chapter 7 - training & development (8 mc) Flashcards
training vs. development
Training - effort initiated by an organization to foster learning among its members
- Focus: current job
- Time frame: provide skills to benefit the organization quickly
- Goal: fix a current skill deficit
Development - effort to provide employees with KSAs needed by the organization in the future
- Focus: current and future jobs
- Time frame: benefits to organization in long run
- Goal: prepare for future work demands
systems approach to training (4 phases) - PHASE 1: NEEDS ASSESSMENT
Phase 1: Needs Assessment
Determining whether training is needed, do you have the funding to pursue it, what content is needed, and who needs the training
Organization Analysis
- An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed
Task Analysis
- The process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job
Person Analysis
- A determination of which individuals who need training
systems approach to training (4 phases) - PHASE 2: TRAINING DESIGN
Phase 2: Training Design
Developing a training strategy and preparing instructional plans
(instructional objectives, learning principles (goal setting, feedback, modeling, practice, massed v. distributed, whole v. part learning), transfer of training issues, psychological and physical fidelity),
- Developing instructional objectives – formally stated at behavioral objectives
- Behavioral objectives – the hoped for training outcomes which are used to determine if the overall training goal has been met
- Overall training goal – increase productivity
- Behavioral objective – sort 50 letters per minute - Learning principles (discussed on next slide)
- Training will be more effective the degree to which you take into account learning principles - Transfer of training
- Ultimate criteria of success in training is whether what is learned in training is transferred over to the job
systems approach to training (4 phases) - PHASE 2: TRAINING DESIGN - Learning Principles and Transfer of Training (FOCUSED)
Learning Principles
- Goal setting
- Feedback and reinforcement
- Modeling
- Practice and repetition
** Massed vs. distributed learning
–> Concerns the spacing out of training – which would be better 5 two hour sessions or 1 ten hour session?
** Whole vs. part learning
–> Teach a whole task or break it down into parts?
Transfer of training – do employees transfer what they learned in training on the job
- Ways to facilitate transfer of training:
1. Demonstration of concepts being taught
2. Training practice or simulation
3. Practice back on the job
4. Fidelity of the training situation
** Physical fidelity – similarity between equipment/environment used in training and on the job
**Psychological fidelity – similarity between behaviors required in training and behaviors required on the job
systems approach to training (4 phases) - PHASE 3: TRAINING IMPLEMENTATION PHASE
Determining the appropriate modality for delivering the information/skills to be learned in training
**On the job training
- Mentoring
- Peer training
- Job rotation
–> Advantages/Disadvantages of on the job training?
adv: quicker
dis: takes away from other employees
** Off the job training
- Classroom training
- Simulation
- E-learning
–> Advantages/Disadvantages of off the job training?
adv: cheaper
dis: harder to supplement
systems approach to training (4 phases) - PHASE 4: EVALUATION
Determining whether training worked
Evaluation is the most overlooked phase of training
Four criteria for measuring training program effectiveness:
1. Reactions
2. Learning
3. Behavior
4. Results
Criterion - Reactions
Determining trainee reactions to the training program
The simplest and most common approach to training evaluation is assessing trainees’ reactions.
Potential questions to assess reaction:
Did you like this program?
Would you recommend it to others who have similar learning goals?
What suggestions do you have for improving the program?
Criterion - Learning
Examining whether trainees actually learned anything
Designs for measuring learning:
Post-test design (good): Train → Test
Pre-test post-test design (better): Test → Train → Test
Ideally, in addition to testing trainees, organizations should test other similar employees who did not attend the training (i.e., a control group) but took the test to estimate the differential effect of the training across people in addition to the within person assessment above.
Training group: Train → Test
Control group: Test
Criterion - Behavior
Determining whether what was learned in training actually got incorporated on the job
Ways to help make sure transfer of training is occurring:
Increase likelihood of transfer of training via incorporating instructional design techniques (Demonstration, practice, practice on the job, training situation fidelity)
Incorporate desired behaviors learned into the performance evaluation process
Criterion - Results
Determining the bottom line impact of training
Calculating the benefits derived from training
Possible questions to ask:
How much has it contributed to profits?
What reduction in turnover did the company get after training?
How much has productivity increased?
How much cost savings have been realized?
RETURN ON INVESTMENT (ROI) - (Criterion - Results Under Step 4: Evaluation)
Criterion - Results (continued)
Return on Investment (ROI)
Viewing training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change
ROI = Training Results/Training Costs
** If ROI is > 1, the benefits of the training exceed the cost of the program
** If ROI is < 1, the costs of the training exceed the benefits
systems approach to training (4 phases) - PHASE 4: EVALUATION – CRITERION: REACTIONS
Criterion - Reactions
Determining trainee reactions to the training program
The simplest and most common approach to training evaluation is assessing trainees’ reactions.
Potential questions to assess reaction:
Did you like this program?
Would you recommend it to others who have similar learning goals?
What suggestions do you have for improving the program?
systems approach to training (4 phases) - PHASE 4: EVALUATION – CRITERION: LEARNING
Criterion - Learning
Examining whether trainees actually learned anything
Designs for measuring learning:
Post-test design (good): Train → Test
Pre-test post-test design (better): Test → Train → Test
Ideally, in addition to testing trainees, organizations should test other similar employees who did not attend the training (i.e., a control group) but took the test to estimate the differential effect of the training across people in addition to the within person assessment above.
Training group: Train → Test
Control group: Test
systems approach to training (4 phases) - PHASE 4: EVALUATION – CRITERION: BEHAVIOR
Criterion - Behavior
Determining whether what was learned in training actually got incorporated on the job
Ways to help make sure transfer of training is occurring:
Increase likelihood of transfer of training via incorporating instructional design techniques (Demonstration, practice, practice on the job, training situation fidelity)
Incorporate desired behaviors learned into the performance evaluation process
systems approach to training (4 phases) - PHASE 4: EVALUATION – CRITERION: RESULTS
Criterion - Results
Determining the bottom line impact of training
Calculating the benefits derived from training
Possible questions to ask:
How much has it contributed to profits?
What reduction in turnover did the company get after training?
How much has productivity increased?
How much cost savings have been realized?
