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Intro to IO (5401) > Week 9, Training, Terms & Citations > Flashcards

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…

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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 !!!
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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
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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

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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.
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6
Q

Instructional Technology

A
  • Development of training programs:
  • Emphasizes :
    ** instructional objectives
    ** controlled learning
    ** development of criteria
    ** evaluating training outcomes
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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
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8
Q

Need Assessment (diagram)

A
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9
Q

Needs Assessment

A
  • Provides the info on which the training program is based
  • Organizational analysis
  • Task and KSA analysis
  • Person analysis
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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
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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
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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
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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
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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!
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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
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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
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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
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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.
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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

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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
  1. Attentional processes
  2. Motor reproduction processes
  3. 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
  1. No transfer problem
  2. Extended opportunity for practice
  3. Can collect more job relevant criteria during evaluation (instead of just a test)
  4. 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)

Intro to IO (5401) (19 decks)

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