Chapter 7: Training and development Flashcards
Training
Is the systematic acquisition of skills, concepts, or attidutes, resulting in improved peformance in anohter environment.
Before a trianing can be done a training needs analysis should be conducted to know where it is needed and how.
Three broad categories of learning outcomes are:
- Cognitive outcome; knowledge of results, facts and principles.
- Skill-based outcome: The development of motor or technical skills.
- Affetive outcome: Attitudes and beliefs that predispose a person to behave in a certian way.
Learning
Relatively permanent change in behavior and human capabilities produced by experience and practice.
**Training -> Learning -> Job Performance **
Three step process of training needs analysis
- The organizational analysis; A component that examines organizational goals, avaialbe resources, and the organizaitonal environment. It helps to determine where training should be directed.
- The task analysis; A component that examines what employees must do to perform the job properly.
- The person analysis; a component that investigate where training is needed.
Training readiness
Does the employee have the personal characteristics necessary to acqire knowledge form a training program and apply it to the job?
- GMA (r=.56 with training performance
- Goal orientation: Pefromance orientation, concerend with doing well + Mastery oreientation, concerend with increasing competence.
- Experience level.
Trainee motivation
Is the employee interested in attending, training, learning form training, and transferring the skills and knowledge acquired in trianing back to the job?
- Expectancy framework.
Social learning theory
A cognitive theory that proposes that htere are many ways to learn, including observational learning, which occurs when people watch soemone perform a tasks and then rehearse those activities mentally untile they have an opportunity to try them out.
Part of social learning theory is behavioral modeling.
Behavioral modeling
A learning approach that consist of observing actual job incumbents who demonstrate positive modeling behaviors, reheasing the behaviors using a role-playing technique, receiving feedback on the rehearsal, and trying out the behavior on the job.
Social learning theory is a broad approach including:
- Self-efficacy: beliefs in one’s capability to peform a specific task.
- Goal settiing: Motivational approach in which specific, difficult goals direct attention an improve performance in training and the job.
- Feedback: Knowledge of the results of one’s action.
Factors including behavior modeling, are;
- Oserve actual job incumbents demonstrate positive modeling behaviors
- Rehearse e.g. using role-playing
- Receive feedback on rehearsal
- Try behavior on the job
Behavior modification is;
Simple recognition and feedback can be effective in increasing performance.
Reinforcement theory
- Learning resutls from association between behaviors & rewards
- Positive reinforcement; desired behavior followed by reward.
Principles of learning are
- Active practice: An approach that involves actively participating in a training or work tasks rather than passively observing.
- Overlearning -> Automaticity
- Fidelity: Is the extent to which tasks trained is similar to the task required on the job.
- Whole learning
- Part Learning
- Massed practice
- Distributed practice
Two different types of Fidelity;
- Physical: Extent to which training task mirrors physical features of task performed on job.
- Psychological: Extent to which training task helps trainee develop KSAOs necessary to perform job.
Whole learning
- When entire tasks i practiced at once.
- More effective when complex task have relatively high organization (i.e. strong relation between subtasks).
Part learning
- When subtasks are practiced separately & later combined.
- More effective when complex task has low organization.
- e.g. surgeons & pilots.
Massed practice
Individuals practice task continously & without rest (e.g. cramming for test).
Distributed practice
- Rest intervals between practice sessions
- Generally, results in more effecient learning & retention than massed practice.
Transfer of Training
Degree to which trainees apply knowledge, skills and attitudes gained in trianing to their job.
Transfer of training climate
Workplace charactersists that either inhibit or facilitate transfer of training:
- Early socializaiton indicating that training is important
- Continous learning culture
- Adequate peer and supervisor support
- Access to essential equipment or resources
- Adequate working conditions
- Regular feedback and reinforcement
Four basic principles of Training
- Present relevant info and content to be learned
- Demonstrate KSAO’s to be learned
- Create opportunities for trainees to practice skills
- Provide feedback to trainees during and after practice.
On-site training methods
- On-the-job training: trainees observe & learn form more experienced employees.
- Apprenticeship: Formal program used to teach a skilled trade.
- Job rotation: Employees move to various jobs, departments, or areas of company.
Off-site Training methods
- Classroom lectures
- Programmed instructions
- Simulators, controlled reproducibility, safety considerations, learning considerations, cost
Distance learning
- Instructor via video/audio
- Can occur across multiple sites at once
- More affortable, learning-tailored alternative to live instruction
Computer-based training
- Allows trainees to individualize their learning experience
- Trainees have more control over instruction
Blended learning
Combination of distance learning and face-to-face learning
Evaluation training programs
- Determine wheter trainees have achieved objectives of training program.
- Provide feedback that can improve training
- Justify costs of training programs
Training criteria
- Reaction criteria are measured of trainee impressions of the training program.
- Learning critera are measure that asses how much was learned in the training program.
- Behavioral criteria are mesured of how well the behaviors learned in trainng transfer to the job.
- Results critera are measures of how well training can be related to organizational outcomes suchs as productivity gains, costs savings, error redutions, or increased customer satisfaction.
- **External cirteria **are measures that assess wheter changes as a result of training occur when trainees are back on the job.
Utility analysis
A technique that assesses the economic return of investment of human resource interventions such as staffing and training.
Pretest-posttest control group design
A desing that generally includes random assignment of participants to conditions, a control grou, and measures obtained both before and after trianing occured.
