Chapter 7: Chapter 7: TrainingTraining

Crystal L. McArthurCrystal L. McArthur

PSYC 5800PSYC 5800

April 13, 2005April 13, 2005

Five Steps to Effective Five Steps to Effective Organizational Training Organizational Training

ProgramProgram

1.1. Conduct Training Needs Conduct Training Needs AssessmentAssessment

2.2. Set ObjectivesSet Objectives

3.3. Design TrainingDesign Training

4.4. Deliver TrainingDeliver Training

5.5. Evaluate TrainingEvaluate Training

#1: Needs Assessment#1: Needs Assessment

• To determine who needs training and what To determine who needs training and what kind of training is needed.kind of training is needed.

• Ensures that training resources are spent Ensures that training resources are spent wisely on areas that really need the trainingwisely on areas that really need the training

• Focus on 3 levels:Focus on 3 levels:– Organization levelOrganization level: objectives of organization and : objectives of organization and

how they are addressed by the performance of how they are addressed by the performance of employeesemployees

– Job levelJob level: the nature of tasks involved in each job.: the nature of tasks involved in each job.– Person levelPerson level: how well job applicants or present : how well job applicants or present

employees are able to do job tasks.employees are able to do job tasks.

#2: Objectives#2: Objectives

• To develop a training program, you To develop a training program, you must set objectives.must set objectives.

• Based on criteria, include what a Based on criteria, include what a trainee should be able to do or trainee should be able to do or should know after training.should know after training.

• Training objectives should be based Training objectives should be based on the results of the needs on the results of the needs assessment.assessment.

#3: Training Design#3: Training Design• Transfer of training is applying what you have learned to Transfer of training is applying what you have learned to

the job.the job.• Some features of the training design can affect how well Some features of the training design can affect how well

trainees learn and how well the training transfers to the job.trainees learn and how well the training transfers to the job.• Trainee CharacteristicsTrainee Characteristics – not everyone have the same ability – not everyone have the same ability

to learn a given task.to learn a given task.• More training is needed for the low ability trainees.More training is needed for the low ability trainees.• Give each individual trainee the amount of training Give each individual trainee the amount of training

necessary for him or her to reach the training criterion.necessary for him or her to reach the training criterion.• Attitudes and motivations can also affect outcomes in Attitudes and motivations can also affect outcomes in

training and on the job.training and on the job.• Find out how to motivate employees to do their best in a Find out how to motivate employees to do their best in a

training situation, or make training interesting.training situation, or make training interesting.• Important consideration--some people learn differently. Important consideration--some people learn differently.

– For instance, presentations are better for others to learn, For instance, presentations are better for others to learn, written materials, or maybe even a verbal approach. written materials, or maybe even a verbal approach.

Design Factors that Affect Design Factors that Affect Transfer of TrainingTransfer of Training

• FeedbackFeedback – without it, there is no way of knowing if – without it, there is no way of knowing if the trainee is learningthe trainee is learning– Test trainees on information from trainingTest trainees on information from training– Allow trainees to ask the trainer questionsAllow trainees to ask the trainer questions

• General PrinciplesGeneral Principles – teaches why something is – teaches why something is done and how it should be done. It also enhances done and how it should be done. It also enhances learning.learning.

• Identical ElementsIdentical Elements – responses in the training – responses in the training situation are identical to those in the job situation.situation are identical to those in the job situation.

• OverlearningOverlearning – giving the trainee practice beyond – giving the trainee practice beyond is that necessary to reach a criterion for success in is that necessary to reach a criterion for success in training.training.

Design Factors that Affect Design Factors that Affect Transfer of Training (cont.)Transfer of Training (cont.)Sequencing of Training SessionsSequencing of Training Sessions

• Part trainingPart training – breaking a task into components that are – breaking a task into components that are learned one at a time.learned one at a time.

• Whole trainingWhole training – the entire task is taught at one time – the entire task is taught at one time rather than being broken into individual components.rather than being broken into individual components.– Part training is preferred over whole training when tasks are Part training is preferred over whole training when tasks are

too complex to be learned all at once.too complex to be learned all at once.• Massed trainingMassed training – this type of training session is long in – this type of training session is long in

duration and take place over a relatively short period of duration and take place over a relatively short period of time.time.– More efficient, allows a person to leave work for training for a More efficient, allows a person to leave work for training for a

day.day.• Spaced trainingSpaced training – this type training session is relatively – this type training session is relatively

short and is spread out over time. short and is spread out over time. – More effective, it provides better training. This doesn’t allow a More effective, it provides better training. This doesn’t allow a

person to cram information that is being learned. person to cram information that is being learned.

Work EnvironmentWork Environment

• Whether or not the skills learned in Whether or not the skills learned in training are used on the job, depends training are used on the job, depends on the environment of the job.on the environment of the job.

• When supervisors encourage the When supervisors encourage the application of learned principles, application of learned principles, employee motivation to learn is employee motivation to learn is increased.increased.

• If there isn’t any support from the If there isn’t any support from the supervisor or employees, the training supervisor or employees, the training process will be ineffective. process will be ineffective.

8 Training Methods8 Training Methods1.1. Audiovisual instruction Audiovisual instruction - electronic presentations using - electronic presentations using

audiotape, videotape, DVD, or computer. PowerPoint is used to audiotape, videotape, DVD, or computer. PowerPoint is used to add audiovisual elements to presentations.add audiovisual elements to presentations. Presents material that could not be heard or seen, can train Presents material that could not be heard or seen, can train

many people at oncemany people at once2.2. Autoinstruction (programmed instruction)Autoinstruction (programmed instruction) - any training - any training

method that is self-placed and does not use a instructor. method that is self-placed and does not use a instructor. Gives immediate feedback to trainees and can work at his Gives immediate feedback to trainees and can work at his

or her own pace.or her own pace.3.3. ConferenceConference - meeting of trainees and a trainer to discuss the - meeting of trainees and a trainer to discuss the

material.material. Participants can both discuss the material and ask Participants can both discuss the material and ask

questions. Allows for feedback to trainees and high level of questions. Allows for feedback to trainees and high level of trainee involvement.trainee involvement.

4.4. LectureLecture - presentation by a trainer to a group of trainees. - presentation by a trainer to a group of trainees. Advantage: efficiency; can be presented to a large number Advantage: efficiency; can be presented to a large number

of trainees and good information-given method. of trainees and good information-given method. Disadvantage: mass presentation to many people limits the Disadvantage: mass presentation to many people limits the amount of feedback that can be given.amount of feedback that can be given.

8 Training Methods 8 Training Methods (cont.)(cont.)

5.5. ModelingModeling - having trainees watch someone perform, or - having trainees watch someone perform, or model, a task and then having them imitate what they have model, a task and then having them imitate what they have seen. This can be done on film or videotape. It can show both seen. This can be done on film or videotape. It can show both effective and ineffective samples of behavior.effective and ineffective samples of behavior. Provides practice of new skills and high level of feedback.Provides practice of new skills and high level of feedback.

6.6. On-the-job trainingOn-the-job training - show employees how to do the job - show employees how to do the job while they are doing it.while they are doing it. High level of transfer and exposure to actual job.High level of transfer and exposure to actual job.

7.7. Role-playingRole-playing - trainee pretends to be doing a task. - trainee pretends to be doing a task. High level of feedback and provides practice of new skills.High level of feedback and provides practice of new skills.

8.8. SimulationSimulation – technique in which specialized equipment or – technique in which specialized equipment or materials are used to portray a task situationmaterials are used to portray a task situation High level of transfer and provides practice of new skills. High level of transfer and provides practice of new skills.

Trainees pretend that the situation is real and carry out Trainees pretend that the situation is real and carry out their tasks as they would in the actual situation.their tasks as they would in the actual situation.

More Training MethodsMore Training Methods

• Electronic Training (e-learning) Electronic Training (e-learning) – It involves the use of electronic tools to provide It involves the use of electronic tools to provide

training. The computer is used to deliver training, training. The computer is used to deliver training, such as broadcasting a lecture on the Web so others such as broadcasting a lecture on the Web so others can watch on the computer.can watch on the computer.

– Online training that is available to employees at all Online training that is available to employees at all times.times.

• MentoringMentoring– A special kind of relationship between two A special kind of relationship between two

employees in which the more experienced employee employees in which the more experienced employee takes the less experienced employee under his or takes the less experienced employee under his or her wing to help the person “learn the ropes.” her wing to help the person “learn the ropes.”

#4: Delivery of a Training #4: Delivery of a Training ProgramProgram

• Even the most well-designed training Even the most well-designed training program will be ineffective unless it is program will be ineffective unless it is properly delivered.properly delivered.

• In most organizations, specialists are In most organizations, specialists are skilled in training delivery of the skilled in training delivery of the program.program.

• Content is the responsibility of subject-Content is the responsibility of subject-matter experts who know the particular matter experts who know the particular topics that the training will cover.topics that the training will cover.

# 5: Evaluation of a Training # 5: Evaluation of a Training ProgramProgram

1.1. Define or Set CriteriaDefine or Set Criteria

2.2. Choose DesignChoose Design

3.3. Choose Measure of the Criteria Choose Measure of the Criteria

4.4. Collect DataCollect Data

5.5. Analyze and Interpret DataAnalyze and Interpret Data

Future Issues and Future Issues and ChallengesChallenges

• Changes in the workplace over the next few years Changes in the workplace over the next few years will require new training strategies in organizations.will require new training strategies in organizations.

• Low-skilled manufacturing jobs are being replaced Low-skilled manufacturing jobs are being replaced by service jobs and technical jobs that require by service jobs and technical jobs that require greater skills.greater skills.

• Older employees will have to be retrained.Older employees will have to be retrained.• Current shortages of technically trained people may Current shortages of technically trained people may

require organizations to shift from selection to require organizations to shift from selection to training.training.

• May have to train and retrain employees due to May have to train and retrain employees due to change in technology.change in technology.

• Training will become an increasingly important Training will become an increasingly important activity to both individuals and the organizations activity to both individuals and the organizations that employ them.that employ them.

End of Chapter 7 End of Chapter 7 on “Training”on “Training”