I don’t understand this Management question and need help to study.
Overview: For this milestone, review the case study, A.P. Moller-Maersk Group: Evaluating Strategic Talent Management Initiatives, through page 13 (up to HR- Customer Initiative at Maersk) and the job posting for a Customer Service – CARE Business Partner. View the SHRM PowerPoint presentation and its note pages: Unit 6: Training Methods, Experiential Learning and Technology.
Using the material on needs assessment and training strategies provided in this week’s lesson and the case study, in a short paper you should:
- Illustrate the value of a training needs assessment in an organization in general, supporting your response.
- Describe the components of a needs assessment used to determine the training requirements of a Customer Service – CARE Business Partner at Maersk.
- Describe the importance of creating Specific, Measurable, Achievable, Realistic, and Time-oriented (SMART) objectives for a training plan.
- Explain the importance of developing learning activities for a Maersk Customer Service – CARE Business Partner training program.
- Describe how you would incorporate adult learning principles and methods of experiential learning from this course into the Maersk Customer Service –CARE Business Partner training program.Guidelines for Submission: Your submission should be 2–3 pages in length and double-spaced using 12-point Times New Roman font. Be sure to list your references at the end of your paper. Submit journal assignment as a Word document
- In the last module, you looked at how organizations plan for their human resource requirements and how they fill open positions. In Module Three, you will explore training and development, processes organizations use to ensure their employees have the knowledge, skills, and abilities they will need to achieve their goals.Before you begin, it will be helpful to learn about andragogy, defined as “the art and science of helping adults learn” by Malcolm Knowles, an American practitioner and theorist of adult education (Educational Technology and Mobile Learning, 2015). According to Knowles, adult learners:
- are internally motivated and self-directed
- apply their life experiences and knowledge when learning
- are goal oriented, focusing more on intrinsic rather than external factors
- need to see the relevance of what they are learning
- are practical and like to be respected (Educational Technology and Mobile Learning, 2015)
To understand how to apply these principles when designing adult learning programs, consider this comparison of traditional teaching methods, known as pedagogy, to andragogy.
Categories Pedagogy Andragogy Self-Concept - Children are dependent on teacher and enjoy dependence.
- Expects to be taught. Takes no responsibility of teaching self.
- Expects teacher to be dominant in determining what, when, and how something is to be learned.
- Adults expect and enjoy independence. They like to take control.
- Learning is a process of sharing with the teacher and one another.
- Teacher has responsibility to encourage and nurture the process of self-direction.
Need to Know - Children need to know what the teacher teaches in order to pass and get promoted. Material does not need to be “life applicable.”
- Adult learners need to know why they need to learn something before undertaking to learn it.
Experience - Children have few experiences relevant to what is being taught; therefore, teacher must create pertinent experiences.
- Teachers or experts are the transmitters of experience.
- Teachers seldom recognize experiences that children do have.
- Elicits little discussion in class-teacher to student, one-way communication.
- Have many experiences; therefore, teacher must draw on adult-learner experiences.
- Trade-off. Anyone in class also could share.
- In some areas, students may have more experience than the instructor.
- Elicits two- and three-way communication: instructor to student(s) and student to student.
Readiness to Learn - Children are not necessarily ready to learn. Teacher must decide when it is time to learn specific skills or knowledge and tries to create motivation.
- We impose uniform curricula on children by classes and age groups.
- Adults normally come to class motivated and ready to learn, because they have chosen the training.
- Adults learn in order to cope with real-life tasks.
- Adults do not group by age or sex, but by experience.
Time Perspective - Children study content for the future. (“Someday you will need this.”)
- Children are taught to only accept knowledge and
understanding level, not application level.
- Pragmatic—adults want application today.
- Can barely tolerate studying anything that cannot be applied to a task they expect to perform.
Orientation to learning - Children and teachers of children are subject-centered and enjoy being so. (1:00 reading, 2:00 math, etc.)
- Learning is a process of acquiring subject matter content to be used at a later time in life.
- Adults and teachers are problem or task centered.
- Learning is a process of increasing competence to achieve full potential in life.
(Distant eLearning, 2015)For a video summary of these concepts, view Andragogy (Adult Learning) by Janet Finlay.- The captioned version of this video may be accessed in the following link: OL-211: Andragogy (Adult Learning) (CC)A valuable concept relevant to writing meaningful learning objectives is Bloom’s Taxonomy, which “provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work” (Bloom’s Taxonomy, n.d.).Bloom’s Taxonomy classifies the following levels of learning to be addressed in order:
- Knowledge – Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. Key words include write, list, label, name, and define.
- Comprehension – Student translates, comprehends, or interprets information based on prior learning. Key words include explain, summarize, paraphrase, and describe.
- Application – Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. Key words include use, compute, solve, demonstrate, apply, and construct.
- Analysis – Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. Key words include analyze, categorize, compare, and contrast.
- Synthesis – Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. Key words include create, design, hypothesize, and develop.
- Evaluation – Student appraises, assesses, or critiques on a basis of specific standards and criteria. Key words include judge, recommend, critique, and justify (Gilmore & Menden, n.d.).
Finally, for an entertaining application of Bloom’s Taxonomy, watch this video on Bloom’s Taxonomy according to Seinfeld.- The captioned version of this video may be accessed in the following link: OL-211: Blooms Taxonomy According to Seinfeld (CC)ReferencesEducational Technology and Mobile Learning. (2015). Awesome chart on “pedagogy vs andragogy.” Retrieved from http://www.educatorstechnology.com/2013/05/awesome…Gilmore, L., & Menden, H. (n.d.). Teaching others what you know—survival training for subject matter experts [PowerPoint slides]. Retrieved from http://www.astdatlanta.org/Resources/Documents/Tea…Bloom’s Taxonomy. (n.d.). Retrieved from http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20…Distant eLearning. (2015). Pedagogy vs andragogy. Retrieved from http://www.distantelearning.com/great-resources/pe…
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