. If you have employees successfully performing the job currently, list the traits, characteristics, and skills they bring to the job.

. Narrow the list to your key behavioral traits for the job.

. Write a job ad or job posting that employs the behavioral characteristics in the text. Make sure the characteristics or requirements section of your job description lists the same behavioral characteristics.

. Make a list of questions, both behavioral and traditional, to ask each candidate during the behavioral interview. A structured list makes candidate selection more defensible and allows you to make comparisons between the various answers and approaches of your interviewees.

. Review the resumes and cover letters you receive with the behavioral traits and characteristics in mind.

. Phone screen the candidates who have caught your attention with their qualifications, if necessary, to further narrow the candidate pool.

. Schedule interviews with the candidates who most appear to have the behavioral characteristics, along with the skills, experience, education, and the other factors you would normally screen for in your resume review.

. Ask your list of behavioral and traditional questions of each candidate you interview.

. Narrow your candidate choices based on their responses to the behavioral and traditional interview questions. Complete the selection process using these recommended steps.

. Select your candidate with behavioral characteristics that match the needs of the job in mind.

Ref: Susan M. Heathfield, About.com

Recruitment & Retention: Assessing jobs, not persons

Recruitment & Retention: Assessing jobs, not persons

Job Analysis (JA) is a process to identify and determine in detail not only the particular responsibilities and requirements but also the relative importance of these responsibilities for a given job. It is a process where judgments are made about data collected on a job.

The purpose of JA is to establish and document the 'job relatedness' of employment procedures such as training, selection, compensation, and performance appraisal.


An important concept about this tool is that it analyses the job, not the person. The data required may be collected from incumbents through interviews or questionnaires.

Job Analysis can be used in:

. Assessment tests to measure effectiveness of training and
. Identifying methods of training (i.e., small group, computer-based, video, classroom...)

It can also be used to structure compensation based on:


. skill levels of an employee
. hazards at the work place
. responsibilities of supervisors at the work place
. required level of training needed to perform the job
. Selection Procedures


This technique can be used in selection procedures to identify or develop:


. job duties that should be included in advertisements of vacant positions
. appropriate salary for the position
. interview questions
. selection tools
. performance appraisal/evaluation forms
. orientation material for new employees

Job Analysis can be used in performance reviews to identify or develop:


. goals and objectives
. performance standards
. evaluation criteria
. length of probationary periods
. Methods of Job Analysis

Several methods exist that may be used individually or in combination. These include:

. review of job classification systems
. incumbent interviews
. supervisor interviews
. expert panels
. structured questionnaires
. task inventories
. check lists
. open-ended questionnaires

A common method of analyzing a job would be, to give the incumbent a simple questionnaire to identify job duties, responsibilities, equipment used, work relationships and work environment. The completed questionnaire would then be assisting the Analyst to conduct an interview of the incumbent. A draft of identified job duties; responsibilities, equipment, relationships and work environment would be reviewed with the supervisor for accuracy. The analyst would then prepare a job description and/or job specifications.

Audit Tips For Training Programs

Audit Tips For Training Programs

Organizations waste more money on training than on any other area we audit.

To reduce the cost of training without losing its effectiveness consider pre-testing all potential training participants prior the scheduled date of training. The test should measure the skills/knowledge intended as outcomes of the training. If a trainee scores above the level considered acceptable, then the training should be voluntary for them. You will save countless man-hours by reducing the number of participants sitting through training for skills they already have.

Also, measure the success of your training programs by quantifying the outcomes you seek. Most training programs include a post-training evaluation, but these tend to measure things like room accommodations, trainer enthusiasm , and if attendees enjoyed their bran muffin. Instead training program success should be determined by outcomes. For example, successful harassment awareness programs should result in a measurable decline in harassment related incidents, complaints and litigation and/or improved employee attitudes and behaviors determined by employee attitudinal surveys. Supervisory skills training success should be measured by changes that occur following the training, i.e. improved employee morale, increased retention, fewer conflicts, increased productivity or reduced costs. Without measurable results from training, the only things for sure are that the program reduced productivity and increased costs.

Check to ensure that job descriptions include both "essential" and "non-essential" skills. Only include "essential" skills and not all desirable skills. 62% of our sample was non-compliant.

Use the same standards/management practices established for the organization's supervisors when managing the HR department. That means, doing timely, thorough performance appraisals, posting openings, documenting discipline etc. 78% of the HR departments in our sample, did not follow their own policies, procedures and management practices.

Don't just track turn-over. Instead track what percent of all turn-over is among experienced, skilled and high performing staff. Even a low turn-over of say less than 10% can be problematic if a disproportionate number of those leaving are top performers. Increased turn-over can be desirable if the increase is among those with the poorest performance or unacceptable conduct.

Establish quantifiable goals for all training programs. Don't worry so much about whether the instructor was affable or the room temperature comfortable. Instead measure the outcome based on your objective for having the training in the first place. For example, whether your organization's liability and the frequency of formal complaints decrease after harassment/discrimination training. Be prepared to answer the questions, "What is the return on the investment for the training program?"

Allow trainees to "test out" of attending training programs . If they already know the material why make them sit through it? Instead, consider incorporating them into training team for a portion of the program. Remember, only employees who are willing to learn, and need to learn the material will benefit from the training. Those who are unwilling or already doing what is to be trained will not benefit.