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Training & Development

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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Training & Development

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  1. 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

  2. The Classic Training System Needs assessment Organizational analysis Task/ KSA analysis Person analysis Training Validity Training objectives Development of criteria Transfer Validity Selection & design of training program Intraorganizational Validity Training Use of evaluation models Interorganizational Validity

  3. 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

  4. 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

  5. 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

  6. Considerations in Training Design • Designing a learning environment • Learning principles • Trainee characteristics • Instructional techniques

  7. Phases of Skill Acquisition Procedural Knowledge Knowledge Compilation Acquiring Declarative Knowledge Back

  8. 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

  9. 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

  10. New Training Technologies • Distance Learning • CD-Rom and Interactive Multimedia • Web-based Instruction • Intelligent Tutoring Systems • Virtual Reality Training

  11. 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

  12. 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

  13. Post with no Control Group Training Posttest

  14. Pre – Post with no Control Group Pretest Training Posttest

  15. Control Group with no Pretest Experimental Group Training Posttest Group Differences Control Group Placebo Posttest

  16. Pre – Post with Control Group Pretest Experimental Training Posttest Group Differences Group Differences Pretest Control Posttest

  17. Assessing training program “validity” • Training Validity • Transfer Validity • Intraorganizational Validity • Interorganizational Validity

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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

  23. 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

  24. 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

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