4-1 Chapter 5 Transfer of Training Trainees effectively and continually applying what they learned in training on their jobs The work environment plays an important role in ensuring that transfer of training occurs Transfer of training is also influenced by: –trainee characteristics –training design

4-2 A Model of The Transfer Process Trainee Characteristics Training Design Work Environment Motivation Ability Create a Learning Environment Apply Theories of Transfer Use Self-Management Strategies Climate for Transfer Management and Peer Support Opportunity to Perform Technological Support Learning Retention Generalization and Maintenance

4-3 Training Design For transfer of training to occur managers need to apply: –transfer of training theories –principles of self-management

4-4 Transfer of Training Theories TheoryEmphasisAppropriate ConditionsType of Transfer Identical ElementsTraining environment is identical to work environment Work environment features are predictable and stable Near Stimulus Generalization General principles are applicable to many different work situations Work environment is unpredictable and highly variable Far Cognitive Theory Meaningful material and coding schemes enhance storage and recall of training All types of training and environments Near and far

4-5 Transfer of Training Work with your team to identify how you might incorporate each of the transfer of training theories into your team’s training. Be prepared to share a specific example.

4-6 Self-Management Strategies Self-management Self-management – a person’s attempt to control certain aspects of decision making and behavior Training programs should prepare employees to self-manage their use of new skills and behaviors on the job

4-7 Sample Content of Self-Management Module (1 of 2) Discuss lapses –Note evidence of inadequacy –Provide direction for improvement Identify skills targeted for transfer Identify when lapses are likely –Situations –Actions to deal with lapses (replacement behaviors for old habits) Identify personal or environment factors contributing to lapse –Low self-efficacy –Time pressure –Lack of manager or peer support

4-8 Sample Content of Self-Management Module (2 of 2) Discuss coping skills and strategies –Time management –Setting priorities –Self-monitoring –Self-rewards –Creating a personal support network Discuss resources to ensure transfer of skills –Manager –Trainer –Other trainees Discuss possible personal rewards and outcomes from successful transfer (AY)

4-9 Work Environment Characteristics Influencing Transfer of Training Peer Support Opportunity to Use Learned Capabilities Technological Support Climate for Transfer Manager Support

4-10 Characteristics of a Positive Climate for Transfer of Training: (1 of 2) Supervisors and co-workers encourage and set goals for trainees to use new skills and behaviors acquired in training Task cues: –characteristics of a trainee’s job prompt or remind him to use new skills and behaviors acquired in training Feedback consequences: –supervisors support the application of new skills and behaviors acquired in training

4-11 Characteristics of a Positive Climate for Transfer of Training: (2 of 2) Lack of punishment: –trainees are not openly discouraged from using new skills and behaviors acquired in training Extrinsic reinforcement consequences: –trainees receive extrinsic rewards for using new skills and behaviors acquired in training Intrinsic reinforcement consequences: –trainees receive intrinsic rewards for using new skills and behaviors acquired in training

4-12 Levels of Management Support for Training Level Description Teaching in Program Practice Skills Reinforcement Participation Encouragement Acceptance Participate as Trainer Allow Trainees Opportunity to Practice Discuss Progress with Trainees; Ask How to Support Trainees’ Use of New Capabilities Attend Session Accommodate Attendance at Training Through Rearranging Work Schedule; Endorse Employees’ Attending Training Permit Employees to Attend Training; Acknowledge Importance of Training HIGH SUPPORT LOW SUPPORT SUPPORT

4-13 The Learning Organization A company that has an enhanced capacity to learn, adapt, and change Training processes are carefully scrutinized and aligned with company goals Training is seen as one part of a system designed to create intellectual capital

4-14 Knowledge and Knowledge Management Knowledge Knowledge refers to: –what individuals or teams of employees know or know how to do (human and social knowledge) –a company’s rules, processes, tools, and routines (structured knowledge) Knowledge is either: –tacit knowledge, or –explicit knowledge

4-15 Knowledge and Knowledge Management, cont’d Knowledge management Knowledge management – the process of enhancing company performance by: –designing and implementing tools, processes, systems, structures, and cultures –to improve the creation, sharing, and use of knowledge

4-16 Socialization Externalization Internalization Combination Four Modes of Knowledge Sharing Tacit KnowledgeExplicit Knowledge TO Tacit Knowledge Explicit Knowledge FROM

4-17 Chapter 6 Training Evaluation Training effectiveness Training effectiveness – benefits to organization Training outcomes or criteria Training outcomes or criteria – factors used to evaluate training programs Evaluation design Evaluation design – plan to conduct training evaluation (from whom, what, when, and how) Training evaluation Training evaluation –collecting data about the defined outcomes

4-18 Training evaluation Training evaluation provides the data needed to demonstrate that training does provide benefits to the company.

4-19 Formative Evaluation The evaluation of training that takes place during program design and development Helps to ensure that: –the training program is well organized and runs smoothly –trainees learn and are satisfied with the program Provides information about how to make the program better

4-20 Pilot Testing The process of previewing the training program with potential trainees and managers or with other customers It can be used: –as a “dress rehearsal” to show the program to managers, trainees, and customers –for formative evaluation

4-21 Summative Evaluation Evaluation conducted to determine the extent to which trainees have changed as a result of participating in the training program May also measure the return on investment (ROI) that the company receives from the training program

4-22 The Evaluation Process Conduct a Needs Analysis Develop Measurable Learning Outcomes and Analyze Transfer of Training Develop Outcome Measures Choose an Evaluation Strategy Plan and Execute the Evaluation

4-23 Training Outcomes: Kirkpatrick’s Four- Level Framework of Evaluation Criteria LevelCriteriaFocus 1ReactionsTrainee satisfaction 2LearningAcquisition of knowledge, skills, attitudes, behavior 3BehaviorImprovement of behavior on the job 4ResultsBusiness results achieved by trainees

4-24 Outcomes Used in Evaluating Training Programs (Noe) Affective Outcomes Results Return on Investment Cognitive Outcomes Skill-Based Outcomes

4-25 Determining Whether Outcomes Are Good Good training outcomes need to be: Relevant Reliable Discriminative Practical

4-26 Good Outcomes: Relevance Criteria relevance – Criteria relevance – extent to which training programs are related to learned capabilities emphasized in the training program –Criterion contamination – –Criterion contamination – extent that training outcomes measure inappropriate capabilities or are affected by extraneous conditions –Criterion deficiency – failure to measure training outcomes that were emphasized in the training objectives

4-27 Good Outcomes (continued) Reliability – Reliability – degree to which outcomes can be measured consistently over time Discrimination – Discrimination – degree to which trainee’s performances on the outcome actually reflect true differences in performance Practicality – Practicality – the ease with which the outcomes measures can be collected

4-28 Training Program Objectives and Their Implications for Evaluation: Reactions: Did trainees like the program? Did the environment help learning? Was material meaningful? Skill-Based: Ratings by peers or managers based on observation of behavior Cognitive: Pencil-and-paper tests Affective: Trainees ’ motivation or job attitudes Skill-Based: Performance on a work sample Results: Did company benefit through sales, quality, productivity, reduced accidents, and complaints? Performance on work equipment Outcomes Learning Transfer Objective

4-29 Evaluation Designs: Threats to Validity Threats to validity Threats to validity refer to a factor that will lead one to question either: (internal validity) –the believability of the study results (internal validity), or (external validity) –the extent to which the evaluation results are generalizable to other groups of trainees and situations (external validity)

4-30 Threats to Validity Threats to Internal Validity Company Persons Outcome Measures Threats to External Validity Reaction to pretest Reaction to evaluation Interaction of selection and training Interaction of methods

4-31 Types of Evaluation Designs Posttest – only Pretest / Posttest Pretest / Posttest with Comparison Group Time Series Solomon Four– Group Multiple Baseline Design (Not in Text)

4-32 Determining Costs for a Cost- Benefit Analysis: Development Costs Overhead Costs Compensation for Trainees Direct Costs Indirect Costs

McGraw-Hill/Irwin ©2008 The McGraw-Hill Companies, All Rights Reserved Chapter7Chapter7Chapter7Chapter7 Chapter7Chapter7Chapter7Chapter7 Traditional Training Methods

4-34 Traditional Training Methods Categories Presentation Methods Hands-On Methods Group Building Methods

4-35 Presentation Methods Methods in which trainees are passive recipients of information This information may include: –facts or information –processes –problem-solving methods Presentation methods include: –lectures –audio-visual techniques

4-36 Variations of the Lecture Method Standard Lecture Team Teaching Guest Speakers Panels Student Presentations

4-37 Presentation Methods: Audio-Visual Techniques Audio-visual instruction includes: –overheads –slides –video It has been used for improving: –communication skills –interviewing skills –customer-service skills –iIlustrating how procedures should be followed

4-38 Hands-on Methods Training methods that require the trainee to be actively involved in learning Methods include: –on-the-job training (OJT) –simulations –case studies –business games –role plays –behavior modeling

4-39 Effective OJT Programs (1 of 2) Include –a policy statement that describes the purpose of OJT and emphasizes the company’s support for it –a clear specification of who is accountable for conducting OJT –a thorough review of OJT practices at other companies in similar industries

4-40 Effective OJT Programs Include: (2 of 2) –training of managers and peers in the principles of structured OJT –availability of lesson plans, checklists, procedure manuals, training manuals, learning contracts, and progress report forms for use by employees who conduct OJT –evaluation of employees’ levels of basic skills before OJT

4-41 OJT Programs: Self-Directed Learning Employees take responsibility for all aspects of learning: –when it is conducted –who will be involved Trainees –master predetermined training content at their own pace without an instructor –are available to evaluate learning or answer questions for the trainee

4-42 Self-Directed Learning (continued) Advantages Learn at own pace Feedback about learning performance Fewer trainers needed Consistent materials Multiple sites easier Fits employee shifts and schedules Disadvantages Trainees must be motivated to learn on their own Higher development costs Higher development time

4-43 OJT Programs: Apprenticeship Work-study training method with both on- the-job and classroom training To qualify as a registered apprenticeship program under state or federal regulations: –144 hours of classroom instruction –2000 hours (or one year) of OJT experience Can be sponsored by companies or unions Most programs involve skilled trades

4-44 Hands-on Methods: Simulations Represents a real-life situation Trainees’ decisions result in outcomes that mirror what would happen if on the job Used to teach: –production and process skills –management and interpersonal skills

4-45 Hand-on Methods: Case Studies Description about how employees or an organization dealt with a difficult situation Trainees are required to: –analyze and critique actions taken –indicate the appropriate actions –suggest what might have been done differently Major assumption is that employees are most likely to recall and use knowledge and skills learned through a process of discovery

4-46 Process for Case Development 1. Identify a story 2. Gather information 3. Prepare a story outline 4. Decide on administrative issues 5. Prepare case materials 1. Identify a story 2. Gather information 3. Prepare a story outline 4. Decide on administrative issues 5. Prepare case materials

4-47 Hand-on Methods: Business Games Require trainees to gather information, analyze it, and make decisions Primarily used for management skill development Games mimic the competitive nature of business

4-48 Hands-on Methods: Role Plays Trainees act out characters assigned to them Information regarding the situation is provided to the trainees Focus on interpersonal responses Outcomes depend on the emotional (and subjective) reactions of the other trainees The more meaningful the exercise, the higher the level of participant focus and intensity

4-49 Hands-on Methods: Behavior Modeling (1 of 2) Involves –presenting trainees with a model who demonstrates key behaviors to replicate –providing trainees opportunity to practice the key behaviors Based on the principles of social learning theory –Emphasize that learning occurs by observation of behaviors demonstrated by a model vicarious reinforcement – occurs when a trainee sees a model being reinforced for using certain behaviors

4-50 Hands-on Methods: Behavior Modeling (2 of 2) More appropriate for learning skills and behaviors than factual information Effective for teaching interpersonal and computer skills

4-51 Group Building Methods: Action Learning (1 of 2) Involves giving teams or work groups: –an actual problem –having them work on solving it –committing to an action plan –holding them accountable for carrying out the plan

4-52 Choosing a Training Method 1. Identify the type of learning outcome that you want training to influence 2. Consider the extent to which the learning method facilitates learning and transfer of training 3. Evaluate the costs related to development and use of the method 4. Consider the effectiveness of the training method

4-53 Chapter 8 Technology in Training Technology has a major impact on the delivery of training programs Using technology for training requires collaboration among the areas of: –training –information technology –top management

4-54 Technologies’ Influence on Training and Learning New technologies have made it possible to: –reduce the costs associated with delivering training –increase the effectiveness of the learning environment –help training contribute to business goals New technologies include: –online learning (e-learning) –distance learning –simulations –virtual reality –expert systems –electronic support systems –learning management systems

4-55 Digital Collaboration (1 of 2) The The use of technology to enhance and extend employees’ abilities to work together regardless of their geographic proximity Includes: –electronic messaging systems –electronic meeting systems –online communities of learning

4-56 Digital Collaboration (2 of 2) Digital collaboration can be: –Synchronous –Synchronous – trainers, experts, and learners interacting with each other live and in real time; just like face-to-face classroom instruction –Asynchronous – non-real-time interactions; learners can access information resources when they desire them

4-57 Technological Learning Environment Learner Resource Materials Websites Delivery Mechanism Content Experts Trainer / Instructor

4-58 Blended Learning Environment Learner Resource Materials Websites Online Learning Experts Trainer / Instructor Delivery Content Trainer / Instructor Delivery Content

4-59 Levels of Technology-Based Training

4-60 Multimedia Training Multimedia training Multimedia training – combines audiovisual training methods with computer-based training Include: –computer-based training –CD-ROM, video and e-interactive video –the Internet –virtual reality and simulations These programs integrate text, graphics, animation, audio, and video The trainee can interact with the content

4-61 Computer-Based Training An interactive training experience in which: –the computer provides the learning stimulus, –the trainee must respond, and –the computer analyzes the responses and provides feedback to the trainee

4-62 CD-ROM, DVD, Laser Disc Interactive Video Online Learning: The Internet, Web-Based Training, and E-Learning and Learning Portals Virtual Reality Computer-Based Training

4-63 Simulations Development in software and computer technology has improved the learning and transfer that can result from simulators Avatars – computer depictions of humans that are used as imaginary coaches, coworkers, and customers in simulations

4-64 Virtual Reality A computer-based technology that provides trainees with a three-dimensional learning experience Devices: –relay information from the environment to the senses –communicate information about the trainee’s movements to a computer –allow trainee to experience presence presence – the perception of actually being in a particular environment

4-65 Intelligent Tutoring Systems (ITS) Instructional systems using artificial intelligence Three types of ITS: –tutoring –coaching –empowering environments Tutoring is a structured attempt to increase trainee understanding of a content domain

4-66 Distance Learning Used by geographically dispersed companies to provide information about new products, policies, procedures, and skills training and expert lectures to field locations Features two-way communications between people Involves two types of technology: –teleconferencing –individualized, personal-computer-based training

4-67 SCORE Los Angeles - in conjunction with the Los Angeles Atheltic Club and USC's Gould School of Law - will hold a seminar for Los Angeles entrepreneurs and business people who are interested in learning about starting a business on solid legal ground. Topics to be addressed include: - Common myths and mistakes people make in setting up a business - The difference between an LLC, a Corporation and an S-Corporation and how to determine which one is right for your business - Why shouldn't you just operate as a partnership or a sole proprietorship? - What are the issues that co-owners should address and resolve in a "Shareholders Agreement" before starting a business together? - How to protect your house and other assets if your business does not succeed? - What should you look for in an attorney, and what questions should you asks before hiring that person? Los Angeles Athletic Club Wednesday, March 12, :00 AM - Noon $15 pre-registration $20 at the door Our Glendale office is now open on Saturdays. FREE one-on-one counseling and advice to start-ups. Saturday Hours 9:00 AM - 1:00 PM Free parking available! Register Online Now! Saturday, March 1st Saturday, March 1st