Lecture 3 - Organisational (Training) Flashcards
What are the 5 stages of of the training process
- Needs assessment - what are you trying to get out of the training
- Training Design
- Training Mode/Implementation
- Training transfer and outcomes - do they actually do the training whilst on the job
- Training evaluation
What is a needs assessment?
Performing a series of activities to evaluate what actually needs to be addressed by the training
(Only 6% actually perform this step even though it is of up most importance.)
What are the levels of analysis for a needs assessment?
- Organisational Analysis
- Task (job) Analysis
- Person Analysis
What is involved in an Organisational Analysis?
> Identification of the goals
Identification of human resource needs
Evaluation of methods to meet HR needs
Assessment of resource availability - how much funding do you have? how much time with the employee?
Evaluation of support for transfer of training - does what is taught in training actually transfer to real work situations?
What is involved in Task (job) Analysis?
Identification of:
> tasks
> standards
> optimal procedures
Personal Analysis?
Who is being trained?
> what knowledge are they bringing to the training?
Are we training them because they don’t have the ability or because they don’t have the motivation?
> do they not wear their helmet because they don’t have the education on safety, or just because they have no motivation to?
In psychometric testing we could identify that people should have the ability and understanding to already implement the actions. This could then mean the training is more focused on motivation rather than training.
What is involved in the training design?
What is the purpose of the training? (get this from the needs assessment)
How do people learn? (principles of learning)
What are the trainer qualifications?
What are the individual differences?
Training Design
What is purpose of the training? > Develop from your needs assessment Is it to help them to acquire knowledge? Is it to help them to implement skills? Is it to develop their skills?
What must you consider for principles of learning in the Training Design phase?
This is where you can implement psychological knowledge:
a) conceptual organisers: provide a framework for learning - helps with meaningful encoding.
b) modelling: people learn by observing other people - social learning theory
c) reinforcement: the greater reward that follows a behaviour, the more easily and more rapidly the behaviour is learnt - employee of the month or bonuses
d) feedback: knowledge of the results of one’s actions - most effective when accurate, timely, and constructive (how to correct or refine)
e) cognitive load: try to optimise it
> intrinsic load: the set amount of load which is required for the task at hand
> extraneous load: extra cognitive load imposed by the training itself ie the cognitive load added as a result of role playing or remembering everyone’s names
> germane load: the useful load which can be added when the task has low intrinsic load - just naming things over and over again has low intrinsic load - it gets boring. add germane load by asking them to describe what each thing does. USEFUL load
f) whole learning vs part learning
e) Massed (continuous without rest) vs Distributed Practice (rest intervals between sessions, spaced over a longer time)
g) active practice: actively participating in the training or work task rather than just observing someone else
h) overlearning: present with several learning opportunities even after they mastered the task - practice makes perfect
j) fidelity: how realistic the environment is for the training program. How? make it as realistic as possible
What are the two modes of training?
On site:
> on-the-job training
> job rotation
> apprenticeship
Off site: > lectures/seminars > audio-visual > conferences > simulation/role-playing
What is training transfer?
How much of the training material taught actually get applied on the job? If non much, then the training is a failure.
What are the three ways that training transfer can happen?
Initiation: does the person START using the training on the job
Maintenance: does the person KEEP using the training on the job
Generalization: can the person ADAPT what they learnt as the job changes
Pre-post design with no comparison group -Test and Re-test evaluation method pros and cons
Pros:
> No ethical/admin problems i.e. half of the people not learning where the fire escape is.
> maximises sample size
> no problems of withholding or delaying training
Cons:
> no way of determining whether factors of change are purely due to training
> testing effects - the participants may have just gotten better because they are familiar with the testing material.
What is Kirkpatrick’s evaluation of training? (four levels)
Reactions: did they like the training?
Learning: did they learn anything from the training?
Behaviour: did the persons behaviour on the job actually change?
Results: did the training have the desired outcome?
Post-test-only design with comparison group
Pros:
> no testing effects
> useful when pre-testing is suspected of interacting with results
Cons:
> groups may not be as the same levels when at pre-test; can’t tell as have no pre-test data
