M.Peer Mohamed Sardhar
733

Training

Overview

• When and why is training necessary?

• How should a training program be conducted?

• How are training needs determined?

• What goes into the design of an effective training

program?

• What are some of the commonly used training

methods?

• How can we determine whether training has been

effective?

Employee Training

Why?

• Provide knowledge and skills required to perform

effectively.

When?

• New hires (to complement selection)

• Change of jobs (e.g., transfer, promotion)

• Change to jobs (e.g., new technology; realignment)

• Performance deficiencies detected

Employee Development

Why?

• Prepare employees for future positions

• Upgrade general skills for personal growth

When?

• Internal promotion policy

• QWL programs

• Team building

• Developing/changing organizational culture

The Training Process

Step 1

Conduct training

needs analyses

Step 3

Review available

training methods

Step 2

Develop training

objectives

Step 4

Design/select

training methods

Step 5

Design training

evaluation approach

Step 7

measure training

results

Step 6

Implement

training program

Needs Analysis

Levels of Analysis

1. Organizational Analysis

�� Identification of short- and long-term goals

�� Identification of human resource needs

�� Evaluation of methods of meeting HR needs (e.g.,

selection, training)

�� Assessment of resource availability

�� Evaluation of support for transfer of training

Needs Analysis

Levels of Analysis

2. Task (Job) Analysis

�� Identification of: tasks

standards

optimal procedures

Needs Analysis

Levels of Analysis

3. Person Analysis

�� Evaluation of individual against standards

�� Identification of deficiencies

�� Identification of causes (e.g., motivation vs. ability)

Needs Analysis

Levels of Analysis

4. Demographic Analysis

�� Assess the specific training needs of various

demographic groups (e.g., the disabled, or those

protected by civil rights legislation).

Other Common Reasons

for Training

• Poor performance (without analysis)

“They’re not performing, therefore they must need

training”

• Fad

“Everyone else is doing it”

• Reward

“They deserve it”

• Habit

“We’ve always done it. Besides, we have a budget for it”

Types of Training Programs

On-Site Training

• On-the-job training

• Apprentice training

• Coaching/mentoring

• Job rotation

• On-line help (as needed)

Types of Training Programs

Off-Site Training

• Lectures/seminars

• Multi-media presentations

• Programmed/Computer-assisted instruction

• Simulation

• Cases studies/management games

• Role-playing

• Behaviour modelling

Selection and Development of

Training Methods

Factors to Consider

1. Purpose (based on needs analysis)

Common objectives include

�� Information acquisition

�� Skills development (e.g., motor, interpersonal,

problem solving, decision-making)

Selection and Development of

Training Methods

2. Principles of Learning

i. Motivation to learn

�� Relevance and meaningfulness

�� Adequate preparation & self-efficacy

�� Choice/participation (e.g., time, content)

�� Clear goals

�� Reinforcement

ii. Feedback

iii. Opportunity to practice

Factors to Consider

Selection and Development of

Training Methods

3. Transfer of Training

Facilitated by:

�� Similarity of setting and task

�� Overlearning

�� Teaching of general principles

�� Reinforcement of transfer

Factors to Consider

Selection and Development of

Training Methods

4. Individual Differences

Should accommodate differences in:

�� Readiness to learn

�� Motivation to learn

�� Preferred learning style

Factors to Consider

Selection and Development of

Training Methods

5. Trainer Qualifications

Trainers should:

�� Have knowledge of the organization

�� Be knowledgeable about content

�� Be motivated to train

�� Understand principles of learning

6. Cost

Factors to Consider

Evaluation of Training

Criteria (based on Kirkpatrick, 1976)

• Reaction

�� Did employees like the training, think it was useful, feel

more confident in their abilities?

• Learning

�� Did employees learn anything new?

• Behavioural

�� Do trainees behave any differently back on the job?

• Results

�� Did the training have the desired outcome?

Designing an Evaluation Study

Issues to Consider

1. Internal Validity

�� accuracy of inference concerning effect of training

2. External Validity

�� accuracy of inference regarding generalizability

3. Construct Validity

�� accuracy of inference about why the training worked

Research Designs

Pre-experimental Designs

• One-group Posttest Only Design

T X

• One-group Pre-test / Post-test Design

X T X

Key

X = measure T = training R = random assignment

Threats to Internal Validity

Threats controlled by Random Assignment

• History

• Maturation

• Selection

• Testing

• Instrumentation

• Attrition (Mortality)

• Statistical Regression

Research Designs

Experimental Designs

• Pre-test / Post-test Control Group Design

R X T X

R X X

• Pre-test Only Control Group Design

R T X

R X

Key

X = measure T = training R = random assignment

Research Designs

Experimental Designs

• Solomon Four-Group Design

R X T X

R X X

R T X

R X

Key

X = measure T = training R = random assignment

Threats to Internal Validity

Threats not controlled by Random Assignment

• Local history

• Diffusion or imitation of treatment

• Compensatory equalization of treatment

• Compensatory rivalry

• Resentful demoralization

Research Designs

Quasi-experimental Designs

• Pre-test / Post-test Nonequivalent Groups Design

X T X

X X

• Alternate Treatments Design

X T X X

X X T X

Key

X = measure T = training R = random assignment

Research Designs

Quasi-experimental Designs

• Time-series Design

X X X X T X X X X

Key

X = measure T = training R = random assignment

Time

Outcome

1 2 3 4 5 6 7 8

x

x

x x

training occurs

x

x x x

Threats to External Validity

Examples

• Interaction of testing and treatment

• Interaction of setting and treatment

• Interaction of history and treatment

• etc.

Threats to Construct Validity

Examples:

• Placebo effect

• Hawthorne effect

• Pygmalion effect

Evaluation of Training:

An Example

Purpose: Evaluate the effectiveness of behaviour

modelling as a training technique

Source: Latham & Saari (1979)

Evaluation of Training:

An Example

Focus of Training:

• Orienting new employees

• Giving recognition

• Motivating poor performers

• Correcting poor habits

• Discussing potential disciplinary action

• Reducing absenteeism

• Handling a complaining employee

• Reducing turnover

• Overcoming resistance to change

Evaluation of Training:

An Example

Length of Training: 2 hrs/wk for 9 weeks

Training Procedure:

• Initial instructions (learning points)

• Videotape of model

• Role-playing

• Feedback

• Monitoring and reinforcement

Evaluation of Training:

An Example

Research Design:

• Participants were male first-line supervisors

• Randomly divided into two groups

�� Experimental (training)

�� Control (waiting list)

Evaluation of Training:

An Example

Dependent Measures and Results:

• Reactions - Survey of attitudes immediately following

training & 6 months later

- Ratings were found to be uniformly high

• Learning - Multiple choice test administered 6 months after

training

- Exp’t > Control

• Behaviour - Role playing 3 months after training

- Exp’t > Control

• Results - Performance appraisal (standard and BOS)

- Pre-training: Exp’t = Control

- Post-training: Exp’t > Control

Compiled by Kiran Srinivas K.

Regards

M. Peer Mohamed Sardhar

093831 93832

From India, Coimbatore
Attached Files (Download Requires Membership)
File Type: pdf a_to_z_on_training_143.pdf (44.2 KB, 9284 views)

Sonnguyen
Dear Sardhar,
you have done a very useful & helpful work for those who are in training & development area. your great work is to help to clearly systemize the training process.
Thank you and hope to exchange the ideas and point of views in T&D with you.
regards
Sonnguyen

From Vietnam, Ho Chi Minh City
sgaparna
3

Thanks a lot. The book 'Hiring and keeping the best' was also very informative and helpful.
I am a freelance trainer in Mumbai.I also take up Content Developent assignments in Mumbai.
Regards,
Aparna
9892253682

From India, Thana
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