1 IO Psych Ch. 6 notes Training & Development Training - The systematic acquisition of attitudes, concepts, knowledge, roles, or skills that result in improved performance at work. Development –The process through which the knowledge and skills of employees are enhanced by for which there is no immediate use. Training was primarily related to blue collar jobs, while development related to management. Learning and Task Performance Three phases of skill acquisition 1. Declarative knowledge - Facts and things 2. Knowledge compilation - Integration of sequences 3. Procedural knowledge - Performing automatically Three classes of abilities critical for all three phases General intellectual ability (g) – important at P1 Perceptual speed ability – critical at P2 Psychomotor ability – limits P3 Three distinguishing features of experts Proceduralization (Automaticity), Mental models, AND Meta-cognition 2 Individual differences in learning - Trait-like attributes, Self-efficacy, Cognitive ability Person Analysis State-like attributes - Task specific ADDIE: Analyze, Design, Develop, Implement, Evaluate Three-step process in a rational design : Three levels of assessment:Organization, Task, AND Person Determining where the organization should have training, and where that training is likely to have an impact Feasibility of transfer Transfer Constraints; Negative attitudes, Limited opportunity to apply KSAs Transfer Facilitators; Supportive Climate find job description or collect information about job Four major steps: Development of Task Statements Development of Task Clusters Development of KSAs and Relevant Tasks Development of Training Programs from the KSA – Task Links ask Analysis Development of Task Statements - Understand: work performed, how performed and purpose 3 Development of Task Clusters Homogenous groupings to be more usable/manageable SMEs sort them into meaningful categories Development of KSAs and Relevant Tasks SMEs are asked questions to determine KSAs Characteristics of good v. poor performers? Think of someone who is better at ___, and reason? What does a person need to know to do ___? Researcher then develops linkages Development of Training Programs from the KSA – Task Links If provided for existing tasks, high physical fidelity If provided for variations on the job, high psychological fidelity Person Analysis Level three Identifies specific individuals who could benefit from training Identifies the kind of training that would be of benefit to them Summary 4 Classic tripartite approach of needs analysis still relevant Trend is to promote ways to transfer training to the job Methods and Techniques of Training Shift from instructor-led classroom toward learner-centered, technology-based (computerbased) training Computer-based training (e-learning) Non-computer-based training Computer-based Training Programmed Instruction Regarded as basis of all computer-based training Proceeds question by question after trainee response Intelligent Tutoring Systems Uses concept of artificial intelligence Continuously modifies the level of instruction to pattern of trainee Interactive Multimedia Training Rich simulation of real-life job situation Virtual Reality Training Simulates real life in artificial 3-D environment 5 Non-Computer-based Training Business Games Hypothetical companies Role-playing Enactment plus discussion Behavior Modeling Narrow focus on specific skills Active Learning Approaches Put trainees in control of their learning Based on assumption that learning occurs inductively Error Management Training Theoretical benefit of learning from mistakes Self-Regulatory Training Prompting trainees to monitor and adjust their actions and reactions Examples of Training: Self-regulatory, Expatriate, Diversity, Sexual Harassment, Management Development, Mentoring, and Executive Coaching 6 Expatriate Training Expatriates serve in overseas assignments Global business results in greater number of expatriates Expatriates can experience cultural adjustment problems Training focus should include: An understanding of different customs, etiquette, gestures; Family members Diversity Training Directed at improving interpersonal sensitivity to differences in the workplace Goal of diversity training Reduce barriers that constrain minority culture members Attitude change programs (awareness) Behavior change approach (develop skills) Approaches: “Color-blind” (ignore differences) Melting Pot (homogenize differences) Successful programs Top management support 7 Attendance is mandatory Long-term evaluation of results Managerial rewards Zero-tolerance policies Integrated into strategic plan Not 2 hours of love and forget it for a yearulti-culturalism (each culture maintains identity) Sexual Harassment Training Equal Employment Opportunity Commission (EEOC) definition of harassment: Unwelcome sexual advances Interferes with ability to do work Quid Pro Quo versus hostile-environment harassment Models of sexual harassment : Natural/biological Organizational – authority relationships Socio-cultural – differential power and status Training content : Sensitivity to others’ values 8 Cultural differences Personalized differences and preferences Workplace romances Management Development Enhancing management/leader talents to improve performance Required personal skills : Self-awareness Managing stress Solving problems Required interpersonal skills: Communicating supportively Gaining power and influence Motivating others Managing conflict Mentoring Facilitating management development (mentor – protégé) Four phases of the mentor relationship: 9 Initiation phase , Cultivation phase , Separation phase , and Redefinition phase Three-factor model of mentoring: Frequency of meetings , Scope – breadth of subjects , and Strength of influence Two types of outcomes: Psychosocial and Task related Racial and gender differences in mentoring Differences in cultural acceptance of mentoring Executive Coaching Types of skills that can be learned : Interpersonal Communication Leadership Cognitive: strategic thinking, decision making Self-management Geared specifically to individual problems and needs People vary in their levels of coachability Coaching is related to substantial improvements 10 Training Evaluation Criteria (Kirkpatrick, 1976) Reaction - Participants’ impressions & feelings Learning - Testing knowledge gain Behavior - Transfer of skills back to the job Results ROI - Cost/benefit analysis (Kennedy, 1996) Transfer of Training The extent to which knowledge/skills acquired in one context (training) are used in another context (on the job) Influenced by: Characteristics of training Characteristics of the trainee Characteristics of the environment Validity Training validity - did trainees develop desired KSAs? Transfer validity - Are KSAs being used back on the job? 11 Interorganizational validity - Is the training effective across groups in the organization? Interorganizational validity - Is the training effective in other organizations?
