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training - 5
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- 1how to do training? (5 steps)needs assessment
set objectives
design training
deliver training
evaluate training - 2needs assessmentdetermines which employees need training and content of training:
three levels: organizational, job, person - 3organizational needs assessmentconcerned with objectives of the organization and how addressed by employee performance
- 4jobs needs assessmentis concerned with the task (or KSAOs) of each job (like a job analysis)
- 5person level needs assessmentconcerned with how well employees are able to do their job - the KSAOs of people
- 6failing of needs assessmenttells us what training is required by neglects to account for training programmes: which can be analyzed
73% of organizations conduct training without needs assessment - 7objectivessetting objectives, otherwise cannot evaluate it afterwards, criteria, etc.
- 8designing trainingneed to design a transfer, so employees can apply it to their jobs
- 9trainee characteristics that affect trainingabilities: give each trainee what is necessary (some may need more training than others)
attitudes and motivation: training will not be as effective as possible if people aren't motivated
individual differences in learning style: audio/visual, hands-on etc. - 10design factors that affect transfer of trainingfeedback
general principles: explain why something is done well and how
identical element: responses in training are identical to those on the job (think flight simulator)
overlearning: practice beyond, goal is automaticity
sequencing: part vs. whole; mass vs. spaced - 11sequencingpart training breaks the tasks into components which are learned one at a time (better for complex tasks)
whole training: entire task taught at once
spaced training (short and spread out over time) - better for effectiveness, retention over time, but less efficient for workplace disruption
massed training: takes place all at once, long trainings - 12work environment negative effectsif employees/supervisors oppose the use of training
if opportunity to use training doesn't exist: new equipment not purchased, etc. - 13training methods (8)audiovisual
autoinstruction
conference
lecture
modeling
on-the-job training
role play
in a simulation
(mentoring) - 14audiovisual P/Cpro: presents materials that could otherwise not be seen or heard
con: not everyone can learn in this manner - 15autoinstructionprogramme
trainee can work at own pace
immediate feedback - 16conferenceeffective if already a bit expertised
high level fo trainee involvement allows for feedback - 17lecturepro: efficient way of conveying information to a large number of people at the same time
con: limits feedback (can be solved by mixing methods) - 18modellingtrainees watch someone perform a task and then imitate them
- lots of practice and feedback, can show ineffective and effective behaviours - 19on-the-job-traininglearn while doing
exposure to actual job and high level of transfer - 20role playcostly, involves fee trainees to have a good level of feedback
effective due to lots of practice - 21simulationcost of simulation can be high
good for training in using equipment - 22mentoringexperienced employees offer career guidance, emotional support
- females more likely to give and receive psychosocial support, men more likely to give career guidance - 23formal mentoring vs informalformal does not work as well as informal mentoring
extroverted employees usually find a mentor naturally, introverted employees benefit from having a formal mentoring program - 24executive coachingcoaches help the executive improve job performance
no particular credentials needed to be a coach - 25evaluate training (5 steps)define criteria
choose a design
choose measures of the criteria
collect data
analyze data - 26define criteria (2)training level criteria: what can trainees do at the end of the training in training environment
performance level criteria: what can trainees do on the job after training, examines transfer of training (effectiveness of training from organization's point of view) - 27pre-test-post-test designtest skills before and after training, compare results
disadvantage: changes in performance may not be due to training (example motivation, etc) - 28control group designremediates problem with pretest-post-test design: employees split and both do the pretest-posttest (with/wthout test)
- works best when assigned at random
- helps control observed differences
- train control group afterwards, to be fair - 29choose measuresreactions: requires a questionnaire
learning: require knowledge and skill tests
performance: similar to those in performance evaluations/appraisal - 30collect datacan be difficult, not always cooperative
choose best possible design and adapt
pilot test the training - 31analyze datainferential statistics
if training works on both training and performance levels, considered effective
if it only works on training level, needs to be examined (why is it not transferring to job)
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- IO Psych Fichas sobre training - 5, creado por zoe kru el 15/01/2018.
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- zoe kru
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