Question 1 (1 full page + 2 references)   In their textbook, Effective Training: Systems, Strategies, and Practices, Blanchard and Thacker (2013) state that on-the-job training is "the most frequently used training method

Question 1 (1 full page + 2 references)

In their textbook, Effective Training: Systems, Strategies, and Practices, Blanchard and Thacker (2013) state that on-the-job training is "the most frequently used training method . . .OJT is the preferred method for training employees for new technology and increasing skills in the use of existing technology” (p. 225).   Also, Blanchard and Simmering (n. d.) make the same point in the required reading this week. Have you experienced any on-the-job training?  If so, was the training effective?  Were the steps in the Job Instruction Technique (JIT) described in the Blanchard and Simmering reading followed? 

References:

Blanchard, P. N., & Simmering, M. J. (n. d.). Training delivery methods.  Encyclopedia of management.  Reference for Business. Retrieved from
 http://www.referenceforbusiness.com/management/Tr-Z/Training-Delivery-Methods.html

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed.). Boston, MA: Pearson.

Question 2 (1 full page + 2 references)

You are designing a diversity awareness training session.  You have created four learning objectives.  Upon completion of the training session, managers should be able to: 

• Define diversity and terms related to diversity
• State the company's policy regarding diversity
• Describe three benefits of having a diverse work force
• Identify three behaviors that foster a more inclusive workplace 

If you had to choose two traditional methods to use in the diversity awareness training session, which two would you pick and why?  Be sure to tell us which objective(s) each training method addresses.

Question 3 (1 full page + 2 references)

This week's tool, the Community Quilt, is more about hearing: did the listener hear what the speaker intended?  The Community Quilt is a group activity that can be used for a variety of purposes.  Read the instructions for administering the activity, then get a group of co-workers, family members, or friends together and try the activity with them (this activity will have more impact if you have a larger group).  Simply read the instructions aloud to the group; do not answer any questions and ask them to keep their eyes closed until you tell them to open them.  If all goes well, the end result will look something like the attached photo.   

The quilt in the picture was produced by a group composed of two college departments that had just been merged.  People were nervous about changes that would have to be made as a result of the merger.  A facilitator conducted the community quilt exercise as an ice breaker/team building activity for the first staff meeting of the merged group.  After debriefing the activity, the facilitator asked everyone to write on his/her sheet one action he/she was willing to take to help improve communication in the newly merged group.  The words and phrases you see on the sheets are the commitments made. The staff members assembled the quilt and tacked it to the wall, where it stayed for the rest of the staff meeting.    

If possible, take a picture of the quilt produced by your group and post it with your response.  Was your group surprised by the results?  What did you learn in conducting this activity?  How do you think a T&D professional could use this tool?

Community Quilt Instructions (Click link or see below for the word version)

A Community Quilt

Process:

Distribute one sheet of colored paper to each person.  Ask participants to stand up, pick up their piece of paper, and close their eyes.  Ask them to keep their eyes closed while following the instructions you will give them.  Tell them that they cannot ask any questions or look to see what others are doing; they are simply to follow the instructions as best they can.

            Read These Instructions:

• Fold your piece of paper in half
• Turn the paper 180 degrees to the left
• Fold your paper in half
• Turn the paper 90 degrees to the left
• Tear off the right hand top corner
• Fold your paper in half
• Turn the paper 180 degrees
• Tear off the left hand top corner
• Open your eyes and unfold your paper

Discussion Notes:

1. Ask participants to look at their papers.  Do any of the papers have the same pattern?
2. Ask learners to give one word that describes their experience with this exercise (e.g., frustrating, surprising). 
3. Since everyone received the same instructions, what happened to create the differences in the papers?  How did learners interpret the instructions?  Note that:
   • People processed the instructions according to their own prior experience and knowledge.  For example, how did they turn the paper when they heard “180 degrees to the left?”  Did they fold their paper in half lengthwise or widthwise?
   • In most cases, people use different words to describe their reactions to the activity; their reactions could have influenced their behavior.  For example, if they were bored, they might not have tried to follow the instructions; they might have just randomly turned and torn their paper.
   • Some people are tempted to peek because they are afraid that they are not doing it “right.”  However, there is no “right” way to follow the instructions.  The instructions sound precise, but they are intentionally written to be open to interpretation.
   • Some people are afraid that their piece of paper might be different from those of others; they might feel peer pressure to be like everyone else.
   • Some people find it difficult to just listen to instructions.
4. Ask what it was like to listen without being able to ask questions or without seeing what they (and others) were doing.  Note that people need to be able to ask questions in order to clarify instructions.
5. Note that this activity is a good reminder of the need to make people feel comfortable about asking questions.  For example, ask “what questions can I answer for you?” instead of “do you have any questions?”
6. Note that groups can draw upon the diversity of their collective life experiences and cumulative knowledge to solve business problems or to plan and complete projects.

Wrap Up:

Ask participants to tape their papers together to form a quilt.  Tape or tack the quilt to the wall where it can serve as a visual reminder of the diversity within the group.

Source: Adapted from Thinking Outside of the Box Workshop (National Seminars, 1999)

                   Adapted from A Community Quilt by Johna Clark & Donna Drake-Clark, 2004