Training and Development
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The document discusses training and development in business psychology. It describes how effective training programs are designed in five steps: needs assessment, setting objectives, designing the program, delivering the training, and evaluating the training. Evaluation involves defining criteria, choosing a design such as pretest-posttest, measuring the criteria through methods like questionnaires and skills tests, collecting and analyzing the data. The goal is to determine if the training achieved its objectives and was effective in improving employee competence, motivation, and performance.
Training and Development
- 1. Business Psychology Training and Development Syed Md. Sajjad Kabir Lecturer, Dept. of Psychology, CUSMS Kabir, [email protected]; [email protected] 1
- 2. Training Training can be very valuable Increasing employee competence and performance Increasing employee motivation Increasing employee adjustment and well-being Not always effective because training is for the wrong thing given to the wrong people uses the wrong methods SMS Kabir, [email protected]; [email protected] 2
- 3. Training The design of effective training programs in organizations is a five step process – 1. Needs assessment - determine who needs training and what kind of training is needed. 2. Set objectives - so it will be clear what the training should accomplish. 3. Designing the training program. 4. Delivering the training - to those employees designated by the needs assessment. 5. Evaluating the training - to be certain that it reached its objectives. If the training was ineffective, the process should continue until an effective program is achieved. SMS Kabir, [email protected]; [email protected] 3
- 4. Needs assessment determines which employees need training and what the content of their training should be. Goldstein (1993) needs assessment should focus on three levels: 1. Organization level: concern with objectives of the organization and how they’re addressed by employee performance. 2. Job level: concern with the tasks of each job. 3. Person level: concern with how well employees are able to do job tasks--the KSAOs of people. Needs Assessment SMS Kabir, [email protected]; [email protected] 4
- 5. Transfer of training is affected by factors in the training, the job environment, and by individual differences. Trainee characteristics - 1. Ability: People differ in capabilities to learn tasks. 2. Attitudes and motivation: Training will not work if people do not wish to learn. 3. Best way to learn: Some people learn best from presentations, some from written materials. Training Design SMS Kabir, [email protected]; [email protected] 5
- 6. Five known factors 1. Feedback: An employee must be able to tell if s/he is learning the correct material. Possibilities: a. Testing provides feedback. b. Questioning the trainer can provide feedback. c. For learning a skill, practice is essential to get feedback from the task itself and feedback from the supervising instructor. 2. General Principles: training should teach why something is done as well as how it should be done. 3. Identical Elements: responses in training are identical to those on the job, and also those stimuli the person perceives are identical in both settings. 4. Over-learning: necessary to reach a criterion for success in training. Design factors that affect transfer of training SMS Kabir, [email protected]; [email protected] 6
- 7. 5. Sequencing of Training Sessions Part vs. Whole Training 1. Part training: breaks a task into components, which are learned one at a time. 2. In whole training: the entire task is taught at once. Massed vs. Spaced Training 1. Massed training: the training sessions are long and take place in a short period of time. 2. Spaced training: sessions are short and spread out over time. Design factors SMS Kabir, [email protected]; [email protected] 7
- 8. Borman and Russell (1992) discussed eight different training methods - 1. Audiovisual Instruction: presents materials on audiotape, videotape, DVD, or computer. 2. Auto-instruction: any self-paced method without an instructor. a. Best known is programmed instruction. b. Trainee works at their own pace. c. Materials build in repetition and feedback. d. Advantages are immediate feedback and individual pacing. e. Traditionally offered using a book or manual; now we are able to use computers. 3. Conference: a meeting of trainees and a trainer to discuss the material to be learned. a. Especially effective when trainees have already acquired expertise with the material. b. High level of trainee involvement that allows for feedback. Common procedure for graduate education. 4. Lecture: a presentation by a trainer to trainees. Training Methods SMS Kabir, [email protected]; [email protected] 8
- 9. 5. Modeling: trainees watch someone perform a task, and then imitate them. Model can be in person, on film, or videotape. 6. On-the-Job Training: employees learn the job while doing it. 7. Role Playing: the trainee pretends to be doing a task. 8. Simulations: specialized equipment or materials imitate a task situation. Trainees pretend the situation is real and carry out the task. Electronic Training (e-learning): use of electronic tools to provide training Mentoring: experienced employees offer career guidance, emotional support, and serve as role models for less experienced employees Training Methods SMS Kabir, [email protected]; [email protected] 9
- 10. Five steps 1. Define criteria 2. Choose a design 3. Choose measures of the criteria 4. Collect data 5. Analyze and interpret data Evaluation of a Training Program SMS Kabir, [email protected]; [email protected] 10
- 11. Evaluation of a Training Program 1. Set criteria Two levels of criteria, both important: Training-level criteria look at what trainees can do at the end of training in the training environment. Performance-level criteria look at the trainee’s performance on the job after training, testing transfer of training. Another way of classifying criteria is to divide them into four types--two at the performance level, two at the training level. a. Reactions criteria are how much the trainee liked the training and how much they believe they got out of it. b. Learning criteria are what was learned in training--the knowledge and skills the trainee can demonstrate at the end of it. c. Behavior criteria show whether the trainee is doing the things learned in training. d. Results criteria show whether the training had the desired effect. SMS Kabir, [email protected]; [email protected] 11
- 12. Evaluation of a Training Program 2. Choose design A Popular designs include pretest-posttest and control group designs. 1. The pretest-posttest design assesses trainees before training (pretest) and after training (posttest) on the same measures. 2. The control group design compares trainees, after training, to a group of equivalent employees who did not get training. SMS Kabir, [email protected]; [email protected] 12
- 13. Evaluation of a Training Program 3. Choosing measures of the criteria a. Reactions require a questionnaire, though you must still choose its form and the particular questions. b. Learning criteria require knowledge and skills tests, which might include a role play or simulation test. c. Performance criteria might be similar to those in performance evaluations. 4. Collecting data Choose the best possible design and measures and try to adapt to problems that arise. 5. Data analysis and interpretation Data is analyzed with inferential statistics. SMS Kabir, [email protected]; [email protected] 13
Editor's Notes
- #3: Why do you want/need to learn presentation skills?
- #5: writing notes, memorizing, watching videos, listening Students need different approach than adults (are they there because they want to be or because they have to be) What are the different learning styles???
- #6: Goals: provides a framework for developing specific training objectives. What must participants accomplish in order to meet stated goal Objectives: Behavior trainee must exhibit to indicate learning has taken place
- #9: Using the handout, DISCSUSS EACH ITEM ON IT
- #10: Techniques must match the learning style of audience