Training and Development

US based Motorola is the world's leading electronics and telecom goods company. It has been adjudged as one of the top employee training companies in the world. Motorola gave utmost importance to training right from its inception. This case describes how training and a strong learning ethic has been an integral part of Motorola's culture.

It explains in detail the various employee training and education initiatives undertaken by Motorola University and examines how these initiatives helped in improving employees'productivity, performance and quality of work. The case also describes Motorola's e-learning initiatives and highlights the benefits of e-learning for employee training and development.

Training & Development

Definition “The systematic acquisition of attitudes, concepts,

knowledge, roles, or skills, that result in improved performance at work.” Goldstien and Ford 2002

Training skill enhancement processes for non-managerial jobs

Development skill enhancement processes for managerial jobs

Topics

Who needs what kind of training? Needs analysis Learning objectives Learning environment

How should training be delivered? Instructional techniques

Was training effective? Measuring criteria Experimental design (interpreting results) Training validity

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Then why is training often neglected?

Urgency of need Training time Costs Employee turnover Short-term worker Diversity of worker Kinds of jobs (simple-complex) Not knowing exactly what you

want your people to do and how

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How employees learn the best: When they are actively involved in

the learning process-(to do this choose a appropriate teaching method).

Training is relevant and practical. Training material is organized and

presented in chunks. Training is in an informal, quiet, and

comfortable setting. When they have a good trainer. When they receive feedback on

performance. When they are rewarded.

The Classic Training System

Needs assessmentOrganizational analysisTask/ KSA analysisPerson analysis

Developmentof criteria

Training objectives

Selection & designof training program

Training

Use of evaluation models

Training Validity

InterorganizationalValidity

IntraorganizationalValidity

Transfer Validity

Training Objectives Formal description of what trainee should be able

to do after training Objectives

Convey training goals Provide a framework to develop course content Provide a basis for assessing training

achievement Characteristics of effective objectives

Statement of desired capability or behavior Specify conditions under which behavior will be

performed State the criterion of acceptable performance

Considerations in Training Design

Designing a learning environment Learning principles Trainee characteristics Instructional techniques

DETERMINING TRAINING NEEDS Needs Analysis Composed of ;

Organizational Analysis

Task Analysis

Person Analysis

Phases of Skill Acquisition

AcquiringDeclarativeKnowledge

KnowledgeCompilation

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ProceduralKnowledge

Important Trainee Characteristics

Trainee readiness Trainability tests

Have prospective trainees perform a sample of tasks that reflect KSAs needed for job

Trainee motivation Arousal, persistence, and direction Factors related to high motivation

Self-efficacy Locus of Control Commitment to Career

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Instructional Techniques

Traditional Approaches Classroom Instruction

Lecture and Discussion Lecture is an oral presentation. intended to present

information or teach people about a particular subject. Discussion is the consideration of a question in open and

usually informal debate Case Study Case study is an intensive analysis of an individual unit

(e.g., a person, group, or event) stressing developmental factors in relation to context.

Presentation of complex problem Role Playing Role-playing refers to the changing of one's behaviour to

assume a role, either unconsciously to fill a social role, or consciously to act out an adopted role.

Self-Directed Learning Readings, Workbooks, Correspondence Courses Programmed Instruction

Simulated/Real Work Settings Vestibule training Using the same kind of equipment and operating

procedures as in the actual work situation, trainees learn to perform the job under the guidance of skilled instructors, not experienced workers.

Apprentice training Conducted on the job and in the classroom, involves

extensive background preparation in the craft and actual work experience under the guidance of experts.

On-the-job training Oldest and widely used training. Separate training

facility. One of the best training methods because it is planned,

organized, and conducted at the employee's worksite

Job Rotation/Cross Training Exposing trainees to different jobs and departments

within the organization to acquaint them with all facets of the business.

Programmed Instruction - methods used include blueprint reading, basic electronics, computer programming, bank teller procedures.

Computer-Assisted Instruction – the used of computer which includes program instructions.

Behavior Modification – performance audit – used positive reinforcement.

Business Games – real-life situation is simulated. In-basket Training – Trainees are given a stack of letters,

memoranda, customer complaints, request for advice presenting them with problems faced by managers on the job.

Role Playing – trainees project themselves into a particular role and act out the behavior they believe is appropriate in that situation.

Behavior Modeling – trainees model their behavior on examples of exemplary management performance.

Four Features:

1. modeling

2. behavior rehearsal

3. feedback

4 Transfer of training Sensitivity Training – designed to develop an understanding of

interpersonal communication and interaction.

New Training Technologies

Distance Learning CD-Rom and Interactive Multimedia Web-based Instruction Intelligent Tutoring Systems Virtual Reality Training

Kirkpatrick’s Evaluation Criteria

Level 1 – Reaction Did trainees like the training and feel it was

useful Level 2 – Learning

Did trainees learn material stated in the objectives

Level 3 – Behavioral Are trainees using what was learned back on

the job Level 4 – Results

Are benefits greater than costs

Assessing Training Outcomes

Goal is to identify training as “cause” of changes in on-the-job behavior or organizational results.

Experimental designs help researchers to link training to results

There are a number of reasons (threats) why it is difficult to determine impact of training on results The Wisdom Pill

Experimental Design

Controlling potential confounds Goal of experiment is to “rule out” alternate

explanations of what affected dependent variable

Confounds are threats to internal validity Can be controlled through appropriate

experimental design and procedures

Internal Validity

Confounds Controlled by Experimental Design1. History2. Maturation3. Testing4. Instrumentation5. Statistical Regression6. Selection7. Mortality8. Selection-Maturation

Confounds NOT controlled by Experimental Design1. Diffusion of Treatment2. Compensatory Equalization3. Compensatory Rivalry

Pre-experimental Designs

Disadvantages Controls none of the

threats to internal or external validity

Basically worthless

Advantages Can potentially provide

information for speculation about training effectiveness

Training Posttest

Post with no Control Group

Pre-experimental Designs

Cannot rule out any threats to internal or external validity Except possibly mortality

Advantages Can determine if change

occurred May be able to

understand mortality

Pretest Training Posttest

Pre – Post with no Control Group

Experimental Designs

ExperimentalTraining

Posttest

RandomAssignment

Control Posttest

GroupDifferences

Posttest-Only Control Group Design

Experimental Designs

PretestExperimental

TrainingPosttest

Pretest Control Posttest

GroupDifferences

GroupDifferences

Pre – Post with Control Group

Experimental Designs

Group 1 Training Posttest

Group 2 No Training Posttest

Group 3 Training Posttest

Group 4 No Training Posttest

Pretest

Pretest

Solomon Four Group Design

Assessing Training Program “Validity”

Training Validity Transfer Validity Intraorganizational Validity Interorganizational Validity

EVALUATION CRITERIA OF TRAINING PROGRAMS Reaction Criteria

A standard for judging the effectiveness of training that refers to the reactions or feelings of indvls. about the training they received.

Learning criteria- a standard for judging the effectiveness of training that refers to the amt. Of new knowledge, skills, and abilities acquired through training.

Behavioral criteria- a standard for judging the effectiveness of training that refers to the new behaviors that are exhibited on the job as a result of training.

Results Criteria- a standard for judging the effectiveness of training that refers to the economic value that accrues to the organization as a result of the new behaviors exhibited on the job.

Trainers are like wine--- they get better over time