refer to attached document
Prepare
Read these cases from the textbook:
Case:
Revised Training for the U.S. Navy.
Case:
Designing Effective Sales Training at Harrison Pharmaceuticals.
Learning Online at PepsiCo.
Case: Revised Training for the U.S. Navy
In 2017, 17 U.S. Navy sailors died in collisions involving its ships. Congressional investigations identified inadequate training in the foundational skills of seamanship as one of the likely causes for the collisions. The Navy is revising training methods for more than 75 percent of its occupations. Most of the training curriculum is hands-on work with simulations and interactive courseware with 20 percent being lecture. For example, during bootcamp the Navy has reduced the amount of time new recruits spend in the classroom and instead focus more on experiential learning to simulate conditions aboard a ship in war or peacetime. Recruits now participate in 177 hours of hands-on training during the eight weeks at boot camp, an increase of 17 hours. Officers in charge of bootcamp divisions of approximately 88 recruits evaluate their division’s weaknesses and use time to have them practice skills such as tying knots to anchor a ship rather than participate in online learning. The training involves doing multiple repetitions of the skills to ensure they are retained. Recruits spend two days on a life-size replica of a deck of a ship. The recruits practice tying lines, relaying orders, getting a ship underway, and bringing it back to port. During practice, instructors ring a bell every time recruits make a mistake. To graduate, recruits must pass an all night test in a simulator designed like the deck and hull of a warship. There are explosions to deal with, leaking pipes to repair, and fires to extinguish. The Navy is also providing specialized training after sailors finish boot camp.
What instructional characteristics does the Navy’s new training program include that facilitate learning and transfer? List each of the characteristics and explain how it enhances learning and transfer. What transfer of training theory has been used to design the training? Explain the theory and how it is being used in the training. Explain how a community of practice (COP) could be beneficial for Navy training.
Sources: Based on L. Weber, “How the Navy Revamped Boot Camp,” The Wall Street Journal, March 30, 2020, pp. R4, R5; “Recruit Training Command,” from www.bootcamp.navy.mil, accessed March 5, 2021; R. Powers, “Navy Boot Camp,” The Balance Careers, October 21, 2019, from the www.thebalancecareers.com, accessed March 5, 2021; “What Should I Expect at Navy Basic Training?” Indeed, February 4, 2020, from indeed.com, accessed March 5, 2021.
Case: Designing Effective Sales Training at Harrison Pharmaceuticals
Harrison Pharmaceuticals released a revolutionary new cancer drug with the potential to change the entire health landscape. With the need to promote the drug in new and existing territories, it had to increase its sales staff and train on all aspects of the drug’s efficacy. Because of industry regulations, the company designed a blended learning program with all the information sales reps would need to explain the drug to all customers, from prescribing clinicians to pharmacists. It featured more than 100 hours of videos including doctor interviews, 2,000 pages of text about in-depth trial results, and an intensive three-day classroom training component. The training program included everything sales reps needed to know. Unfortunately, three months after completing the training program, many sales reps were not competent in their territories and could not answer doctors’ questions adequately. One problem with the program was that the sales reps had to learn too much highly technical information. But to be competent, they had to learn all of the information.
What are your recommendations for how the program could be redesigned to help the sales reps recall what they had learned? Provide your recommendations and explain why you believe they will help the sales reps improve their effectiveness.
Source: Based on I. Townley and J. Durkee, “Convert Learning Into Action,” T+D, December 2019, pp. 42–47.
Learning Online at PepsiCo
PepsiCo, the food and beverage company, is teaching Six Sigma to all employees. Six Sigma is a quality control method providing practices and tools for process improvement. Prior to the coronavirus pandemic of 2020, PepsiCo conducted Six Sigma training in face-to-face classes. A key part of the face-to-face Six Sigma training were sessions that used building blocks to simulate real-life situational challenges. When COVID-19 forced employees to work remotely, the training needed to be converted to an online program. The online training included PowerPoint slides, discussions, and quizzes to measure knowledge retention. But trainees found the online training boring and did not engage with them in the same way as the face-to-face classes. The rate of trainees’ satisfaction with the course dropped 25 percent and the failure rate for the quizzes was too high. What was missing was the opportunity for trainees to practice using the Six Sigma tools and techniques in real situations.
Marco Rodriguez Tapia, who was responsible for the Six Sigma training in PepsiCo’s European locations, was looking for ways to improve the online program. He shared with his son his frustration at being unable to find training that had high level of realism and involved the learners. Tapia and his son often spent time playing the video game Minecraft. His son suggested that they should consider using Minecraft to simulate a factory floor so the trainees could practice what they were learning. Minecraft lets players create three-dimensional worlds where they can solve challenges, go on adventures, and interact with monsters. It can be adapted to create any type of environment or experience. In two days, his son Alexander made a prototype of a simulated PepsiCo plant where trainees could practice problem-solving and complete productivity challenges while building simulated pallets using virtual LEGO-style bricks. In the game, trainees face challenges and compete against other teams who are trying to build their pallets faster and with fewer errors.
PepsiCo’s training team reviewed the prototype and encouraged father and son to take it to a Minecraft custom developer to translate all of the activities used in the in-person class into the game. PepsiCo’s training team and other experts reviewed the final version of the new Six Sigma course making sure every tested every aspect was consistent, user-friendly, and appropriate to teach Six Sigma’s key concepts. They tested the game for “bugs” to make sure it worked. The game was also translated into seven languages to meet the needs of PepsiCo’s global workforce.
Although many trainees may actively play Minecraft so they are familiar with how the game works, many were not. The designers created a pre-training area where trainees could get comfortable with how to play the game before entering the simulation of the factory floor. Those familiar with the game can walk through the pre-training area directly into the simulation. The game is based on an imaginary distribution company that produces pallets of different products. The company needs to ship the pallets to a warehouse, which sends them to customers based on their orders. Inefficiencies in the process create waste and reduce profitability, but trainees can apply the Six Sigma training to fix these problems. Teams of trainees collect different colored blocks and arrange them in order on a pallet according to a set of instructions. The teams have to collaborate to assign functions, check their work, and identify ways to improve the process. As they progress, the challenges get more complicated through introducing missing parts and blocks scattered around the factory floor. This means trainees have to use more advanced problem-solving techniques to successfully complete each challenge. After the game is complete (it takes 45 minutes), teams virtually debrief and discuss what they learned and strategies they could use to improve. Results of new game-based approach were positive. Both trainees’ satisfaction and passing rates on the quizzes were better than for the original online version of the Six Sigma training.
Sources: Based on “Boosting PepsiCo’s Productivity With.….Minecraft?” PepsiCo (December 15, 2020), from pepsico.com/news, accessed February 28, 2021; S. Gale, “Case Study: PepsiCo Leverage Minecraft for Lean Six Sigma Training,” Chief Learning Officer (February 16, 2021), from chieflearningofficer.com, accessed February 23, 2021; R. Golden, “PepsiCo Turns to Minecraft, Moving Virtual Training Away from ‘Zoom Fatigue,’” HR Dive (January 21, 2021), from hrdive.com/news, accessed February 28, 2021.
Instructions
In a 3-page paper, analyze the 3 cases by doing the following:
· Evaluate how the training is described in the cases provided for the transfer of training. Support your evaluation with references to each case.
· Propose methods to improve the transfer of training in 2 of the cases. Demonstrate the appropriateness of the methods you propose depending on variables such as workplace setting, training method, employee needs, organizational strategy, timing, and so on.
· Propose 2 evaluation designs to measure the transfer of training. Explain the advantages and disadvantages of these designs given the 3 cases in the assignment.
· Use 3 sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment.
