2. TRAINING (PELATIHAN) Pertemuan 9 & 10
Matakuliah : L0064 / Psikologi Industri & Organisasi 1
Tahun : 2007 / 2008
TRAINING (PELATIHAN) Pertemuan 9 & 10

3. Learning Objectives After reading this chapter, you should be able to:
Describe the scope of organizational training programs
Specify the goals and staffing requirements for organizational training programs
Explain the pre-training environment and attributes of employees, as well as conditions that facilitate learning
Describe fifteen different training methods
Understand the need for lifelong learning, career development, and planning
Appreciate the need for evaluation of training programs – and why many organizations don’t evaluate their programs 3
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4. What is “Training”? Practical education in a skill, job, or profession
Big business
$55 billion annually on formal training programs
$180 billion annually on informal OJT training
Training is lifelong
Won’t stay in same job entire career 4
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5. Scope of Training Programs
Corporate education campuses
Western Electric (Lucent Technologies, Inc.)
Created the Corporate Education Center to provide courses in engineering and management
State-of-the-art equipment
300 courses on a 190 acre campus, complete with dormitories
Provides training on several levels to individuals with promotion potential
Training for disabled workers
Training programs must meet EEOC guidelines and must be clearly related to job performance before results can be applied to career decisions
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6. Setting Goals for Training Programs
Needs assessment
An analysis of corporate and individual goals undertaken before designing a training program
Most companies do not do this due to time and expense involved
Organizational analysis
Can suggest broad training needs that can then be translated into specific needs of employees or work groups
Task Analysis
Identify specific tasks performed and required KSA’s
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7. The Pre-Training Environment
Includes those decisions and cues that indicate the value management places on training programs, such as:
Policies
Attitudes toward training
Resources available
Employee participation
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8. Pretraining Attributes of Trainees
Individual differences in ability
General cognitive ability is the single best predictor of training success
Pretraining expectations
Low self-efficacy hinders training
Motivation
Can be increased by allowing them to participate in training decisions
Job involvement
Those more involved show greater motivation to learn
Locus of Control
Internals tend to do better in training
Self-efficacy
Those who believe in their ability to perform a task tend to succeed
Positively related to motivation to learn and training success
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9. Psychological Factors In Learning
Active practice
Active involvement vs. passivity enhances learning
Distributed vs. massed practice
Distributed (many, relatively short sessions) is superior to massed (few, relatively long sessions) practice
Whole and Part Learning
Smaller units of material are easier to master
Transfer of training
Enhanced when training environment is similar to the work environment
Relevance to job
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10. Psychological Factors In Learning
Feedback
Must follow behavior closely to be effective
People learn more readily when given a clear idea how well they’re doing
Reinforcement
The greater the reward that follows a behavior, the more easily and rapidly that behavior will be learned
The longer the delay between the behavior and reinforcement, the less effective the result
It should be given frequently during the early stages of training; then, partial reinforcement will be effective
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11. Training Methods in the Workplace
On-the-job training
Major advantage is economy; also transfer of training
May be expensive if it takes other workers away from their jobs to conduct the training
Has potential of disrupting production
Vestibule training
Simulated workspace in a separate training facility
Relies on skilled instructors
Greatest disadvantage is cost
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12. Training Methods in the Workplace
Apprenticeship
Training method for skilled crafts and trades
Involves classroom instruction and on-the-job experience
Average 4-6 years
Computer-assisted instruction (CAI)
Trainees learn material at their own pace and receive immediate feedback on their progress
Trainees interact with computer terminals
Decreases training time required and improves transfer
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13. Training Methods in the Workplace
Net-based training
Involves both Internet and Intranet
Type of distance learning
Offers same advantages as CAI with even more flexibility
20%-35% less than the cost of traditional classroom instruction
Behavior modification
Use of positive reinforcement to change behavior
Steps
Conduct performance audit
Select behavior to be changed
Introduce program of positive reinforcement
Example: Emery Air Freight
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14. Training Methods in the Workplace
Job rotation
Technique that assigns trainees to various jobs and departments over a period of a few years
Often used for new college graduates and for training for skilled and semi-skilled jobs
Disadvantages include disruption caused by frequent moves
Case studies
A method of executive training in which trainees analyze a business problem and offer solutions
A limitation is that solutions may not be relevant to the job at hand (lack of positive transfer)
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15. Training Methods in the Workplace
Business games
Used to develop problem-solving and decision-making skills
Trainees often compete in teams
Teams deal with corporate problems, and instructors evaluate their effectiveness
In-basket training
Trainee is given a stack of issues to deal with, typical of job requirements, in set amount of time
Trainer discusses solutions and provides feedback
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16. Training Methods in the Workplace
Role playing
Trainees pretend to perform a role, displaying the behaviors they believe are appropriate to the situation
Provides opportunity to practice job related behaviors
Behavior Modeling
Trainees attempt to imitate the job behaviors of successful supervisors
Trainer provides introduction
Trainees watch a video of supervisor using appropriate procedures
Trainees engage in behavior rehearsal
Trainer and other trainees provide feedback
Transfers directly to job
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17. Training Methods in the Workplace
Executive coaching
One-to-one training sessions between a coach and manager to improve manager’s performance
Designed to fit individual needs as they arise
Often used to follow up poor ratings on 360 degree feedback appraisals
Diversity training
Teach people to confront personal prejudices that could lead to discriminatory behavior
$10 billion spent annually
Must be long-term program integrated into organizational culture
Half-day “feel good” sessions fail to promote needed change
Done poorly, the programs can foster charges of “political correctness”
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18. Career Development and Planning
Lifelong learning approach
Career development centers
Offer information on company career paths, counseling, self-analysis
Workshops
Chosen or forced career changes require continual enhancement and upgrading of our personal package of KSA’s
Reasons for staying with company included opportunities within company for:
Career growth
Development
Learning
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19. Career Development and Life Stages
People differ in values, goals, and needs at different stages in life
Establishment (20 to 40)
People are becoming established in their careers and adjusting to work routines, develop self-efficacy (or not)
Maintenance (40 to55)
Goals and values change; mid-life crisis; seek new challenge and satisfaction
Decline (55 to retirement)
Planning for retirement and its loss of work and sense of identity
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20. Career Self-Management Training
The degree to which a person regularly and routinely gathers information and formulates or revises plans for his or her own career, solving problems and making decisions
Although initiated by individual, many organizations provide training in career self- management. Typical program includes:
Assessing career attitudes, values, plans and goals
Analyze how goals have been met by current job
Discuss career strategies
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21. Evaluating Training Programs
Necessary to measure the worth of a training program
Assessment examines
Changes in cognitive outcomes
Changes in skill-based outcomes
Changes in affective outcomes
Companies often do not evaluate training programs due to:
Cost and/or lack of assessment skills
Training “program of the moment” (e.g., failure of time-management programs)
“Feel good” results
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22. Training Challenges for I/O Psychologists
Identify abilities required to perform increasingly complex jobs
Provide new job opportunities for unskilled workers
Assist supervisors in management of ethnically diverse workforce
Retrain workers displaced by changes
Help organizations remain competitive in international marketplace
Conduct research necessary to determine the effectiveness of training programs
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23. Key Terms Apprenticeship Behavior modification Business games
Case studies
Computer-assisted instruction
Job rotation
Needs assessment
On-the-job (OJT) training
Vestibule training
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