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Training & Development
• Definition– “The systematic acquisition of attitudes, concepts,
knowledge, roles, or skills, that result in improved performance at work.”
– Training• skill enhancement processes for non-managerial jobs
– Development• skill enhancement processes for managerial jobs
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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
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Training Needs Assessment
• Organizational Analysis– Examines systemwide factors that effect the
transfer of newly acquired skills to the workplace
• Person Analysis– Who needs what kind of training
• Task Analysis– Provides statements of the activities and work
operations performed on the job
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4 Steps in Task Analysis
1. Develop Task Statements
2. Develop Task Clusters
3. Prepare Knowledge, Skill, & Ability Analysis
4. Determine Relevance of Tasks and KSAs
5. Link Tasks and KSAs
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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
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Considerations in Training Design
• Designing a learning environment– Learning principles– Trainee characteristics– Instructional techniques
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Phases of Skill Acquisition
AcquiringDeclarativeKnowledge
KnowledgeCompilation
Back
ProceduralKnowledge
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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
Back
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Instructional Techniques• Traditional Approaches
– Classroom Instruction• Lecture and Discussion
• Case Study
• Role Playing
– Self-Directed Learning• Readings, Workbooks, Correspondence Courses
• Programmed Instruction
– Simulated/Real Work Settings• Vestibule training
• Apprentice training
• On-the-job training
• Job Rotation/Cross Training
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New Training Technologies
• Distance Learning
• CD-Rom and Interactive Multimedia
• Web-based Instruction
• Intelligent Tutoring Systems
• Virtual Reality Training
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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
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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
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Post with no Control Group
Training Posttest
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Pre – Post with no Control Group
Pretest Training Posttest
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Control Group with no Pretest
ExperimentalGroup
Training Posttest
Control Group Placebo Posttest
GroupDifferences
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Pre – Post with Control Group
PretestExperimental
TrainingPosttest
Pretest Control Posttest
GroupDifferences
GroupDifferences
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Assessing training program “validity”
• Training Validity
• Transfer Validity
• Intraorganizational Validity
• Interorganizational Validity
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Managerial Development
• Critical Managerial Skills (Whetton & Cameron, 1991)– Personal Skills
• Self-awareness
• Managing stress
• Creative problem solving
– Interpersonal Skills• Communicating supportively
• Gaining power and influence
• Motivating others
• Managing conflict
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Managerial Developmental Activities
• Cultural Diversity Training– Goal is to reduce barriers that constrain
employee contribution to organizational goals and personal development
• Attitude change programs• Behavioral change programs
– Also focus on individual/family cultural adjustment
• Use social competence as a selection criteria
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Managerial Developmental Activities
• Sexual Harassment Training– Quid pro quo harassment
• sexual compliance is necessary for promotions, raises, or keeping your job
– Hostile environment harassment– Training usually involves teaching sensitivity to
others values
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Managerial Developmental Activities
• 360 degree feedback– increases managers’ self-awareness of strengths
and weaknesses
• Mentoring– Older, more experienced individuals who:
• serve as role models
• provide counseling, coaching, and acceptance
• provide exposure, visibility, and access to challenging developmental assignments
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Alternative Methods for Enhancing Performance
• Empowerment– granting employees the autonomy to assume
more responsibility within an organization an strengthening their sense of effectiveness
• Coaching– a conversation that leads to superior performance,
commitment to sustained improvement, and positive relationships
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Empowerment & Coaching• Four Factors that Enhance Empowerment
– Meaning• Employees believe their work is important & meaningful
– Competence• Employees are capable of performing all the work that must be done
– Self-determination• Employees have autonomy and are able to use personal initiative in
carrying out their work
– Impact• Control and influence over what happens in one’s organizational unit
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Empowerment & Coaching• 4 Types of coaching
– Tutoring• Teach employees necessary job skills
– Counseling• Help employees gain insight into their feelings and behavior
– Mentoring• help employees gain an understanding of the organization, it
goals, and advancement paths & criteria
– Confronting• Clarify performance standards