can you do me a paper answer 6 question?

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October 6, 2017 Adult Learning Case Study objective: To identify obstacles prohibiting the transfer learning before, during, and after training Method: Independent reading and in-class discussion Directions: Read the case study and answer the following questions: 1. How was transfer of learning supported or not supported in this organization before, during, and after training? 2. What was the main effect of training? 3. Did the Training Department consider the Principles of Adult Learning? What evidence is presented in the case study to support your answer? 4. As a HRD Specialist, what changes would you suggest to enhance transfer of learning? 5. As a HRD Specialist, what learning and motivational theories would you use? 6. What climate setting interventions do you recommend? Why? Organizational Profile Southern Credit Union operates in more than 10 medium-sized cities in a southeastern state. As a credit union, Southern is owned by their members who save and borrow money through the institution. A portion of the union's profits is returned to members in various ways, including lower interest rates, lower fees and higher dividends on savings accounts. Southern's front-line tellers provide routine banking services inside the credit union and at drive-through locations. Most front-line tellers are women, although the position has become more diversified recently. The New Accounts Department meets potential members to discuss the features of Southern's savings and checking accounts. The Mortgage Services Depart provides mortgage options for home loans. The Investment Services Department has financial advisors who meet with members to discuss alternative investment strategies and options for growing their money. Credit union members are a diverse group in terms of racial demographics, age and gender. Key Issues Adapted from SHRM's Learning Activity Guide Page 1 have been three different presidents over the last six years. Not surprisingly, The president of Southern Credit Union, Tom Jenkins, is relatively new, in fact, there camaraderie has been lacking among managers, employees and the ever-changing leadership team. After meeting with the board of directors and in anticipation of an Southern needs to revisit its sexual harassment policy and procedures and determine when the last training session was held. Benkins meets with the HR director, Pamela Sanchez, and the training analyst, Heather Blackburn. They decide the sexual harassment policy is sufficient but realized there was a lack of sexual harassment training in the past four years. Blackburn, who has been focusing on customer service training, is told by Jenkins to make this happen by the end of next month." Training Staff Heather Blackburn has been a training analyst for only five months. She graduated with a B.A. in communications 15 years ago; after graduation she worked as a bank teller at a regional bank. She moved to Southern Credit Union as a bank teller because the pay was higher and the credit union had a good regional reputation. Blackburn was a bank teller at Southern for eight years, and then applied for an internal transfer to the training job because she liked working with people and thought the job would be interesting. She joined the local American Society of Training and Development (ASTD) chapter last month to learn about the training profession in general and specific training methods. She reports to the HR director, Pamela Sanchez Design of the Sexual Harassment Training Jenkins' request doesn't give Blackburn much time to develop and conduct the sexual harassment training. She decides to train first-line supervisors, since they are most closely involved in the front-line employee interactions. She doesn't have time to meet with anyone to get this training designed, so she sketches out a two- hour lecture. She wants to cover Southern's sexual harassment policy, the complaint procedure, and some recent court cases (gathered from the Employment Law Information Network) as examples of quid pro quo versus hostile work environment harassment. She creates handouts for trainees and schedules training off-site for 50 Southern supervisors to minimize distractions from their branch locations. Three days before the training, Blackburn has all her lecture notes (in PowerPoint) prepared, handouts copied and the training room ready. She e-mails first-line supervisors about the mandatory training, tells them about the objectives of the training and gives them directions to the off-site training location. The Training As the supervisors enter the training room, they seem confused about the late notification of this training. As they talk among themselves, they wonder if one of the employees filed a sexual harassment complaint. Blackburn covers all the material she has prepared. She doesn't get a chance to ask for questions at the end of the session, but tells the supervisors to e-mail her with any questions they have about the material and reinforces her willingness to ensure they understood Page 2 Adapted from SHRM's Learning Activity Guide the information, Blackburn feels good about her organization and preparedness, and feels like the two-hour lecture was successful. The supervisors leave quickly to get back to their branch locations; some have several hours to drive and much to handle when they return to their jobs. Report on the Training Blackburn happily reports back to Jenkins and Sanchez with her perceptions of how the first-line supervisor training went. Blackburn reiterates how she met Jenkins' deadline, recounts the process she used to develop the training, and shows them the training materials and handouts. Blackburn plans to e-mail the supervisors in six weeks to remind them of key learning points and to see if they have any questions about the sexual harassment concepts, once they consider thei workplace situations. She will also ask them to rate their satisfaction with the training via a short e- mail survey. Jenkins is satisfied because he can tell the audit team that the training took place. The HR director, though, is quiet during the meeting; she wonders whether this effort was well executed and is concerned about the ultimate effectiveness of the training List your recommendations below. Before During After Adapted from SHRM's Learning Activity Guide Page 3 كتابة مراجعة إضافة إلى مكتبتي Goals and purposes for learning 4 Individual and situational differences Andragogy: Core adult learning principles Institutional growth Subject matter differences 1 Learner's need to know -- why - what - how 2 Self-concept of the learner - autonomous self-directing 3 Prior experience of the learner -resource - mental models 4 Readiness to learn - life related - developmental task 5 Orientation to learning - problem centered - contextual 6 Motivation to learn - intrinsic value - personal payoff Situational differences Societal growth Individual learner differences Individual growth Figure 1.1 Andragogy in practice Source: Knowles et al. (1998) DI 에 F8 F9 ood ooo F4 F6 F7 F5 & 07
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Running: ADULT LEARNING

1

Adult Learning
Name
Institutional Affiliation

ADULT LEARNING

2

Adult learning
Question1.
How the transfers of learning was supported in the organization before, during and after Training
Answer
Before training: In this organization three days before the training, Blackburn used to set
ready for the lecture by organizing her lecture’s notes in a PowerPoint presentation. She further
ensures that the notes are well copied and training room well set for the lesion. First line
supervisors are sent for lectures notes in their emails and directed on the offside training
locations.
During Training: Blackburn ensures she covers all her notes she had initially prepared.
She doesn’t give a chance to be interrupted by any form of question
After Training: Blackburn directs her supervisors to email her in case there is any
question that arose during the training session. She responds positively by expressing her
willingness to respond to such questions. After trai...


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