Training

Overview • When and why is training necessary? • How should a training program be conducted? • How are training needs determined? • What goes into the design of an effective training program? • What are some of the commonly used training methods? • How can we determine whether training has been effective? Employee Training Why? • Provide knowledge and skills required to perform effectively. When? • New hires (to complement selection) • Change of jobs (e.g., transfer, promotion) • Change to jobs (e.g., new technology; realignment) • Performance deficiencies detected Employee Development Why? • Prepare employees for future positions • Upgrade general skills for personal growth When? • Internal promotion policy • QWL programs • Team building • Developing/changing organizational culture The Training Process Step 1 Conduct training needs analyses Step 3 Review available training methods Step 2 Develop training objectives Step 4 Design/select training methods Step 5 Design training evaluation approach Step 7 measure training results Step 6 Implement training program Needs Analysis Levels of Analysis 1. Organizational Analysis 􀂾 Identification of short- and long-term goals 􀂾 Identification of human resource needs 􀂾 Evaluation of methods of meeting HR needs (e.g., selection, training) 􀂾 Assessment of resource availability 􀂾 Evaluation of support for transfer of training Needs Analysis Levels of Analysis 2. Task (Job) Analysis 􀂾 Identification of: tasks standards optimal procedures Needs Analysis Levels of Analysis 3. Person Analysis 􀂾 Evaluation of individual against standards 􀂾 Identification of deficiencies 􀂾 Identification of causes (e.g., motivation vs. ability) Needs Analysis Levels of Analysis 4. Demographic Analysis 􀂾 Assess the specific training needs of various demographic groups (e.g., the disabled, or those protected by civil rights legislation). Other Common Reasons for Training • Poor performance (without analysis) “They’re not performing, therefore they must need training” • Fad “Everyone else is doing it” • Reward “They deserve it” • Habit “We’ve always done it. Besides, we have a budget for it” Types of Training Programs On-Site Training • On-the-job training • Apprentice training • Coaching/mentoring • Job rotation • On-line help (as needed) Types of Training Programs Off-Site Training • Lectures/seminars • Multi-media presentations • Programmed/Computer-assisted instruction • Simulation • Cases studies/management games • Role-playing • Behaviour modelling Selection and Development of Training Methods Factors to Consider 1. Purpose (based on needs analysis) Common objectives include 􀂾 Information acquisition 􀂾 Skills development (e.g., motor, interpersonal, problem solving, decision-making) Selection and Development of Training Methods 2. Principles of Learning i. Motivation to learn 􀂃 Relevance and meaningfulness 􀂃 Adequate preparation & self-efficacy 􀂃 Choice/participation (e.g., time, content) 􀂃 Clear goals 􀂃 Reinforcement ii. Feedback iii. Opportunity to practice Factors to Consider Selection and Development of Training Methods 3. Transfer of Training Facilitated by: 􀂾 Similarity of setting and task 􀂾 Overlearning 􀂾 Teaching of general principles 􀂾 Reinforcement of transfer Factors to Consider Selection and Development of Training Methods 4. Individual Differences Should accommodate differences in: 􀂾 Readiness to learn 􀂾 Motivation to learn 􀂾 Preferred learning style Factors to Consider Selection and Development of Training Methods 5. Trainer Qualifications Trainers should: 􀂾 Have knowledge of the organization 􀂾 Be knowledgeable about content 􀂾 Be motivated to train 􀂾 Understand principles of learning 6. Cost Factors to Consider Evaluation of Training Criteria (based on Kirkpatrick, 1976) • Reaction 􀂾 Did employees like the training, think it was useful, feel more confident in their abilities? • Learning 􀂾 Did employees learn anything new? • Behavioural 􀂾 Do trainees behave any differently back on the job? • Results 􀂾 Did the training have the desired outcome? Designing an Evaluation Study Issues to Consider 1. Internal Validity 􀂾 accuracy of inference concerning effect of training 2. External Validity 􀂾 accuracy of inference regarding generalizability 3. Construct Validity 􀂾 accuracy of inference about why the training worked Research Designs Pre-experimental Designs • One-group Posttest Only Design T X • One-group Pre-test / Post-test Design X T X Key X = measure T = training R = random assignment Threats to Internal Validity Threats controlled by Random Assignment • History • Maturation • Selection • Testing • Instrumentation • Attrition (Mortality) • Statistical Regression Research Designs Experimental Designs • Pre-test / Post-test Control Group Design R X T X R X X • Pre-test Only Control Group Design R T X R X Key X = measure T = training R = random assignment Research Designs Experimental Designs • Solomon Four-Group Design R X T X R X X R T X R X Key X = measure T = training R = random assignment Threats to Internal Validity Threats not controlled by Random Assignment • Local history • Diffusion or imitation of treatment • Compensatory equalization of treatment • Compensatory rivalry • Resentful demoralization Research Designs Quasi-experimental Designs • Pre-test / Post-test Nonequivalent Groups Design X T X X X • Alternate Treatments Design X T X X X X T X Key X = measure T = training R = random assignment Research Designs Quasi-experimental Designs • Time-series Design X X X X T X X X X Key X = measure T = training R = random assignment Time Outcome 1 2 3 4 5 6 7 8 x x x x training occurs x x x x Threats to External Validity Examples • Interaction of testing and treatment • Interaction of setting and treatment • Interaction of history and treatment • etc. Threats to Construct Validity Examples: • Placebo effect • Hawthorne effect • Pygmalion effect Evaluation of Training: An Example Purpose: Evaluate the effectiveness of behaviour modelling as a training technique Source: Latham & Saari (1979) Evaluation of Training: An Example Focus of Training: • Orienting new employees • Giving recognition • Motivating poor performers • Correcting poor habits • Discussing potential disciplinary action • Reducing absenteeism • Handling a complaining employee • Reducing turnover • Overcoming resistance to change Evaluation of Training: An Example Length of Training: 2 hrs/wk for 9 weeks Training Procedure: • Initial instructions (learning points) • Videotape of model • Role-playing • Feedback • Monitoring and reinforcement Evaluation of Training: An Example Research Design: • Participants were male first-line supervisors • Randomly divided into two groups 􀂾 Experimental (training) 􀂾 Control (waiting list) Evaluation of Training: An Example Dependent Measures and Results: • Reactions - Survey of attitudes immediately following training & 6 months later - Ratings were found to be uniformly high • Learning - Multiple choice test administered 6 months after training - Exp’t > Control • Behaviour - Role playing 3 months after training - Exp’t > Control • Results - Performance appraisal (standard and BOS) - Pre-training: Exp’t = Control - Post-training: Exp’t > Control