Midterms

• Training


  A systematic acquisition of skills, concepts, or attitudes that result in improved performance
• Development


  Acquisition of KSA and behaviors that improve an employee's ability to meet changes in job requirements and customer demands
• Goals of training


  • Improve self-awareness
  • Improve knowledge
  • Improve skill
  • Improve motivation
• Training steps


  1. Determine training needs

  2. Develop training program

  3. Evaluate training success
• Training need


  Discrepancy between actual performance and an ideal, a norm, a minimum, a desired state, or an expected state
• Effective communication


  • Abides by communication protocols of the organization
  • Follows rules of the grammar
  • Translates complex messages into easily understood material
  • Composes messages in a clear, concise and cohesive manner
• Analysis of need: four key questions


  1. What are we trying to accomplish?

  2. Why do we think there is a need for our training program?

  3. Is there an actual need for our training program?

  4. Is our idea for a training program practical?
• Organizational analysis


  • Goals and objectives
  • Economic analysis
  • Organizational climate (employee readiness, management support)
  • Resource analysis (funding, staffing, physical resources)
• Analysis of need: is the program practical?


  1. Will people participate in the program?

  2. Are the barriers unconquerable?

  3. Do we have the expertise?

  4. Do we have the funding?
• Task analysis


  1. Identifies tasks, conditions under which tasks are performed, and KSAOs needed to perform tasks under those conditions

  2. Identifies how tasks are learned (expected at time-of-hire, easily taught on-the-job, current training program, no training)
• Personal analysis


  1. Performance appraisal scores

  2. Surveys

  3. Interviews

  4. Skill and knowledge tests

  5. Critical incidents
• Training program goals


  • Knowledge (general vs. expert, narrow vs. broad)
  • Skill (what level of proficiency?)
  • Motivation (how much and for how long?)
  • Appreciation (e.g., diversity)
• Developing a training program: setting goals and objectives

  1. If goals are ideal state, objectives are practical steps

  2. If goals are outcome, objectives are the measurable actions

  3. If goals are the thing that what we want to achieve, objectives are the methods of achieving something

  4. If goals are for long term, objectives are short term

  5. If goals are broad, objectives are the specific

  6. If goals are vision, objectives are the mission
• Writing objective statement


  • Action word (action verb that describes doing something that can be seen and measured)
  • Item (the objective / service / product)
  • Condition (objective statement will contain the situation under which action will take place)
  • Standard (set of effectiveness which must be met before the learner is considered proficient)
• Levels of thinking skills

  • Knowledge (list, define, recall, memorize, record)
  • Comprehension (translate, paraphrase, discuss, generalize, explain)
  • Application (operate, demonstrate, interpret, produce, practice)
  • Analysis (differentiate, examine, categorize, distinguish, discriminate)
  • Synthesis (create, argue, formulate, construct, organize)
  • Evaluation (rate, assess, justify, conclude, interpret)
• Classroom training methods


  • Lecture (to gain knowledge)
  • Simulation (to practice new learned skill)
  • Role Play (to practice interpersonal skills)
  • Case Study (to apply knowledge)
  • Business Games (to develop skills in improving individual and team performance)
  • Behavior Modeling (to increase interpersonal skills)
• How to conduct classroom training

  1. Initial decisions (who, where, when, how long)

  2. Preparing the training (consider size, demographics, audience ability)

  3. Delivering the training program (introducing the trainer and training session, use icebreakers and energizers)

  4. Delivering the presentation (make eye-contact, use gestures, use PPT as a guide, don't hide behind a podium, use conversational style, be confident, speak in a moderate pace, avoid swearing, make presentation interesting)
• Distance learning methods


  • Synchronous (webinars, webcasts, blog, wiki, listserv)
  • Asynchronous (programmed instructions, interactive video, gamification)
• Job experience training and development methods

  • On-the-job training
  • Job rotation
  • Apprentice training
  • Coaching
  • Mentoring
  • Stretched assignments
  • Job enlargement
  • Transfer
  • Promotion
  • Temporary assignment
  • Volunteer assignment
• Glass ceiling


  A barrier to advancement to higher level jobs in a company that adversely affects women and minorities
• Barriers to glass ceiling


  • Lack of training
  • Lack of development experiences
  • Lack of relationships (coaching and mentoring)
• Ways to motivate employees to learn

  • Skill-based pay (vertical skill plan, horizontal skill plan, depth skill plan)
  • Interest (relevance, use of wide range of training techniques, humor, maximizing audience participation)
  • Feedback (negative feedback, positive feedback)
• Evaluating training


  1. Pre-test-post test

  2. Control group, experimental group

  3. Solomon four group design
• Ex.


  • C
  • C++
• Interest


  • If the topic is interesting, the employees will be motivated
  • Relevance
  • Use of wide range of training techniques
  • Humor
  • Maximizing audience participation
• Feedback


  Providing employees with specific information about how well they are performing a task/s
• Negative Feedback


  • Tells employees what they are doing incorrectly in order to improve their performance
• Positive feedback


  • Focuses on strengths, contributions, and value to reinforce what people are doing well
• Practicality and experimental rigor

  • Differentiate the methods of evaluating the effectiveness of a training program
• Pre-Test-Post Test


  • Simple
  • Difficult to interpret
• Control Group, Experimental Group

  1. Experimental Group: Pretest -> Training -> Posttest

  2. Control Group: Pretest -> -> Posttest
• Solomon Four Group Design

  1. Group 1: -> Training -> Posttest

  2. Group 2: Pretest -> Training -> Posttest

  3. Group 3: Pretest -> -> Posttest

  4. Group 4: -> -> Posttest
• EVALUATION CRITERIA


  • Content Validity
  • Employee Reactions
  • Employee Learning
  • Application of Training
  • Business Impact
  • Return of Investment
• Employees must have skills and abilities to complete the training successfully
• Minimize the outside factors. Motivate employees to learn
• Find a good match of training method and material being learned
• Allow goal setting, positive feedback, distributed practice, overlearning, chance to apply learned skills
• Develop a supportive organizational culture
• LEADER EMERGENCE


  The idea that people who become leaders possess traits or characteristics different from people who do not want to become leaders
• Leader emergence


  The degree to which a person attains a formal or informal leadership role and/or is perceived as a leader by others