L3 Training

Question 1

Define training and development

Answer 1

Training: The systematic acquisition of attitudes, concepts, knowledge, roles, or skills that result in improved performance at work

Development: The set of activities that workers undergo to broaden and refine their KSAs. (Beyond the knowledge and skills required for present job, more focus for management level position)

Question 2

When is training needed? 5

Answer 2

 Initial training after selection
 Conversion training (e.g. learn to use Canvas)
 Organisational change (admin changeover)
 Maintenance of skills (emergency situations safety etc)
 Attitude change (diversity, sexual harassment)

Question 3

5 stages of the training process

Answer 3

-  Needs assessment
–  Set objectives
–  Training design
–  Training implementation
–  Training evaluation

Question 4

Needs assessment Definition

Answer 4

A set of activities designed to collect data about what the organisation needs out of the training program

Question 5

needs assessment Key Questions:

Answer 5

1. in terms of the organisation’s goals (long term and short term goals, are methods successful to achieve goals, is the TRANSFER of the TRAINING good? Managers support what you learn at training?)
2. in terms of specific tasks (Job Analysis, what are the resources required)?
3. in terms of the people involved (what do they already know? Might need to know about their literacy levels, what weaknesses do they have and why do they have them: they are untrained or they are unmotivated? What are their expectations for the training?)

Cons: Underfunded

Question 6

Why is it important to set objectives an dhow do you do it?

Answer 6

Learning objectives (i.e., to know what the trainee should be able to do or know at the end of the training) should be derived from needs assessment

Question 7

When deciding on the training design, you should take the following factors into consideration

Answer 7

1. Learning objectives (Information acquisition, Skills development)
2. Psychological Principles of learning
3. Trainer qualifications
4. Individual differences

Question 8

What are 10 principals of learning?

Answer 8

a) Conceptual organisers and meaningful encoding, providing a framework for learning.
b) Modelling
c) Reinforcement:
Meta-analysis showed
- Money improved performance 23 %
- Praise in public increased performance 17%
- Good Feedback increased performance 10%
d) Feedback: accurate, timely, and constructive (specific, they are not guessing)
e) Cognitive load. Try to OPTIMISE cognitive load (complexity of content)
•Types of cognitive load (Sweller et al., 1998)
– Intrinsic
– Extraneous
– Germane load (making it interactive, engaging)
f) Whole versus part (subtask) learning
g) Massed versus Distributed Practice (rest breaks)
h) Active Practice
i) Overlearning
j) Fidelity, task trained is similar to the task required on the job. Also called transfer appropriate processing

Question 9

3. Trainer qualifications Trainers should

Answer 9

• Have knowledge of the organisation
• Be knowledgeable about content
• Be motivated to train
• Understand principles of learning

Question 10

Individual Differences, Should accommodate differences in:

Answer 10

• Literacy
• Motivation to learn
• Preferred learning style

Question 11

• Implementation of training: May use a variety of different modes 10

Answer 11

On-site:
–On-the-job training (throw in deep end)
–Job rotation (trainee learns a variety of different jobs by moving from one to the next)
–Apprenticeship (extensive periods of time studying under and expert)
–Vestibule training (specialised equipment to simulate unsafe tasks e.g. pilot)
–DVD-ROM/Online (modules at own pace)

Off-site 
–Lectures/seminars 
–Audio-visual 
–Conferences 
–Programmed/computer-assisted instruction
 –Simulation/role-playing

Question 12

 Kirkpatrick’s (1976) evaluation of training, and how do you measure training effectiveness?

Answer 12

o Reactions: Did they like the training?
o Learning: Did they learn anything from the training?
o Behaviour: Do trainees behave any differently back on the job?
o Results: Did the training have the desired outcome? (more money, efficiency etc)

Did the training work? (can ask employers, supervisors, customers etc if they think they improved)

Question 13

Training Transfer define, and state 3 ways

Answer 13

Degree to which trainees apply the knowledge, skills, and attitudes gained in training to their jobs

–Initiation: Does the person start using the training material on the job?
–Maintenance: Does the person keep using the training material on the job?
–Generalization: Can the person adapt what they learned as the job changes around them?

Question 14

Strengths and weaknesses of Pre-post design with no comparison group

Answer 14

Positive: Maximises sample size; Avoids ethical/administrative problems of withholding or delaying training
Negative: No way of determining whether factors are due to training or some other factor; testing effects (practice effects)

Question 15

Strengths and weaknesses of Pre-post design with comparison group

Answer 15

Positive: Can determine whether effects are due to training or some other factor; testing less of a confound
Negative: Ethical constraints of delaying or withholding training (safetly)

Question 16

Strengths and weaknesses of Post-test-only design with a comparison group

Answer 16

Trained and comparison groups only tested after training.

Positive: Useful when pre-testing is suspected of interacting with training
Negative: Experimental groups and control groups may not be the same before manipulation

Question 17

Strengths and weaknesses of Pre-post design with non-equivalent controls group

Answer 17

(Sydney office trained one way and paramatta office trained another way)
Positive: Often not practical for random allocation within organisations; when in-tact groups are isolated from each other there is less chance for control and experimental groups to mix and communicate.
Negative: Confounds from unknown differences between groups

Question 18

Survey of management trainers by Bright et al. (2000)

Answer 18

 92% asked for the subjective reaction of trainees immediately after training
 45% reported using examinations to assess the acquisition of the new KSAs.
 20% attempted to measure the costs and benefits of their training to the client organisation.
 Only 29% of management trainers have a qualification in psychology; 9% have a qualification in adult education

Question 19

 Describe future directions in training

Answer 19

 Increased technology (people need training to use machines, conversion training)
 Diversity of the workforce
 Continuous learning (people are never done learning now)
 Adaptation and flexibility (want to be able to apply what you learn in different situations)

Future is bright!