A Systematic Approach To Training
Dr. Steve
Training & Development
INP6325
Systems Approach to Training

Systems Theory – Darwinian model applied to
organizations

Orgs must adapt to their environment to survive
Specify
Objectives
Control learning
experiences to
achieve objectives
Specify Criteria
For Acceptable
performance
Feedback
Evaluate
Benefits of Systems Approach
1.
2.
Feedback helps modify and improve training
program
Treats training program as a complex system of
interacting parts

3.
4.
Forces one to think about how a change in one
component affects the other components
Focuses on process rather than outcome
Views training program as a system within a
larger system
Generic Training Development Model
Needs Assessment
Org Support
Org Analysis
Req’ment Analysis
Training &
Development
Evaluation
Training
Validity Levels
Training
Validity
Task Analysis
Person Analysis
Instructional
Objectives
Selection
And Design
Of Instructional
Programs
Training
Development
Of Criteria
•Reaction
•Learning
•Behavioral
•Results
Transfer
Validity
Intra-Org’l
Validity
Inter-Org’l
Validity
Use of
Evaluation
Models
Phase 1: Needs Assessment

Organizational Support

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Make friends with P.O.C.
Establish liaison teams/work groups
Gain acceptance by supervisors and employees
Minimize intrusiveness

Follow org’s rules, norms, policies
Phase 1: Needs Assessment

Organizational Analysis – Determine the general
goals of the organization (not just training)


Determine what org goals are because training may not
be the solution
Potential questions (Schuler 1994)

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Is there a sufficient supply of people?
How do you attract, retain, and motivate a diverse
workforce?
How do you compete for individuals with the right KSAs?
What do your employees need to do for the org to be
competitive?
Phase 1: Needs Assessment

Requirements Analysis

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What jobs are being examined?
Who are the SMEs for each job?
What methods will be used to collect information?
What is the target job?
Phase 1: Needs Assessment


Task and KSA Analyses – Analysis of the job for
which individuals will be training
Basic Steps
1.
2.
Job Description – Specify duties and conditions in
which job is performed.
Task Specification – The what, how, to whom or
what, and why of the job.

Professor: Disseminates information through lectures and
discussions to college students to prepare them for careers in
their profession
3.
KSA requirements – What KSAs are necessary to
perform the tasks described?
Phase 1: Needs Assessment

Person Analysis – Determine characteristics of
group to be trained

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What do they already know?
What is the criteria for performance?
Who needs the training?
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Everyone?
New employees?
Specific dept?
Those with poor evaluation?
Those using new equipment?
Those needing refresher?
Phase 1: Needs Assessment

Instructional Objectives – Specify what trainee
should be able to do or know upon completion of
training

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Use to determine behavioral criteria for evaluation
List the behaviors required for effective performance
Phase 2: Training Development

Choosing the training environment

Match the medium to the learning objectives

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Common error – using existing training program/technology and
simply modifying it w/out considering objectives
Training should be guided by learning principles

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Acquisition – knowledge, skills, abilities, attitudes
Transfer – applying what is learned to the job
Learning principles derived from various disciplines
(cognitive psych, behaviorism, education, etc.)
Phase 3: Evaluation

Determine whether training helped meet goals

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Should use systems approach to provide feedback for
program improvements/modifications
Process
1.
Establish criteria – how will you know training was
successful

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Performance standards determined during needs assessment
Behavior req’d to show proficiency & conditions of performance

2.
Ex: typist training – measure improvement in WPM, errors, etc.
Assess improvement and transfer

Separate criteria for training performance & job performance
Phase 3: Evaluation

1.
2.
3.
4.
Criteria
Reaction – opinion of trainees (survey)
Learning – mastery of training material (test)
Behavioral – trainee job performance (ratings)
Results – org profit by training ($$$$)
Phase 3: Evaluation

1.
2.
3.
Goals – empirical test of whether goals are met:
Training Validity – did trainees learn desired
skill?
Transfer Validity – were trainees able to use
that skill on the job?
Intraorganizational Validity – do later training
groups perform as well as original trained group?

4.
W/in org comparison
Interorganizational Validity – can training
program be successfully used in other orgs?
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Between org comparison
Phase 3: Evaluation
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Experimental design – depends on goal you are
trying to meet

Individual differences – compare differences in
training performance to job performance
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Can then use scores as a selection tool
Problem is that doesn’t necessary mean training helped, good
trainees may be good workers
Content validity – did training target correct KSAs?
Empirical data then used to determine training
effectiveness and needs for modification

Changes in content, medium, transfer, etc.