Training and Development

US based Motorola is the world's leading electronics and telecom goods company. It has been adjudged as one of the top employee training companies in the world. Motorola gave utmost importance to training right from its inception. This case describes how training and a strong learning ethic has been an integral part of Motorola's culture. It explains in detail the various employee training and education initiatives undertaken by Motorola University and examines how these initiatives helped in improving employees'productivity, performance and quality of work. The case also describes Motorola's e-learning initiatives and highlights the benefits of e-learning for employee training and development.

Training & Development Definition “The systematic acquisition of attitudes, concepts, knowledge, roles, or skills, that result in improved performance at work.” Goldstien and Ford 2002 Training skill enhancement processes for non-managerial jobs Development skill enhancement processes for managerial jobs

Topics Who needs what kind of training? Needs analysis Learning objectives Learning environment How should training be delivered? Instructional techniques Was training effective? Measuring criteria Experimental design (interpreting results) Training validity

Then why is training often neglected? Urgency of need Training time Costs Employee turnover Short-term worker Diversity of worker Kinds of jobs (simple-complex) Not knowing exactly what you want your people to do and how

How employees learn the best: When they are actively involved in the learning process-(to do this choose a appropriate teaching method). Training is relevant and practical. Training material is organized and presented in chunks. Training is in an informal, quiet, and comfortable setting. When they have a good trainer. When they receive feedback on performance. When they are rewarded.

The Classic Training System Needs assessment Organizational analysis Task/ KSA analysis Person analysis Training Validity Training objectives Development of criteria Transfer Validity Selection & design of training program Intraorganizational Validity Training Use of evaluation models Interorganizational Validity

Training Objectives Formal description of what trainee should be able to do after training Objectives Convey training goals Provide a framework to develop course content Provide a basis for assessing training achievement Characteristics of effective objectives Statement of desired capability or behavior Specify conditions under which behavior will be performed State the criterion of acceptable performance

Considerations in Training Design Designing a learning environment Learning principles Trainee characteristics Instructional techniques

DETERMINING TRAINING NEEDS Needs Analysis Composed of ; Organizational Analysis Task Analysis Person Analysis

Phases of Skill Acquisition Procedural Knowledge Knowledge Compilation Example: Driving a car Drawing a blood gas Acquiring Declarative Knowledge Back

Important Trainee Characteristics Trainee readiness Trainability tests Have prospective trainees perform a sample of tasks that reflect KSAs needed for job Trainee motivation Arousal, persistence, and direction Factors related to high motivation Self-efficacy Locus of Control Commitment to Career Back

Instructional Techniques Traditional Approaches Classroom Instruction Lecture and Discussion Lecture is an oral presentation. intended to present information or teach people about a particular subject. Discussion is the consideration of a question in open and usually informal debate Case Study Case study is an intensive analysis of an individual unit (e.g., a person, group, or event) stressing developmental factors in relation to context. Presentation of complex problem Role Playing Role-playing refers to the changing of one's behaviour to assume a role, either unconsciously to fill a social role, or consciously to act out an adopted role. OJT - Transfer of training is maximized OJT - Brief & poorly structured; Co-workers may resent doing it Vestibule - promotes practice Vestibule - relatively few people trained at one time Job Rotation - acquaints workers with many jobs; opportunity to learn by doing; gives the organization flexibility during worker shortages; provides a variety of experiences and challenges Job Rotation - If workers are on piecerate, may be unwilling to rotate out of lucrative job; violates the principle of assigning people jobs that match the talents and interests Apprentice - lasts a predetermined amount of time (Mass Gen)

Self-Directed Learning Readings, Workbooks, Correspondence Courses Programmed Instruction Simulated/Real Work Settings Vestibule training Using the same kind of equipment and operating procedures as in the actual work situation, trainees learn to perform the job under the guidance of skilled instructors, not experienced workers. Apprentice training Conducted on the job and in the classroom, involves extensive background preparation in the craft and actual work experience under the guidance of experts.

Job Rotation/Cross Training On-the-job training Oldest and widely used training. Separate training facility. One of the best training methods because it is planned, organized, and conducted at the employee's worksite Job Rotation/Cross Training Exposing trainees to different jobs and departments within the organization to acquaint them with all facets of the business.

Programmed Instruction - methods used include blueprint reading, basic electronics, computer programming, bank teller procedures. Computer-Assisted Instruction – the used of computer which includes program instructions. Behavior Modification – performance audit – used positive reinforcement.

Business Games – real-life situation is simulated. In-basket Training – Trainees are given a stack of letters, memoranda, customer complaints, request for advice presenting them with problems faced by managers on the job. Role Playing – trainees project themselves into a particular role and act out the behavior they believe is appropriate in that situation. Behavior Modeling – trainees model their behavior on examples of exemplary management performance. Four Features: 1. modeling 2. behavior rehearsal 3. feedback 4 Transfer of training Sensitivity Training – designed to develop an understanding of interpersonal communication and interaction.

New Training Technologies Distance Learning CD-Rom and Interactive Multimedia Web-based Instruction Intelligent Tutoring Systems Virtual Reality Training

Kirkpatrick’s Evaluation Criteria Level 1 – Reaction Did trainees like the training and feel it was useful Level 2 – Learning Did trainees learn material stated in the objectives Level 3 – Behavioral Are trainees using what was learned back on the job Level 4 – Results Are benefits greater than costs

Assessing Training Outcomes Goal is to identify training as “cause” of changes in on-the-job behavior or organizational results. Experimental designs help researchers to link training to results There are a number of reasons (threats) why it is difficult to determine impact of training on results The Wisdom Pill

Experimental Design Controlling potential confounds Goal of experiment is to “rule out” alternate explanations of what affected dependent variable Confounds are threats to internal validity Can be controlled through appropriate experimental design and procedures

Internal Validity Confounds Controlled by Experimental Design History Maturation Testing Instrumentation Statistical Regression Selection Mortality Selection-Maturation Confounds NOT controlled by Experimental Design Diffusion of Treatment Compensatory Equalization Compensatory Rivalry History – Events that take place between measurements in an experiment and are not related to the independent variable Maturation – Natural changes in participants over time (e.g., growing wise or stronger as well as tired or bored). Testing – Problems with repeated measurement (e.g., practice effects) Instrumentation – changes in the measuring instrument over time (e.g., using different surveys to avoid problems with repeated measurement) Statistical regression – Occurs when participants are selected on the basis of an extreme score (e.g., selecting people for a training program or going to dr. for depression when symptoms are at there worst). Selection – when participants in one group differ initially from participants in another group Mortality – occurs when participants drop out of a study, especially at different rates (dull toy study example) Selection-Maturation – One group of participants changes faster than the other group for reasons not related to the independent variable (e.g., girls developing verbal abilities faster than boys) Diffusion of treatment – participants in experimental and control groups may communicate with each other reducing the differences between groups (e.g., telling control group about training)

Pre-experimental Designs Post with no Control Group Training Posttest Disadvantages Controls none of the threats to internal or external validity Basically worthless Advantages Can potentially provide information for speculation about training effectiveness

Pre-experimental Designs Pre – Post with no Control Group Pretest Training Posttest Cannot rule out any threats to internal or external validity Except possibly mortality Advantages Can determine if change occurred May be able to understand mortality

Experimental Designs Posttest Random Assignment Group Differences Posttest-Only Control Group Design Experimental Training Posttest Random Assignment Group Differences Control Posttest

Experimental Designs Pretest Posttest Group Differences Group Pre – Post with Control Group Pretest Experimental Training Posttest Group Differences Group Differences Pretest Control Posttest

Experimental Designs Group 1 Pretest Training Posttest Group 2 Pretest Solomon Four Group Design Group 1 Pretest Training Posttest Group 2 Pretest No Training Posttest Group 3 Training Posttest Group 4 No Training Posttest

Assessing Training Program “Validity” Training Validity Transfer Validity Intraorganizational Validity Interorganizational Validity Software training at ARI Training Validity - did employees master the training Transfer Validity - was employees’ performance enhanced by the training Intraorganizational Validity - is the program equally effective for different groups within the same organization Interorganizational Validity - is the program equally effective with different groups in other companies

EVALUATION CRITERIA OF TRAINING PROGRAMS Reaction Criteria A standard for judging the effectiveness of training that refers to the reactions or feelings of indvls. about the training they received. Learning criteria- a standard for judging the effectiveness of training that refers to the amt. Of new knowledge, skills, and abilities acquired through training. Behavioral criteria- a standard for judging the effectiveness of training that refers to the new behaviors that are exhibited on the job as a result of training.

Results Criteria- a standard for judging the effectiveness of training that refers to the economic value that accrues to the organization as a result of the new behaviors exhibited on the job.

Trainers are like wine--- they get better over time