training and development - wou homepage - western …fosterd/psy445/slides/trai… · ppt file ·...
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Training
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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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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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The Classic Training System
Needs assessmentOrganizational analysisTask/ KSA analysisPerson analysis
Developmentof criteriaTraining 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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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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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
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Internal Validity Confounds Controlled by Experimental Design
1. History2. Maturation3. Testing4. Instrumentation5. Statistical Regression6. Selection7. Mortality8. Selection-Maturation
Confounds NOT controlled by Experimental Design1. Diffusion of Treatment2. Compensatory Equalization3. Compensatory Rivalry
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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
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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
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Experimental Designs
ExperimentalTraining Posttest
RandomAssignment
Control Posttest
GroupDifferences
Posttest-Only Control Group Design
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Experimental Designs
Pretest ExperimentalTraining Posttest
Pretest Control Posttest
GroupDifferences
GroupDifferences
Pre – Post with Control Group
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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
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Assessing Training Program “Validity”
Training Validity Transfer Validity Intraorganizational Validity Interorganizational Validity
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Key Dates for Group Project
April 30th –Training Objectives Due May 12th – Evaluation Materials Due May 14th and 19th – Training Delivered June 9th – Group Report Due