Lecture 8: Training and Development

Question 1

Learning VS Training

Answer 1

Learning refers to the relatively permanent acquisition of knowledge and skills

Training refers to the **systematic acquisition **of skills, rules, concepts, or attitudes that result in improved performance in another environment.

Question 2

What are the 5 factors that impact the effectiveness of training?

Answer 2

1. alignment of organizational and individual needs
2. learners’ motivation and abilities
3. organizational learning climate
4. rigorous evaluation and continouous feedback
5. Program design and implementation

Question 3

Explain the ADDIE Model

Answer 3

The ADDIE model is a framework that is used to guide the designing and implementing structure of developmental programs.

Analyze: Identifiy constraints, identify tasks and KSAs, and determine trainees

Design: create objectives and choose delivery, and decide structure

Develop: develop session plans, trainer aids, and conduct a pilot.

Implement: market program and conduct actual sessions, collect feedback.

Evauate: collect the data and review performance, and review and revise.

PLS Analyze the Design Developer Implementing Evaluation

Question 4

What about the Human Performance Improvement (HPI) model

Answer 4

This basically says, identify your business goals and what your desired performance would be accordingly. Then identify the gaps between current performance and desired performance.

You do an analysis to find out why (the causeS) and select your solution for this. You then design your solution and then implement the solution.

Then you do an evaluation of your solution and see how it affects actual performance

so basically, actual vs desired Gaps; why? solution select: solution design; solution implement; evaluate; effect on actual performance

Question 5

Within high performing companies, what
percentage of learning and business leaders
say their learning function is effective in
achieving organizational business goals?
A. 35%
B. 45%
C. 55%
D. 65%

Answer 5

C. 55%

Question 6

STRATEGIC ALIGNMENT

Answer 6

A significant proportion of
learning and business
leaders do not believe their
organization’s learning
function is aligned with the
business strategy.
Strengthening this alignment
is a key goal for many Chief
Learning Officers.

Question 7

WHAT ASSESSMENTS ARE REQUIRED BY TRAINING PROGRAMS AT EACH LEVEL (Organization, Task, Person)

Answer 7

TRAINING NEEDS ASSESSMENT: In short, a training needs assessment helps figure out whether, and to what extent, training is needed

Organizational Analysis:
* asking if there is clear need that aligns with business strategy
* asking if training is the best approach for addressing the need?
* if yes, then seeing if the training is likely to be feasible and succesful?

** Task analysis:**
* seeing what are the tasks performed on the job?
* based on these tasks what are the competencies (KSAOs) required to effectively perform the tasks?
* and then seeing which deserve highest priority in the training?

** Person Analysis:**
ok so we have established so far that there is a clear need that is aligning with the business strategy, that training is the best approach to address this need, that it is feasible and likely to be succesful. We have moved on to task analysis and seen what the tasks performed on the job are and what ksaos are required to perform effectively and then seeing which KSAOs and tasks should receive the highest priority in training. NOW…we need to see a person analysis:

• who should be trained
• are these people willing and able to learn (training readiness)
• okay so how can we design more personalized learning experiences that match the needs, characteristics, and preferences of trainees (i.e: HOW CAN WE PERSONALIZE IT TO TRAINEES)

now summarize from the start

Question 8

person analysis: 3rd step: personalization

PERSONALIZED LEARNING EXAMPLE

Answer 8

IBM: Career Paths and Opportunities:
– Provides statistics on job movement
based on ‘other people like me’ and
forecasts demand for future roles.
– Alerts when good fit opportunities
become available.
■ Personalized Learning:
– Learning recommendations that
support the selected career path as
well as the employee’s current role

Question 9

TRAINING DESIGN AND DELIVERY:

WHAT ARE SOME TRADITIONAL AND VIRTUAL TRAINING METHODS?

Answer 9

1. Instructor Led Training
2. Self-directed training
3. On the Job training:
   Instruction of employees while in the actual work environment. Typically informal, but occasionally supplemented by formal training.
4. Observation and modelling
5. Simulations and Role plays

role plays allows for true behavior portryal in an artifical setting; This means that we can not only offer valuable feedback, but do so in a relatively safe environment where their workplace identity is not threatened. When executed properly, role plays can be par-ticularly effective at enhancing organizational learning

walmart used virtual reality to help train employees for black friday

Question 10

TRAINING DESIGN AND DELIVERY:

SHIFTING TRENDS IN TRAINING DESIGN AND DELIVERY

Answer 10

Prior to the pandemic, technology-based methods accounted for about 50% of all formal learning hours.

This figure jumped to 80% during the pandemic, with a commensurate decline in instructor-led training.

Post-pandemic, the average organization is planning to return to some classroom training while keeping some of the new technology-based training instituted during the pandemic.

Question 11

TRAINING DESIGN AND DELIVERY

Virtual Training Effectiveness

Answer 11

Meta-analyses of these studies consistently reveal that, all else equal,
learning outcomes are equivalent for virtual and traditional training

Virtual training is not inherently better or worse than other methods of
instruction, what matters is when and how it is used

Computer based training: increases interactiveness and the learner becomes an active contributor to what is learned.

Cost efficient: although the costs associated with e-learning are great initially, cost savings may result, since learners may access the content from anywhere. Thus, organizations are saving on travel and lodging costs, as well as on recurring instructional costs associated with face-to-face training.

Virtual reality: allow learners to become deeply engrossed in the situation, experiencing emotions and physiological reactions in a realistic, fun, meaningful, and safe environment. Because of these points, as technology contin-ues to advance and becomes less cost-prohibitive, we may find virtual reality training become even more prevalent within the workplace.

Question 12

TRANSFER OF TRAINING:

According to various estimates, how much
of what trainees learn is commonly
transferred back to the job?
A. 30%
B. 45%
C. 60%
D. 75%

Answer 12

A. 30%

Question 13

TRANSFER BARRIERS

oh tis tip lis los lok

Answer 13

Oh: organizational resistance
Tis: technology/infrastructure
tip: temporary productive implications
Lis: lack of incentive
Los: lack of support
lok: lack of knowledge or ability

Question 14

How can we improve transfer?

Answer 14

1. improve needs analysis
2. build learner motivation
3. enable manager support

Question 15

WHERE DOES THE MOTIVATION TO LEARN AND APPLY COME FROM

Answer 15

1. Positive climate (openness to new ideas, psychological safety, time to engage in learning and reflection)
2. supervisor support
3. peer support
   * both of these involve removing obstacles, communicating why training is important, creating awareness/visibility of training opportunites; role modeling; encouraging application.

Question 16

How can we evaluate training?

Answer 16

1. Reactions
2. Learning
3. Behavior
4. Results

Question 17

More on Kirkpatrics levels

Answer 17

Reaction criteria refer primarily to the participants’ reaction to the training program. These criteria measure impressions and opinions about the train-ing; for example, did they believe it was useful or added to their knowledge? Reaction criteria are treated as a measure of the face validity of the training program. Most reac-tions to training depend on the instructional content, but reactions are also based on the level of anxiety associated with training and pre-training motivation. Although most evaluations assess trainee reactions, complete evaluation must go beyond these reactionary assessments.

Learning criteria refer to what knowledge has been acquired, skills improved, or attitudes changed as a result of training. Three measures can be taken:
* The first is immediate knowledge learned or skills acquired, which is often assessed at the conclu-sion of the training.
* The second is knowledge retention, where evaluators assess at a later time (as through a test) what has been learned.
* The third measure is a behavioral/ skill demonstration. This measure is more than a score on a knowledge test, involving perhaps a demonstration in a role-playing exercise or a simulation that is a behavioral manifestation of the knowledge, attitudes, or skills obtained or changed in training. **Collectively, reaction and learning criteria are called internal criteria; that is, they refer to assessments internal to the training program itself. **

Behavioral criteria refer to actual changes in performance once the employee is
Results criteria A standard for judging the effectiveness of training that refers to the economic value that accrues to the organization as a function of the new behaviors exhibited back on the job. These criteria are most clearly reflected in the concept of transfer of training. These criteria address to what extent the desired changes in the job behaviors of the trainee are realized by the training program.

esults criteria relate to the economic value of the training program to the com-pany. It is usually neither easy nor obvious to demonstrate the degree to which training enhances the overall goals of the organization. Unfortunately, the data needed to dem-onstrate the value of training can be time-consuming to collect. Even then, such data may be insufficient in convincing others that the training was worthwhile.129 Further-more, there can be hidden costs to even the most successful training programs. Collectively, behavioral and results criteria are called external criteria; they are
evaluations external to the training program itself. Consideration of these four criteria sometimes produces different conclusions about the effectiveness of training than a judgment reached by just one or two criteria. For example, reaction criteria appear to be more strongly related to learning criteria than to subsequent job behavior criteria.

Question 18

AND MOREEE ON KIRKPATRICS BS

Answer 18

LEVEL 1: REACTIONS:
there are two dimensions:
1. Affective - did the participants enjoy the program
* satisfaction
2. Utility: will the training be useful back on the job?
* relevancy to the job
* extent to which training prepared person for job/tasks

LEVEL 2: REACTIONS:
Includes three types of measures:
1. immediete knowledge:
2. knowledge retention
3. behavior/skill demonstration

LEVEL 3: BEHAVIOR:

Methods:
1. performance appraisal
2. behavioral observation
3. interviews with trained employees and/or managers

beware of contamination!!!!!!: when making **overall **performance ratings it can obscure real behavior change; therefore whenever possible, tailor ratigns to focus on specific elements of job performance covered by the training

LEVEL 4:
Examples of results measures:
■ Employee performance
■ Employee turnover
■ Costs and waste
■ Safety (e.g., accidents; injuries

Question 19

LEADERSHIP TRAINING AT AMEX

Answer 19

American Express developed a leadership program called Situational Leadership II (SLII) and delivered it to its 20,000+ population of People Leaders. The ultimate goal of the SLII was to equip leaders to be able to better
motivate and engage their direct reports.

The specific leadership program was chosen because of its ability to target specific leadership competencies and tasks, while remaining flexible enough to translate across an incredibly diverse leader population. In
particular, the SLII program focuses on three core leadership competencies: drives results, builds diverse talent, and communicates effectively. Desired behavioral outcomes of the model include increased coaching/constructive feedback, greater recognition of reports’ accomplishments, setting of clearer goals,
greater concentration on development/career planning, and improved skill at assessing reports’ strengths and weaknesses.

The program utilized a blended format, which included an in-person or virtual classroom kick-off event, a self-directed online course, and a live wrap-up event that discussed the focus and application of the program