Training and Development Orientation Chapter 6

 basic info ◦ the organization ◦ the job

 problems ◦ too much info  hr information too broad  supervisory information too detailed ◦ too many forms Reality Shock expectations vs. reality

 evaluating ◦ employee reaction ◦ socialization ◦ cost/benefit Suggestion: 3-month follow-up

Learning Cycle 1. Experience 2. Reflect on Experience 3. Abstract Concepts/ideas 4. Experiment Evaluation - Formative & Summative Impact Kolb’s Experiential Learning Cycle

 Training ◦ Skills/Job specific ◦ Short Term ◦ Hands on ◦ Measurable behaviour  Development ◦ Organization’s needs ◦ Long-Term ◦ Knowledge focus ◦ Measurable learning Training vs Development

a. needs analysis b. instructional design c. validation d. implementation e. evaluation & follow-up ◦ training techniques ◦ before training

Needs Analysis Validation Instructional Design Implementation Evaluation & Follow-Up The Training Process

 a. needs analysis ◦ identify  required job performance skills ◦ analyze  audience ◦ develop  specific measurable objectives

 Organization Analysis – culture, goals, history  Task Analysis – Knowledge, Skills, Abilities (KSA) or Competencies  Employee Analysis – surveys, self- assessment, appraisals  Job Analysis – stimulus-response-feedback; time sampling; linear sequencing; critical incidents; inventories  Performance Analysis  Strategy Analysis  Barrier Analysis Training Needs Analysis

 b. instructional design ◦ prepare  curriculum ◦ ensure  training materials support learning objectives  quality and effectiveness of program elements

 Resources  Methods of delivery  Use of media  Schedule  Sequencing  Social reinforcement  Audience  Evaluation Some Considerations

 Apprenticeship  Cooperative/internship  Job Instruction Training (JIT)  Classroom  Vestibule/simulated  Computer-based/on-line  Programmed learning  Management development programs  In-basket exercises  Train the Trainer  Coach/Mentor Delivery Methods

 c. validation  use representative audience ◦ make revisions

 Content validity  Controlled experimentation  Control/training group  Before/after measurement  Peer validation  Best-in-class Validation

 d. implementation ◦ train-the-trainer workshops ◦ focus  content  presentation

Budgeting/cost data Lesson plans – timing, pacing etc. Venue determination, seating Administrivia – registration, meals, transportation Trainer determination Problem anticipation Training Implementation

 e. evaluation & follow-up Kirkpatricks 4 stages of evaluation ◦ reactions  document learners’ immediate reactions ◦ learning  feedback devices to measure learning ◦ behaviour  supervisors’ assessments following training ◦ results  change in job performance

 training techniques  on-the-job  apprenticeship  job instruction  lectures  videoconferencing  programmed learning  simulated  e-learning

 before training ◦ performance analysis  can’t do  can’t do well  won’t do  attitude  job

 Career Anchors  technical/functional  managerial competence  creativity  autonomy and independence  security ◦ pick one as priority  stick with it for a number of years ◦ then  consider another