Week 9, Training, Terms & Citations Flashcards
1
Q
Training Purpose
A
- Employees don’t come to an organization perfect
- Even the best candidates need information and skills specific to each organization
- Need for training
*Selection should get you close… Training narrows the gap…
2
Q
Why is it so important ?
A
- The incredible pace of change!
- More older workers in the work force
- The service economy
- Global competition
- RETENTION !!!
3
Q
Reasons for Leaving
A
- Assumption that money is a key factor in retention
- However, top reasons are developmental in nature
- Employees that leave are frustrated with career and skill development opportunities
4
Q
Definition
A
Q: What is Training ?
A: Systematic acquisition of knowledge, skills, rules, concepts, etc. that result in improved performance in an intended environment
5
Q
Systematic Training
A
- In order for training to be optimally effective, it must be systematic!!!
- Need a learning environment designed to produce changes, not just rushing towards the changes and hoping
for the best - Instructional Technology – the systematic development of training programs.
- Can be thought of as a continuous feedback loop that will allow constant improvement of the organization.
6
Q
Instructional Technology
A
- Development of training programs:
- Emphasizes :
** instructional objectives
** controlled learning
** development of criteria
** evaluating training outcomes
7
Q
Training as a subsystem
A
- Any approach that only considers the technical aspects of systematic training design overlooks a lot of the dynamics of training systems.
- Doesn’t occur in a vacuum !!
- Dynamic interaction of organizational goals, employee characteristics and motivation, & instructional design
8
Q
Need Assessment (diagram)
A
9
Q
Needs Assessment
A
- Provides the info on which the training program is based
- Organizational analysis
- Task and KSA analysis
- Person analysis
10
Q
Organizational
Analysis
A
- Big picture for the organization…
- Where are they now ?
- What are the short term goals?
- Long term goals ?
- Internal and external trends
11
Q
Task and KSA analysis
A
- Really amounts to a specialized job analysis…
- Come up with essential KSAs (competencies)
- Need to make some decisions as to what will be trained, and what skills the candidate must have before entry
12
Q
Person Analysis
A
- Looking at the individual
- Trying to match an individual up to a prototype of the perfect employee
- Identifying the discrepancies & reduce them
** Pre-work
** Experimental design - Trainee readiness
- Trainee characteristics
** Ex. Self-efficacy
13
Q
Instructional Objectives
A
- The organizational, task and person analysis provides the information necessary to specify the objectives of the training program
- These objectives provide direct input into the design of the training program
- Specify the criterion measures that will be used to evaluate performance
14
Q
Instructional Objectives
A
- Blueprint for training
- Objectives that will be met by the trainee upon completion of the training program
- Must be measurable!
15
Q
Instructional Objectives
A
- Communicate the goals of the program to both the
learner - Q: What do we know about goals and motivation ?
- Valuable information in terms of establishing a criterion for success on training, and in giving structure to the design of the training program
16
Q
Objectives
A
- Instructional objectives have the following characteristics:
** Performance
** Conditions
** Criterion - Fuzzy objectives are trouble!!
- Should be very specific (behavioral) in nature
- You can use these on very complex behaviors if you break the behaviors down into a sequence of objectives
- Can have a few types of objectives
17
Q
Psychomotor
A
- Encompasses skills requiring the use of physical activities
- Manipulation – performing an action
- Precision – degree of accuracy
- Articulation – performs in a coordinated manner
18
Q
Upon completion of training the trainee will
be able to:
A
- Manipulation – Weld two ¼ inch plate steel parts together in under two minutes, so that they cannot be separated with a hammer strike…
- Precision – … so that they are square with a 1/16th inch tolerance…
- Articulation – … as they move on an assembly line at 2 mph with input and output station 4 feet apart.
19
Q
Types of Objectives
A
- Cognitive domains (info based):
** Knowledge - recall
** Comprehension - understanding
** Analysis – describe relationships
** Application – put into operation
** Synthesis – form new ideas
** Evaluation – make judgments
20
Q
Upon completion of training the trainee will
be able to:
A
- Knowledge – list 3 types of validity…
- Comprehension – describe the relationship between 3 types of validity…
- Analysis – determine which validation strategy would be appropriate when presented with a test
- Application – explain how 3Cs would be used in a legal defense…
- Synthesis – develop a testing and validation plan for an organization…
- Evaluation – Appraise existing validation plans…
21
Q
Affective Objectives
A
- Explain change in attitudes
- Receiving – pay attention, perceive
- Valuing – accept, attain, support
- Organizing – select, judge decide, weigh alternatives
- Valuable in training such as sexual harassment, 3C, Title
IX, etc.
22
Q
Design
A
- Ed Psych
- Behaviorism
- Cognitive Psychology
- Feedback
- The selection and design of training also involves the
choice of training medium.
23
Q
Learning Principles
A
- Learning Styles
- Massed vs. spaced practice
- Automaticity
- Mental models - hot topic
- Feedback
- Transfer
24
Q
Training Delivery
A
- Lecture is still the most frequently used procedure
- Results are very supportive of this method
- Comparison (d effect size ) show that other more high tech methods don’t get statistically different results
- Cheap (er) to develop, more expensive to deliver…
25
Q
Lecture Method
A
- Goldstein says “May not be appropriate when complex skills are required, but may be quite applicable when acquisition of
knowledge is the goal.” - If the complex tasks can be broken down, the ACT (Adaptive Control of Thought ) model could help facilitate learning
- Declarative -> Procedural
- With all the new learning toys in the world lectures will not disappear…
26
Q
Can be Augmented
A
- While lecture won’t go away, training can be made more effective if learning principles are integrated
- Adults must see relevance of training
- Adults need to have interactive training
- Break down the material and see where these techniques should be used
27
Q
Techniques
A
- Self Assessment
- Role-Playing
- Case Study
- Small Group Discussion
- Multimedia Behavioral Modeling
- Practice Exercises
28
Q
Social Learning Theory
A
- Modeling ! Observer watches the behavior of another (model)
- Not only learn through direct experience, buy by watching others
- Effective when you not only show instances of desired behaviors, but undesirable behaviors (70% - 30%)
- Trainees must also see consequences
- Set of learned behaviors then becomes part of the individuals repertoire
29
Q
Important sub-processes
A
- Attentional processes
- Motor reproduction processes
- Motivational processes
- Bandura
- Excellent principles in combination with multimedia
30
Q
SLT Multimedia
Techniques
A
- Technology has changed the way these are used
- It is expensive to train people from diverse locations
- Need to carefully look at the previous evaluation
literature - No significant differences between AV and other
techniques (did almost 400 comparisons) in about 80% of the cases
31
Q
OJT
A
- Almost all trainees are exposed to some form of the OJT.
- Unfortunately this has been seen as informal training
- So we never use the same rigor that is used in formal
training approaches
32
Q
Advantages
A
- No transfer problem
- Extended opportunity for practice
- Can collect more job relevant criteria during evaluation (instead of just a test)
- Must guide tacit learning
33
Q
New types of OJT
A
- Newer approach is embedded training - combination of on the job equipment and training
- Training instruction is part of the equipment!
- Ex. the help window!
- This is hard to do - technical writing background…
34
Q
OJT -> Mentoring
A
- Mentoring
- Developmentally oriented personal relationship between experienced member and protégé’
- Related to a wide range of personal and career outcomes (for mentor as well)
35
Q
Mentoring
A
- 71% of Fortune 500 companies have mentoring programs
- 45% of white collar employees report mentoring
relationships ( Chao, 1997). - May occur at different stages of organizational life
36
Q
Types of Mentoring
A
- Informal
** Relationship develops spontaneously
** A type of OCB - Formal
- HR facilitated
** Mentoring contract
** Clearly defined roles
37
Q
Evaluation
A
- “Systematic collection of descriptive and judgmental
information necessary to make effective training
decisions related to the selection, adoption, value, and modification of instructional activities” - How do you know if the training worked as a whole ?
- Development of Criteria
- Collection of outcome data
- Kirkpatrick’s 4 levels
** Reaction
** Learning
** Behavior
** Results
38
Q
Transfer
A
- Trainees’ desire to use the knowledge and skills mastered in the training program on the job
** Saks’ (2002) suggested about 40% of trainees fail to
transfer immediately after training
** 70% falter in transfer 1 year after the program,
** Ultimately only 50% of training investments result in organizational or individual improvements
- Important to understand why individuals choose to apply their
knowledge, skills, and attitudes in their workplace.
39
Q
Theories for Transfer
Design.
- Identical Elements - Theory Thorndike (1901)
A
- Identical Elements - Theory Thorndike (1901)
- Transfer is improved by increasing the degree of
correspondence among the training setting stimuli,
responses, and conditions and those related factors
operative in the performance setting - Close is good, but they are rarely identical (except for
OJT)
40
Q
Theories for Transfer
Design.
- Identical principles
A
- Identical principles - The stimuli are somewhat different in the training and transfer settings
- But the responses are the same…
- Learner can generalize training from one environment to another
41
Q
Theories for Transfer
Design.
- Principles Theory - should focus on the general rules or heuristics
A
- Principles Theory - should focus on the general rules or
heuristics - Again, leads to better performance in novel situations
- The difference between the two theories really breaks
down to psychological versus physical fidelity
42
Q
Laker (1990)
A
- Near and Far Transfer
** Near transfer is the application of learning to situations similar
to those in which initial learning has taken place
** Far transfer is the application of learning to situations dissimilar
to those of the original learning events
43
Q
Near Transfer is
enhanced when
A
- Training content and program reflect the workplace (Baldwin and
Ford, 1988). - Greater the specificity about where and how the training is to be
applied to the job (Clark and Voogel, 1985). - Over-learning of the task is encouraged (Noe, 1986).
- The procedural nature of the task is emphasized (Clark and
Voogel, 1985).
44
Q
Far Transfer
A
- In contrast, the theory of transfer through principles
emphasizes the importance of creating variety - Explaining the “why” that underlies what an individual is being taught
- Creating opportunities for ambiguity & failure in training, followed by feedback
45
Q
Enhanced when…
A
- Trainees understand the underlying principles, concepts, and assumptions (Goldstein, 1986).
- Trainees practice in different contexts, use novelty in their practice
exercises (Baldwin and Ford, 1988). - Trainees discuss and apply the training in situations of their own choosing, situations other than those for which they were trained
(Noe, 1986).
46
Q
“Organizational Climate is as important as design factors in facilitating transfer”
A
- (Rouiller and Goldstein, 1993)
47
Q
Organizational climate factors
A
- Burke & Hutchins (2007)
** Supervisor support
** Peer support
** Valence (or importance) to career path
** Opportunity to perform
** Accountability
48
Q
State of the Industry
A
- Current ASTD estimates
- Training expenditures were roughly 2% of payroll
- Average $ 2000 + per employee
- 78% of employees reported receiving training, and the
average amount was 23.7 hours - More money & time went to learning technologies, and
less to classroom training - The amount of training evaluation increased
- But, only 1 in 10 conducted a level 4 analysis
- 20% of training is outsourced
- Trend has increased
** Ex. 32,000 federal airport screeners
49
Q
It ain’t cheap…
A
- Wages and $alaries of trainers
- Time/Salaries of employees
- Outsourcing to consulting firms
- Tuition reimbursement
- Indirect expenditures (facilities, materials, administration,
and trainer travel expenses)
