Employee Training & Development


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Corporations across globe spend more money annually on training than do all the public school systems in any given country. As the gap widens between the knowledge, skills, and abilities of what entry level employees are required to know and do and what they actually know and do, training specialists and consultants become increasingly more valuable. However, becoming skilled at training is no longer a function of just a Human Resources professional. Today, many managers and professionals are being asked to be responsible for the training and development of their employees.

By the end of this course you will be able to:
• Describe the field of Training and Development and its role in optimizing performance.
• Apply theoretical concepts and models to training design.
• Design training interventions using a variety of methodologies.
• Evaluate the effectiveness of training interventions.
• Assess whether training is a viable and implemntable in your organization.

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Employee Training & Development

  1. 1. Employee Training & Development
  2. 2. Unit 1 Introduction to Employee Training and Development dharmandar@gmailcom +91 9810643099
  3. 3.  Boston Pizza International, Bowater’s Coated and Specialty Paper Division, Americredit, and Home Depot illustrate how training can contribute to companies’ competitiveness Competitiveness – refers to a company’s ability to maintain and gain market share in an industry dharmandar@gmailcom +91 9810643099
  4. 4.  Although they are in different types of businesses, they each have training practices that have helped them gain a competitive advantage in their markets Issues affecting companies and influencing training practices:  customer service  employee retention and growth  doing more with less  quality and productivity dharmandar@gmailcom +91 9810643099
  5. 5.  The training practices have helped Boston Pizza International, Bowater’s Coated and Specialty Paper Division, Americredit, and Home Depot:  grow the business, and  improve customer service, by  providing employees with the knowledge and skills they need to be successful dharmandar@gmailcom +91 9810643099
  6. 6.  Refers to the policies, practices, and systems that influence employees’:  behavior  attitudes  performance HRM practices play a key role in attracting, motivating, rewarding, and retaining employees dharmandar@gmailcom +91 9810643099
  7. 7.  Training – refers to a planned effort by a company to facilitate employees’ learning of job-related competencies The goal of training is for employees to:  master the knowledge, skill, and behaviors emphasized in training programs, and  apply them to their day-to-day activities dharmandar@gmailcom +91 9810643099
  8. 8.  Linked to strategic goals and objectives Uses an instructional design process to ensure that training is effective Compares or benchmarks the company’s training programs against training programs in other companies Creates working conditions that encourage continuous learning dharmandar@gmailcom +91 9810643099
  9. 9.  Continuous Learning – requires employees to understand the entire work system including the relationships among:  their jobs  their work units  the entire company dharmandar@gmailcom +91 9810643099
  10. 10.  Employees are expected to:  acquire new skills and knowledge  apply them on the job  share this information with other employees Managers take an active role:  in identifying training needs  helping to ensure that employees use training in their work dharmandar@gmailcom +91 9810643099
  11. 11.  Emphasis on high-leverage training has been accompanied by a movement to link training to performance improvement Training is used to improve employee performance This leads to improved business results dharmandar@gmailcom +91 9810643099
  12. 12.  Providing educational opportunities for all employees An on-going process of performance improvement that is directly measurable  not one-time training events The need to demonstrate the benefits of training  to executives, managers, and trainees dharmandar@gmailcom +91 9810643099
  13. 13.  Learning as a lifelong event  senior management, training managers, and employees have ownership Training used to help attain strategic business objectives  helps companies gain a competitive advantage dharmandar@gmailcom +91 9810643099
  14. 14. Ensuring Employees’Conducting Needs Readiness for Creating a Learning Assessment Training EnvironmentDeveloping an Ensuring Transfer ofEvaluation Plan Training Monitoring and Select Training Evaluating the Method Program dharmandar@gmailcom +91 9810643099
  15. 15.  Refers to a process for designing and developing training programs There is not one universally accepted ISD model ISD process should be:  systematic  flexible enough to adapt to business needs dharmandar@gmailcom +91 9810643099
  16. 16.  Training design is effective only if it helps employees reach instructional or training goals and objectives Measurable learning objectives should be identified before training dharmandar@gmailcom +91 9810643099
  17. 17.  Evaluation plays an important part in:  planning and choosing a training method  monitoring the training program  suggesting changes to the training design process dharmandar@gmailcom +91 9810643099
  18. 18.  Globalization Need for leadership Increased value placed on knowledge Attracting and retaining talent Customer service and quality emphasis dharmandar@gmailcom +91 9810643099
  19. 19.  Changing demographics and diversity of the work force New technology High-performance models of work systems Economic changes dharmandar@gmailcom +91 9810643099
  20. 20.  Methods and processes are designed to meet the needs of internal and external customers Every employee in the company receives training in quality Quality is designed into a product or service so that errors are prevented from occurring, rather than being detected and corrected dharmandar@gmailcom +91 9810643099
  21. 21.  The company promotes cooperation with vendors, suppliers, and customers to improve quality and hold down costs Managers measure progress with feedback based on data dharmandar@gmailcom +91 9810643099
  22. 22. Leadership 120 pointsMeasurement Analysis and Knowledge Management 90 pointsStrategic Planning 85 pointsHuman Resource Focus 85 pointsProcess Management 85 pointsBusiness Results 450 pointsCustomer and Market Focus 85 pointsTotal Points 1,000 points
  23. 23.  Communicating effectively with employees from a wide variety of backgrounds Coaching, training and developing employees of different ages, educational backgrounds, ethnicities, physical abilities, and races dharmandar@gmailcom +91 9810643099
  24. 24.  Providing performance feedback that is free of values and stereotypes based on gender, ethnicity, or physical handicap Creating a work environment that allows employees of all backgrounds to be creative and innovative dharmandar@gmailcom +91 9810643099
  25. 25. 1. Cost argument 2. Resource- 3. Marketing acquisition argument argument 5. Problem- 6. System4. Creativity solving flexibility argument argument argument dharmandar@gmailcom +91 9810643099
  26. 26.  Employees choose or select new employees or team members Employees receive formal performance feedback and are involved in the performance improvement process Ongoing training is emphasized and rewarded Rewards and compensation are linked to company performance dharmandar@gmailcom +91 9810643099
  27. 27.  Equipment and work processes encourage maximum flexibility and interaction between employees Employees participate in planning changes in equipment, layout, and work methods Employees understand how their jobs contribute to the finished product or service dharmandar@gmailcom +91 9810643099
  28. 28. Benchmark Investment Company LeaderPercent of eligible employees being trained 78% 91%Amount of training received per employee 24 hours 57 hoursAmount spent on training: Percentage of payroll 2% 4% Per employee Rs. 35 k* Rs. 1 Lakh*
  29. 29. Benchmark Investment Company LeaderAverage total spent Rs. 3.5 CR Rs. 6.5 CRPercent of training delivered using learning 11% 22%technologyPercent training time in classroom 77% 61%
  30. 30.  Strategic Adviser Systems Design and Developer Organization Change Agent Instructional Designer Individual Development and Career Counselor Coach / Performance Consultant Researcher dharmandar@gmailcom +91 9810643099
  31. 31. Unit 2 Who Is In Who Provides Charge of Training? Training? Strategic Training dharmandar@gmailcom +91 9810643099
  32. 32.  A plan that integrates the company’s goals, policies, and actions The strategy influences how the company uses:  physical capital (plants, technology, and equipment)  financial capital (assets and cash reserves)  human capital (employees) The business strategy helps direct the company’s activities to reach specific goals dharmandar@gmailcom +91 9810643099
  33. 33.  The amount of training devoted to current or future job skills The extent to which training is customized for:  the particular needs of an employee,  or developed based on the needs of a team, unit, or division Whether training is restricted to specific groups of employees or open to all employees dharmandar@gmailcom +91 9810643099
  34. 34.  Whether training is:  planned and systematically administered, or  provided only when problems occur, or  spontaneously as a reaction to what competitors are doing The importance placed on training compared to other human resource management practices such as selection and compensation dharmandar@gmailcom +91 9810643099
  35. 35. Training Event Performance Result LearningCreate and Share Emphasis Knowledge Business Need dharmandar@gmailcom +91 9810643099
  36. 36.  The acquisition of knowledge by individuals, employees, or groups of employees Willing to apply that knowledge in their jobs in making decisions and accomplishing tasks for the company dharmandar@gmailcom +91 9810643099
  37. 37.  Human and Social  Explicit Knowledge: Knowledge:  Knowledge that can be  What individuals or formalized, codified, and teams of employees communicated know or know how to do  Tacit Knowledge: Structured Knowledge:  Personal knowledge  Company rules, based on individual processes, tools, and experience routines  Difficult to explain to others dharmandar@gmailcom +91 9810643099
  38. 38. Cognitive Knowledge Advanced Skills (know what) (know how)System Understanding Self-Motivated and Creativity Creativity (know why) (care why) dharmandar@gmailcom +91 9810643099
  39. 39. Strategic Training Training and Metrics that ShowBusiness Strategy and Development Development Initiatives Activities Value of Training  Mission  Diversify the  Use Web-Based  Learning Learning Portfolio Training  Values  Performance  Improve Customer  Make Development Improvement  Goals Planning Mandatory Service  Reduced Customer  Accelerate the  Develop Websites for Complaints Pace of Employee Knowledge Sharing  Reduced Turnover Learning  Increase Amount of Customer Service  Employee  Capture and Share Satisfaction Knowledge Training dharmandar@gmailcom +91 9810643099
  40. 40. 1. Where to compete?  In what markets, industries, products will we compete?2. How to compete?  On what outcome or differentiating characteristic will we compete?3. With what will we compete?  What resources will allow us to beat the competition?  How will we acquire, develop, and deploy those resources to compete? dharmandar@gmailcom +91 9810643099
  41. 41. Strategic Training andDevelopment Initiatives ImplicationsDiversify the Learning Use new technology for trainingPortfolio Facilitate informal learning Provide more personalized learning opportunitiesExpand Who is Trained Train customers, suppliers, and employees Offer more learning opportunities for non-managerial employeesAccelerate the Pace of Quickly identify needs and provide a high-quality learningEmployee Learning solution Reduce the time to develop training programs Facilitate access to learning resources on an as-needed basis
  42. 42. Strategic Training andDevelopment Initiatives ImplicationsImprove Customer Service Ensure that employees have product and service knowledge Ensure that employees have skills needed to interact with customers Ensure that employees understand their roles and decision-making authorityProvide Development Ensure that employees have opportunities to developOpportunities and Ensure that employees understand career opportunitiesCommunicate to and personal growth opportunitiesEmployees Ensure that training and development addresses employees’ needs in current job as well as growth opportunities
  43. 43. Strategic Training andDevelopment Initiatives ImplicationsCapture and Share Capture insight and information from knowledgeableKnowledge employees Logically organize and store information Provide methods to make information availableAlign Training and Identify needed knowledge, skills, abilities, orDevelopment with the competenciesCompany’s Strategic Ensure that current training and development programsDirection support the company’s strategic needs
  44. 44. Strategic Training andDevelopment Initiatives ImplicationsEnsure That the Work Remove constraints on learningEnvironment Supports Dedicate physical space to encourage teamwork,Learning and Transfer of collaboration, creativity, and knowledge sharingTraining Ensure that employees understand the importance of learning Ensure that managers and peers are supportive of training, development, and learning
  45. 45.  Customers  Who are our customers and how do we work for them? Organization  What is the nature of practices required to complete our mission? Products and Services  How do we ensure that our products and services meet strategic requirements? dharmandar@gmailcom +91 9810643099
  46. 46.  Research and Development  How do we stay current in the training and learning fields and use our knowledge in these areas? Business Systems  What are the processes, products, tools, and procedures required to achieve our goals? dharmandar@gmailcom +91 9810643099
  47. 47.  Continuous Learning  How do we recognize that learning at Sun Microsystems is continuous, is conscious, and comes from many sources? Results  How do we obtain results according to our customers’ standards? dharmandar@gmailcom +91 9810643099
  48. 48.  Measurements that look at performance from the perspective of:  internal customers  external customers  employees  shareholders dharmandar@gmailcom +91 9810643099
  49. 49. Four different perspectives are considered:  Customer ▪ (time, quality, performance, services, cost)  Internal ▪ (processes that influence customer satisfaction)  Innovation and Learning ▪ (operating efficiency, employee satisfaction, continuous improvement)  Financial ▪ (profitability, growth, shareholder value) dharmandar@gmailcom +91 9810643099
  50. 50.  Roles of Employees and  Business Conditions Managers  Other HRM Practices Top Management Support  Extent of Unionization Integration of Business  Staff Involvement in Units Training and Development Global Presence dharmandar@gmailcom +91 9810643099
  51. 51.  Managing Alignment  Clarify team goals and company goals  Help employees manage their objectives  Scan organization environment for useful information for the team Encouraging Continuous Learning  Help team identify training needs  Help team become effective at on-the-job training  Create environment that encourages learning dharmandar@gmailcom +91 9810643099
  52. 52.  Coordinating Activities  Ensure that team is meeting internal and external customer needs  Ensure that team meets its quantity and quality objectives  Help team resolve problems with other teams  Ensure uniformity in interpretation of policies and procedures dharmandar@gmailcom +91 9810643099
  53. 53.  Facilitating Decision-Making Process  Facilitate team decision making  Help team use effective decision-making processes Creating and Maintaining Trust  Ensure that each team member is responsible for his or her work load and customers  Treat all team members with respect  Listen and respond honestly to team ideas dharmandar@gmailcom +91 9810643099
  54. 54.  The type of training and resources devoted to training are influenced by the strategy adopted for two HRM practices:  Staffing  Human Resource Planning dharmandar@gmailcom +91 9810643099
  55. 55.  Two aspects of a company’s staffing strategy influence training:  The criteria used to make promotion and assignment decisions (assignment flow)  The places where the company prefers to obtain human resources to fill open positions (supply flow) dharmandar@gmailcom +91 9810643099
  56. 56.  HR planning allows the company to anticipate the movement of human resources in the company HR plans can help identify where employees with certain types of skills are needed in the company Training can be used to prepare employees for:  increased responsibilities in their current job  promotions, lateral moves, transfers  downward job opportunities that are predicted by the human resource plan dharmandar@gmailcom +91 9810643099
  57. 57. Strategy Emphasis How Achieved Key Issues Training ImplicationsConcentration Increased market Improve quality Skill currency Team building share Improve Development of Cross-training Reduced operating productivity existing work Specialized programs costs Customize products force Interpersonal skill Create or maintain or services training market niche On-the-job trainingInternal Growth Market development Add distribution Create new jobs Communication of Product channels Create new tasks product value development Expand global Innovation Cultural training Innovation markets Conflict negotiation skills Joint ventures Modify existing Manager training in products feedback and Create new communication products Technical competence in Joint ownership jobs
  58. 58. Strategy Emphasis How Achieved Key Issues Training ImplicationsExternal Horizontal Acquire firms for Integration Determining capabilitiesGrowth integration new market access Redundancy of acquired employees(Acquisition) Vertical integration Acquire firms to Restructuring Integrating training Concentric supply or buy systems diversification products Team building Acquire any firmDisinvestment Retrenchment Reduce costs Efficiency Motivation Turnaround Reduce assets Goal setting Divestiture Generate revenue Stress management Liquidation Redefine goals Time management Sell off all assets Leadership training Outplacement assistance Job-search skills training
  59. 59. Faculty Model Customer Model Matrix Model Corporate University ModelVirtual Model dharmandar@gmailcom +91 9810643099
  60. 60. Director of Training Safety Quality Technology Leadership SalesTraining Training and Development Training Computer Systems Training Specialty Areas
  61. 61. Director of TrainingInformation Marketing Production Finance Systems and Operations Business Functions
  62. 62. Director of TrainingTraining Sales Quality Technology SafetySpecialty Training Training and TrainingAreas Computer Systems Production Marketing and Operations Business Functions
  63. 63. Historical Training Leadership Development Programs TrainingProblems AdvantagesExcess Costs Dissemination of Best PracticesPoor Delivery and Product Sales andFocus Human Development Operations Marketing ResourcesInconsistent Use Align Trainingof Common with BusinessTraining Practices NeedsBest Training IntegratePractices Not TrainingShared InitiativesTraining Not Effectively UtilizeIntegrated or New TrainingCoordinated New Employee Programs Methods and Technology dharmandar@gmailcom +91 9810643099
  64. 64.  Virtual training organizations operate according to three principles:  Employees (not the company) have primary responsibility for learning  The most effective learning takes place on the job, not in the classroom  For training to translate into improved job performance, the manager-employee relationship (not employee-trainer relationship) is critical dharmandar@gmailcom +91 9810643099
  65. 65.  A virtual training organization is customer focused Takes more responsibility for learning and evaluating training effectiveness Provides customized training solutions based on customer needs Determines when and how to deliver training based on customer needs Leverages resources from many areas Involves line managers in direction and content dharmandar@gmailcom +91 9810643099
  66. 66.  Involve the target audience in developing the training or learning effort Demonstrate how a training and development program can be used to solve specific needs Showcase an example of how training has been used within the company to solve specific business needs dharmandar@gmailcom +91 9810643099
  67. 67.  Identify a “champion” who actively supports training Listen and act on feedback received from clients, managers, and employees Advertise on e-mail, on company websites, in employee break areas Designate someone in the training function as an account representative between the training designer and internal customer dharmandar@gmailcom +91 9810643099
  68. 68. Unit 3 Needs Assessment dharmandar@gmailcom +91 9810643099
  69. 69.  Effective training practices involve the use of an instructional systems design process The instructional systems design process begins by conducting a needs assessment dharmandar@gmailcom +91 9810643099
  70. 70.  Before choosing a training method, it is important to determine:  what type of training is necessary, and  whether trainees are willing to learn dharmandar@gmailcom +91 9810643099
  71. 71.  Refers to the process used to determine whether training is necessary Because needs assessment is the first step in the instructional design process:  If it is poorly conducted, training will not achieve the outcomes or financial benefits the company expects dharmandar@gmailcom +91 9810643099
  72. 72. Reasons or “Pressure Points” Outcomes •Legislation What is the Context? •What Trainees Need to Learn •Lack of Basic Skills Organization •Who Receives •Poor Performance Analysis Training •New Technology Task In What Do •Type of Training Analysis They Need •Customer Requests •Frequency of Training Training? •New Products Person Analysis •Buy Versus Build •Higher Performance Training Decision Standards •Training Versus Other Who Needs the •New Jobs Training? HR Options Such as Selection or Job Redesign •How Training Should Be Evaluated dharmandar@gmailcom +91 9810643099
  73. 73.  Organizational Analysis – involves determining:  the appropriateness of training, given the business strategy  resources available for training  support by managers and peers for training Task Analysis – involves:  identifying the important tasks and knowledge, skill, and behaviors that need to be emphasized in training for employees to complete their tasks dharmandar@gmailcom +91 9810643099
  74. 74.  Person Analysis – involves:  determining whether performance deficiencies result from a lack of knowledge, skill, or ability (a training issue) or from a motivational or work design problem  identifying who needs training  determining employees’ readiness for training dharmandar@gmailcom +91 9810643099
  75. 75. Upper-Level Managers Midlevel Managers TrainersOrganizational Is training important to Do I want to spend Do I have the budget to Analysis achieve our business money on training? buy training services? objectives? How much? Will managers support How does training training? support our business strategy?Person What functions or Who should be trained? How will I identify whichAnalysis business units need Managers? employees need training? Professionals? training? Core employees?Task Analysis Does the company have For what jobs can What tasks should be the people with the training make the trained? knowledge, skills, and biggest difference in What knowledge, skills, ability needed to product quality or ability, or other compete in the customer service? characteristics are marketplace? necessary?
  76. 76. Observation Questionnaires FocusInterviews Groups Documentation dharmandar@gmailcom +91 9810643099
  77. 77. Technique Advantages DisadvantagesObservation Generates data relevant to Needs skilled observer work environment Employees’ behavior may be Minimizes interruption of affected by being observed workQuestionnaires Inexpensive Requires time Can collect data from a large Possible low return rates, number of persons inappropriate responses Data easily summarized Lacks detail Only provides information directly related to questions asked
  78. 78. Technique Advantages DisadvantagesInterviews Good at uncovering details Time consuming of training needs Difficult to analyze Good at uncovering causes Needs skilled interviewer and solutions of problems Can be threatening to SMEs Can explore unanticipated Difficult to schedule issues that come up SMEs only provide information Questions can be modified they think you want to hearFocus Groups Useful with complex or Time consuming to organize controversial issues that one Group members provide person may be unable or unwilling to explore information they think you want to hear Questions can be modified to explore unanticipated Status or position differences issues may limit participation
  79. 79. Technique Advantages DisadvantagesDocumentation Good source of information You may not be able to(Technical Manuals on procedure understand technical languageand Records) Objective Materials may be obsolete Good source of task information for new jobs and jobs in the process of being created
  80. 80. Person Analysis Person Characteristics • Input • Output • Consequences • FeedbackOrganizational Analysis• Strategic Direction Do We Want To Devote Time• Support of Managers, and Money For Training?Peers & Employees forTraining Activities• Training Resources Task Analysis or Develop a Competency Model • Work Activity (Task) • KSAs • Working Conditions dharmandar@gmailcom +91 9810643099
  81. 81.  How might the training content affect our employees’ relationship with our customers? What might suppliers, customers, or partners need to know about the training program? How does this program align with the strategic needs of the business? Should organizational resources be devoted to this program? dharmandar@gmailcom +91 9810643099
  82. 82.  What do we need from managers and peers for this training to succeed? What features of the work environment might interfere with training? Do we have experts who can help us develop the program content and ensure that we understand the needs of the business as we develop the program? dharmandar@gmailcom +91 9810643099
  83. 83.  Will employees perceive the training program as:  an opportunity?  reward?  punishment?  waste of time? dharmandar@gmailcom +91 9810643099
  84. 84. Person Characteristics• Basic Skills• Self-Efficiency• Awareness of Timing Needs, Career Interests, Goals +Input• Understand What, How, When to Perform Process for• Situational Constraints analyzing the• Social Support• Opportunity to Perform factors thatOutput + influence• Expectations for Learning and Performance employeeConsequences + performance• Norms and learning• Benefits• Rewards +Feedback• Frequency Motivation to Learn• Specificity Learning Performance• Detail dharmandar@gmailcom +91 9810643099
  85. 85.  Employees have the personal characteristics necessary to learn program content and apply it on the job. The work environment will facilitate learning and not interfere with performance. dharmandar@gmailcom +91 9810643099
  86. 86.  Person Characteristics  Ability and skill  Attitudes and motivation Input  Understand need to perform  Necessary resources (equipment, etc.)  Interference from other job demands  Opportunity to perform dharmandar@gmailcom +91 9810643099
  87. 87.  Output  Standard to judge successful performers Consequences  Positive consequences/incentives to perform  Few negative consequences to perform Feedback  Frequent and specific feedback about how the job is performed dharmandar@gmailcom +91 9810643099
  88. 88.  Self-efficacy - the employees believe that they can successfully perform their job or learn the content of the training program  The job environment can be threatening to many employees who may not have been successful in the past  The training environment can also be threatening to people who have not received training or formal education for some length of time dharmandar@gmailcom +91 9810643099
  89. 89.  Letting employees know that the purpose of the training is to try to improve performance rather than to identify areas in which employees are incompetent Providing as much information as possible about the training program and purpose of training prior to the actual training dharmandar@gmailcom +91 9810643099
  90. 90.  Showing employees the training success of their peers who are now in similar jobs Providing employees with feedback that learning is under their control and they have the ability and the responsibility to overcome any learning difficulties they experience in the program dharmandar@gmailcom +91 9810643099
  91. 91.  Provide materials, time, job-related information, and other work aids necessary for employees to use new skills or behavior before participating in training programs Speak positively about the company’s training programs to employees Let employees know they are doing a good job when they are using training content in their work dharmandar@gmailcom +91 9810643099
  92. 92.  Encourage work-group members to involve each other in trying to use new skills on the job by soliciting feedback and sharing training experiences and situations in which training content was helpful Provide employees with time and opportunities to practice and apply new skills or behaviors to their work dharmandar@gmailcom +91 9810643099
  93. 93.  The performance problem is important and has the potential to cost the company a significant amount of money from lost productivity or customers Employees do not know how to perform effectively  Perhaps they received little or no previous training or the training was ineffective  (This problem is a characteristic of the person) dharmandar@gmailcom +91 9810643099
  94. 94.  Employees cannot demonstrate the correct knowledge or behavior  Employees were trained but they infrequently or never used the training content on the job  (This is an input problem) Performance expectations are clear (input) and there are no obstacles to performance such as faulty tools or equipment dharmandar@gmailcom +91 9810643099
  95. 95.  There are positive consequences for good performance, while poor performance is not rewarded Employees receive timely, relevant, accurate, constructive, and specific feedback about their performance (a feedback issue) Other solutions such as job redesign or transferring employees to other jobs are too expensive or unrealistic dharmandar@gmailcom +91 9810643099
  96. 96.  If employees lack the knowledge and skill to perform and the other factors are satisfactory, training is needed If employees have the knowledge and skill to perform but input, output, consequences, or feedback are inadequate, training may not be the best solution dharmandar@gmailcom +91 9810643099
  97. 97.  Task analysis results in a description of work activities, including tasks performed by the employee and the knowledge, skills, and abilities required to complete the tasks Should only be undertaken after you have determined from the organizational analysis that the company wants to devote time and money for training dharmandar@gmailcom +91 9810643099
  98. 98. 1. Select the job(s) to be analyzed2. Develop a preliminary list of tasks performed by the job3. Validate or confirm the preliminary list of tasks4. Identify the knowledge, skills, or abilities necessary to successfully perform each task dharmandar@gmailcom +91 9810643099
  99. 99.  Task analysis should identify both what employees are actually doing and what they should be doing on the job Task analysis begins by breaking the job into duties and tasks Use more than two methods for collecting task information to increase the validity of the analysis dharmandar@gmailcom +91 9810643099
  100. 100.  For task analysis to be useful, information needs to be collected from subject matter experts (SMEs)  SMEs include: job incumbents managers employees familiar with the job dharmandar@gmailcom +91 9810643099
  101. 101.  In deciding how to evaluate tasks, the focus should be on tasks necessary to accomplish the company’s goals and objectives  These may not be the tasks that are the most difficult or take the most time dharmandar@gmailcom +91 9810643099
  102. 102.  A competency refers to areas of personal capability that enable employees to successfully perform their jobs by achieving outcomes or successfully performing tasks  A competency can be knowledge, skills, attitudes, values, or personal characteristics dharmandar@gmailcom +91 9810643099
  103. 103.  A competency model identifies the competencies necessary for each job as well as the knowledge, skills, behavior, and personality characteristics underlying each competency dharmandar@gmailcom +91 9810643099
  104. 104.  They identify behaviors needed for effective job performance They provide a tool for determining what skills are needed to meet today’s needs as well as the company’s future skill needs They help determine what skills are needed at different career points dharmandar@gmailcom +91 9810643099
  105. 105.  They provide a framework for ongoing coaching and feedback to develop employees for current and future roles They create a “roadmap” for identifying and developing employees who may be candidates for managerial positions dharmandar@gmailcom +91 9810643099
  106. 106.  Time constraints can limit the length and detail obtained from needs assessment The scope of the needs assessment depends on the size of the potential “pressure point” You will be able to anticipate training needs if you are attuned to the:  business problems  technological developments  other issues facing the organization dharmandar@gmailcom +91 9810643099
  107. 107. Unit 4 Learning: Theories and Program Design dharmandar@gmailcom +91 9810643099
  108. 108.  Two conditions necessary for learning to occur: 1. opportunities for trainees to practice 2. meaningful content For learning to occur it is important to identify what is to be learned  i.e., to identify learning outcomes dharmandar@gmailcom +91 9810643099
  109. 109.  Understanding learning outcomes is crucial  they influence the characteristics of the training environment that are necessary for learning to occur The design of the training program is also important for learning to occur dharmandar@gmailcom +91 9810643099
  110. 110. Learning is a relatively permanentchange in human capabilities that isnot a result of growth processes.These capabilities are related tospecific learning outcomes. dharmandar@gmailcom +91 9810643099
  111. 111.  Verbal information  Includes names or labels, facts, and bodies of knowledge  Includes specialized knowledge employees need in their jobs Intellectual skills  Include concepts and rules  These are critical to solve problems, serve customers, and create products dharmandar@gmailcom +91 9810643099
  112. 112.  Motor skills  Include coordination of physical movements Attitudes  Combination of beliefs and feeling that pre-dispose a person to behave a certain way  Important work-related attitudes include job satisfaction, commitment to the organization, and job involvement dharmandar@gmailcom +91 9810643099
  113. 113.  Cognitive strategies  Regulate the process of learning  They relate to the learner’s decision regarding: ▪ what information to attend to (i.e., pay attention to) ▪ how to remember ▪ how to solve problems dharmandar@gmailcom +91 9810643099
  114. 114. Reinforcement Social Learning Theory Theory Goal Theories Need Theories Expectancy Theory Information Adult LearningProcessing Theory Theory dharmandar@gmailcom +91 9810643099
  115. 115.  Emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors  Positive reinforcement  Negative Reinforcement  Extinction  Punishment dharmandar@gmailcom +91 9810643099
  116. 116.  From a training perspective, it suggests that for learners to acquire knowledge, change behavior, or modify skills, the trainer needs to identify what outcomes the learner finds most positive (and negative) Trainers then need to link these outcomes to learners acquiring knowledge, skills, or changing behaviors dharmandar@gmailcom +91 9810643099
  117. 117. Ratio Schedules Interval Schedules Fixed-ratio schedule  Fixed-interval schedule Continuous  Variable-interval reinforcement schedule Variable-ratio schedule dharmandar@gmailcom +91 9810643099
  118. 118.  Emphasizes that people learn by observing other persons (models) whom they believe are credible and knowledgeable Recognizes that behavior that is reinforced or rewarded tends to be repeated The models’ behavior or skill that is rewarded is adopted by the observer dharmandar@gmailcom +91 9810643099
  119. 119.  Learning new skills or behavior comes from:  directly experiencing the consequences of using behavior or skills, or  the process of of observing others and seeing the consequences of their behavior Learning is also influenced by a person’s self- efficacy  self-efficacy is a person’s judgment about whether he or she can successfully learn knowledge and skills dharmandar@gmailcom +91 9810643099
  120. 120. Motor Match Motivational Attention Retention Modeled Reproduction Processes Performance• Model Stimuli • Coding • Physical Capability • Reinforcement• Trainee Characteristics • Organization • Accuracy • Rehearsal • Feedback dharmandar@gmailcom +91 9810643099
  121. 121. Goal Setting Goal Orientation Theory dharmandar@gmailcom +91 9810643099
  122. 122.  Goal setting theory assumes behavior results from a person’s conscious goals and intentions Goals influence behavior by:  directing energy and attention  sustaining effort over time  motivating the person to develop strategies for goal attainment dharmandar@gmailcom +91 9810643099
  123. 123.  Specific challenging goals result in better performance than vague, unchallenging goals Goals lead to high performance only if people are committed to the goal Employees are less likely to be committed to a goal if they believe it is too difficult dharmandar@gmailcom +91 9810643099
  124. 124.  Goal setting theory is used in training program design It suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives The influence of goal setting theory can be seen in the development of training lesson plans dharmandar@gmailcom +91 9810643099
  125. 125.  Goal orientation – refers to the goals held by a trainee in a learning situation  Mastery orientation: relates to trying to increase ability or competence in a task  Performance orientation: refers to a focus of learners on task performance and how they compare to others dharmandar@gmailcom +91 9810643099
  126. 126.  Goal orientation affects the amount of effort a trainee will expend in learning (motivation to learn) Learners with a high mastery orientation –  direct greater attention to the task  learn for the sake of learning dharmandar@gmailcom +91 9810643099
  127. 127.  Learners with a high performance orientation –  direct more attention to performing well  devote less effort to learning Trainees with a learning orientation exert greater effort to learn and use more complex learning strategies than trainees with a performance orientation dharmandar@gmailcom +91 9810643099
  128. 128.  Help explain the value that a person places on certain outcomes Suggest that to motivate learning:  trainers should identify trainees’ needs, and  communicate how training program content relates to fulfilling these needs If the basic needs of trainees are not met, they are unlikely to be motivated to learn dharmandar@gmailcom +91 9810643099
  129. 129.  Expectancy theory suggests that a person’s behavior is based on three factors:  expectancy  instrumentality  valance dharmandar@gmailcom +91 9810643099
  130. 130.  Expectancy theory suggests that learning is most likely to occur when employees believe:  They can learn the content of the program (expectancy)  Learning is linked to outcomes such as better job performance, a salary increase, or peer recognition (instrumentality)  Employees value these outcomes dharmandar@gmailcom +91 9810643099
  131. 131. Expectancy Instrumentality Valance X X = EffortEffort Performance Performance Outcome Value of Outcome Does Trainee Have Does Trainee Believe Are Outcomes Related Ability to Learn? Training Outcomes to Training Valued? Promised Will Be Does Trainee Believe He Delivered? Can Learn? dharmandar@gmailcom +91 9810643099
  132. 132. It is based on several assumptions:  Adults have the need to know why they are learning something  Adults have a need to be self-directed  Adults bring more work-related experiences into the learning situation  Adults enter into a learning experience with a problem-centered approach to learning  Adults are motivated to learn by both extrinsic and intrinsic motivators dharmandar@gmailcom +91 9810643099
  133. 133. Design Issue ImplicationsSelf – concept Mutual planning and collaboration in instructionExperience Use learner experience as basis for examples and applicationsReadiness Develop instruction based on learner’s interests and competenciesTime perspective Immediate application of contentOrientation to Problem – centered instead of subject – centeredlearning
  134. 134.  These theories give more emphasis to the internal processes that occur when training content is learned and retained Highlights how external events influence learning dharmandar@gmailcom +91 9810643099
  135. 135. Stimulus Receptors Sensory Short-Term Long-Term or Eyes Register Memory Memory Message Ears Nose SkinEnvironment Response Feedback Effectors GeneratorReinforcement dharmandar@gmailcom +91 9810643099
  136. 136. This material asks three questions:1. What are the physical and mental processes involved in learning?2. How does learning occur?3. Do trainees have different learning styles? dharmandar@gmailcom +91 9810643099
  137. 137. Expectancy Gratifying Perception LEARNING WorkingGeneralizing Storage Semantic Retrieval Encoding Long –Term Storage dharmandar@gmailcom +91 9810643099
  138. 138.  Diverger  Converger  Concrete experience  Abstract  Reflective observation conceptualization  Active experimentation Assimilator  Abstract  Accommodator conceptualization  Concrete experience  Reflective observation  Active experimentation dharmandar@gmailcom +91 9810643099
  139. 139.  Employees need to know why they should learn Employees need meaningful training content Employees need opportunities to practice Employees need to commit training content to memory Employees need feedback dharmandar@gmailcom +91 9810643099
  140. 140.  Employees learn through:  Observation  Experience  Interacting with others Employees need the training program to be properly coordinated and arranged dharmandar@gmailcom +91 9810643099
  141. 141.  Employees learn best when they understand the objective of the training program The objective refers to to the purpose and expected outcome of training activities Training objectives based on the training needs analysis help employees understand why they need the training Objectives are useful for identifying the types of training outcomes that should be measured to evaluate a training program’s effectiveness dharmandar@gmailcom +91 9810643099
  142. 142. 1. A statement of what the employee is expected to do (performance or outcome)2. A statement of the quality or level of performance that is acceptable (criterion)3. A statement of the conditions under which the trainee is expected to perform the desired outcome (conditions) dharmandar@gmailcom +91 9810643099
  143. 143.  Communicating courses and programs to employees Enrolling employees in courses and programs Preparing and processing any pre-training materials such as readings or tests Preparing materials that will be used in instruction Arranging for the training facility and room Testing equipment that will be used in instruction dharmandar@gmailcom +91 9810643099
  144. 144.  Having backup equipment should equipment fail Providing support during instruction Distributing evaluation materials Facilitating communications between trainer and trainees during and after training Recording course completion in the trainees’ records or personnel files dharmandar@gmailcom +91 9810643099
  145. 145. Learning Outcome Internal Conditions External ConditionsVerbal Information Previously learned knowledge Repeated practice(Labels, facts, and and verbal information Meaningful chunkspropositions) Strategies for coding information Advance organizers into memory Recall cuesIntellectual Skills Link between new and previously(Knowing how) learned knowledgeCognitive Strategies Recall of prerequisites, similar Verbal description of strategy(Process of thinking and tasks, and strategies Strategy demonstrationlearning) Practice with feedback Variety of tasks that provide opportunity to apply strategy
  146. 146. Learning Outcome Internal Conditions External ConditionsAttitudes Mastery of prerequisites Demonstration by a model(Choice of personal action) Identification with model Positive learning environment Cognitive dissonance Strong message from credible source ReinforcementMotor Skills Recall of part skills Practice(Muscular actions) Coordination program Demonstration Gradual decrease of external feedback
  147. 147.  Selecting and preparing the training site Selecting trainers Making the training site and instruction conducive to learning Program design dharmandar@gmailcom +91 9810643099
  148. 148. Creating A Learning Setting Preparation Classroom Management Engaging Trainees Managing Group Dynamics dharmandar@gmailcom +91 9810643099
  149. 149. dharmandar@gmailcom +91 9810643099
  150. 150. Unit 5 Transfer of Training dharmandar@gmailcom +91 9810643099
  151. 151.  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 dharmandar@gmailcom +91 9810643099
  152. 152. Trainee Characteristics Motivation AbilityTraining DesignCreate a Learning Environment Learning GeneralizationApply Theories of Transfer Retention and MaintenanceUse Self-Management StrategiesWork Environment Climate for Transfer Management and Peer Support Opportunity to Perform Technological Support dharmandar@gmailcom +91 9810643099
  153. 153.  Training design refers to factors built into the training program to increase the chances that transfer of training will occur For transfer of training to occur we need to apply:  Transfer of training theories  Principles of self – management dharmandar@gmailcom +91 9810643099
  154. 154. Theory Emphasis Appropriate Conditions Type of TransferIdentical Elements Training environment is Work environment features Near identical to work are predictable and stable environmentStimulus General principles are Work environment is FarGeneralization applicable to many unpredictable and highly different work situations variableCognitive Theory Meaningful material and All types of training and Near and far coding schemes enhance environments storage and recall of training
  155. 155.  Self-management refers to 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 dharmandar@gmailcom +91 9810643099
  156. 156.  Determining the degree of support and negative consequences in the work setting for using newly acquired skills Setting goals for using learned capabilities Applying learned capabilities to the job Monitoring use of learned capabilities on the job Engaging in self – reinforcement dharmandar@gmailcom +91 9810643099
  157. 157.  Work Conditions (Trainee has difficulty using new knowledge, skills, or behavior)  Time pressures  Inadequate equipment  Few opportunities to use skills  Inadequate budget dharmandar@gmailcom +91 9810643099
  158. 158.  Lack of Peer Support (Peers do not support use of new knowledge, skills, or behavior)  Discourage use of new knowledge and skills on the job  Unwilling to provide feedback  See training as a waste of time dharmandar@gmailcom +91 9810643099
  159. 159.  Lack of Management Support (Managers do not reinforce training or provide opportunities to use new knowledge, skills, or behavior)  Do not accept ideas or suggestions that are learned in training  Do not discuss training opportunities  Oppose use of skills learned in training  Communicate that training is a waste of time  Unwilling to provide feedback and reinforcement for trainees to use training content dharmandar@gmailcom +91 9810643099
  160. 160.  Discuss lapses  Identify personal or  Note evidence of environment factors inadequacy contributing to lapse  Provide direction for improvement  Low self-efficacy Identify skills targeted  Time pressure for transfer  Lack of manager or peer Identify when lapses are support likely  Situations  Actions to deal with lapses dharmandar@gmailcom +91 9810643099
  161. 161.  Discuss coping skills and  Discuss resources to strategies ensure transfer of skills  Time management  Manager  Setting priorities  Trainer  Self-monitoring  Other trainees  Self-rewards  Creating a personal support network dharmandar@gmailcom +91 9810643099
  162. 162. Climate for Manager Transfer Support Opportunity toPeer Technological Use LearnedSupport Support Capabilities dharmandar@gmailcom +91 9810643099
  163. 163.  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 dharmandar@gmailcom +91 9810643099
  164. 164.  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 dharmandar@gmailcom +91 9810643099
  165. 165. Level HIGH DescriptionTeaching in SUPPORT Participate as TrainerProgram Allow Trainees Opportunity to PracticePractice Skills Discuss Progress with Trainees; Ask How toReinforcement Support Trainees’ Use of New Capabilities Attend SessionParticipation Accommodate Attendance at Training ThroughEncouragement Rearranging Work Schedule; Endorse Employees’ Attending Training LOW Permit Employees to Attend Training;Acceptance Acknowledge Importance of Training SUPPORT dharmandar@gmailcom +91 9810643099
  166. 166. Knowledge andThe Learning KnowledgeOrganization Management dharmandar@gmailcom +91 9810643099
  167. 167.  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 dharmandar@gmailcom +91 9810643099
  168. 168. Feature DescriptionContinuous Learning Employees share learning with each other Use job as a basis for applying and creating knowledgeKnowledge Generation and Systems are developed for creating, capturing, andSharing sharing knowledgeCritical Systematic Thinking Employees are encouraged to think in new ways, see relationships and feedback loops, and test assumptions
  169. 169. Feature DescriptionLearning Culture Learning is rewarded, promoted, and supported by managers and company objectivesEncouragement of Flexibility and Employees are free to take risks, innovate, exploreExperimentation new ideas, try new processes, and develop new products and servicesValuing of Employees System and environment focus on ensuring the development and well-being of every employee
  170. 170.  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 dharmandar@gmailcom +91 9810643099
  171. 171.  Knowledge management refers to 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 dharmandar@gmailcom +91 9810643099
  172. 172.  Knowledge management can help companies:  Get products to market quicker  Better serve customers  Develop innovative products and services  Attract new employees and retain current ones by giving people the opportunity to learn and develop dharmandar@gmailcom +91 9810643099
  173. 173. TO Tacit Knowledge Explicit Knowledge Tacit Knowledge Socialization ExternalizationFROMExplicit Knowledge Internalization Combination dharmandar@gmailcom +91 9810643099
  174. 174. 1. Use technology and software that allows people to store information and share it with others2. Publish directories that list:  what employees do  how they can be contacted  the type of knowledge they have dharmandar@gmailcom +91 9810643099
  175. 175. 3. Develop informational maps that identify where specific knowledge is stored in the company4. Create chief information officer and chief learning officer positions for cataloging and facilitating the exchange of information in the company dharmandar@gmailcom +91 9810643099
  176. 176. 5. Require employees to give presentations to other employees about what they have learned from training programs they have attended6. Allow employees to take time off from work to acquire knowledge, study problems, attend training, and use technology dharmandar@gmailcom +91 9810643099
  177. 177. 7. Create an online library of learning resources such as journals, technical manuals, training opportunities, and seminars8. Design office space to facilitate interaction between employees dharmandar@gmailcom +91 9810643099
  178. 178. Unit 6 Training Evaluation dharmandar@gmailcom +91 9810643099
  179. 179.  Training effectiveness refers to the benefits that the company and the trainees receive from training Training outcomes or criteria refer to measures that the trainer and the company use to evaluate training programs dharmandar@gmailcom +91 9810643099
  180. 180.  Training evaluation refers to the process of collecting the outcomes needed to determine if training is effective Evaluation design refers to from whom, what, when, and how information needed for determining the effectiveness of the training program will be collected dharmandar@gmailcom +91 9810643099
  181. 181.  Companies are investing millions of dollars in training programs to help gain a competitive advantage Training investment is increasing because learning creates knowledge which differentiates between those companies and employees who are successful and those who are not dharmandar@gmailcom +91 9810643099
  182. 182. Because companies have made large dollarinvestments in training and education andview training as a strategy to be successful,they expect the outcomes or benefits relatedto training to be measurable. dharmandar@gmailcom +91 9810643099
  183. 183. Training evaluationprovides the data neededto demonstrate thattraining does providebenefits to the company. dharmandar@gmailcom +91 9810643099
  184. 184.  Formative evaluation – evaluation conducted to improve the training process 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 dharmandar@gmailcom +91 9810643099
  185. 185.  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 dharmandar@gmailcom +91 9810643099
  186. 186.  To identify the program’s strengths and weaknesses To assess whether content, organization, and administration of the program contribute to learning and the use of training content on the job To identify which trainees benefited most or least from the program dharmandar@gmailcom +91 9810643099
  187. 187.  To gather data to assist in marketing training programs To determine the financial benefits and costs of the programs To compare the costs and benefits of training versus non-training investments To compare the costs and benefits of different training programs to choose the best program dharmandar@gmailcom +91 9810643099
  188. 188. Conduct a Needs AnalysisDevelop Measurable Learning Outcomes and Analyze Transfer of Training Develop Outcome Measures Choose an Evaluation Strategy Plan and Execute the Evaluationdharmandar@gmailcom +91 9810643099
  189. 189. Level Criteria Focus 1 Reactions Trainee satisfaction 2 Learning Acquisition of knowledge, skills, attitudes, behavior 3 Behavior Improvement of behavior on the job 4 Results Business results achieved by trainees
  190. 190. Cognitive Skill-Based Outcomes Outcomes Return onAffective Results InvestmentOutcomes dharmandar@gmailcom +91 9810643099
  191. 191.  Cognitive Outcomes  Determine the degree to which trainees are familiar with the principles, facts, techniques, procedures, or processes emphasized in the training program  Measure what knowledge trainees learned in the program Skill-Based Outcomes  Assess the level of technical or motor skills  Include acquisition or learning of skills and use of skills on the job dharmandar@gmailcom +91 9810643099
  192. 192.  Affective Outcomes  Include attitudes and motivation  Trainees’ perceptions of the program including the facilities, trainers, and content Results  Determine the training program’s payoff for the company dharmandar@gmailcom +91 9810643099
  193. 193.  Return on Investment (ROI)  Comparing the training’s monetary benefits with the cost of the training ▪ direct costs ▪ indirect costs ▪ benefits dharmandar@gmailcom +91 9810643099
  194. 194. Good training outcomes need to be: Relevant Reliable Discriminative Practical dharmandar@gmailcom +91 9810643099
  195. 195.  Criteria relevance – the extent to which training programs are related to learned capabilities emphasized in the training program 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 dharmandar@gmailcom +91 9810643099
  196. 196. Outcomes Outcomes Identified by Outcomes Needs Measured in Related to Training Assessment and Evaluation Included in Objectives Training ObjectivesContamination Relevance Deficiency dharmandar@gmailcom +91 9810643099
  197. 197.  Reliability – degree to which outcomes can be measured consistently over time Discrimination – degree to which trainee’s performances on the outcome actually reflect true differences in performance Practicality – refers to the ease with which the outcomes measures can be collected dharmandar@gmailcom +91 9810643099
  198. 198. 80% 79%Percentage of Courses Using Outcome 70% 60% 50% 40% 38% 30% 20% 15% 9% 10% 0% Reaction Cognitive Behavior Results Outcomes dharmandar@gmailcom +91 9810643099
  199. 199. Objective Learning TransferOutcomesReactions: Did trainees like the program? Skill-Based: Ratings by peers or managers Did the environment help learning? based on observation of behavior Was material meaningful?Cognitive: Pencil-and-paper tests Affective: Trainees’ motivation or job attitudesSkill-Based: Performance on a work sample Results: Did company benefit through sales, quality, productivity, reduced accidents, and complaints? Performance on work equipment
  200. 200.  Threats to validity refer to a factor that will lead one to question either:  The believability of the study results (internal validity), or  The extent to which the evaluation results are generalizable to other groups of trainees and situations (external validity) dharmandar@gmailcom +91 9810643099
  201. 201. Threats To Internal Threats To External Validity Validity Company  Reaction to pretest Persons  Reaction to evaluation Outcome Measures  Interaction of selection and training  Interaction of methods dharmandar@gmailcom +91 9810643099
  202. 202. Pre- and Posttests Use of Comparison Groups Random Assignmentdharmandar@gmailcom +91 9810643099
  203. 203.  Posttest – only  Time Series Pretest / Posttest  Time Series with Comparison Group and Posttest – only with Reversal Comparison Group  Solomon Four–Group Pretest / Posttest with Comparison Group dharmandar@gmailcom +91 9810643099
  204. 204. MeasuresDesign Groups Pre-training Post-training Cost Time StrengthPosttest Only Trainees No Yes Low Low LowPretest / Posttest Trainees Yes Yes Low Low MediumPosttest Only with Trainees and No Yes Medium Medium MediumComparison Group ComparisonPretest / Posttest with Trainees and Yes Yes Medium Medium HighComparison Group Comparison
  205. 205. MeasuresDesign Groups Pre-training Post-training Cost Time StrengthTime Series Trainees Yes Yes, several Medium Medium MediumTime Series with Trainees and Yes Yes, several High Medium HighComparison Group Comparisonand ReversalSolomon Four-Group Trainees A Yes Yes High High High Trainees B No Yes Comparison A Yes Yes Comparison B No Yes
  206. 206. Pre-training Training Post-training Post-training Time 1 Time 2Lecture Yes Yes Yes YesSelf-Paced Yes Yes Yes YesBehavior Yes Yes Yes YesModelingNo Training Yes No Yes Yes(Comparison)
  207. 207. Pretest Training PosttestGroup 1 Yes IL-based YesGroup 2 Yes Traditional YesGroup 3 No IL-based YesGroup 4 No Traditional Yes
  208. 208. Factor How Factor Influences Type of Evaluation DesignChange potential Can program be modified?Importance Does ineffective training affect customer service, product development, or relationships between employees?Scale How many trainees are involved?Purpose of training Is training conducted for learning, results, or both?Organization culture Is demonstrating results part of company norms and expectations?Expertise Can a complex study be analyzed?Cost Is evaluation too expensive?Time frame When do we need the information?
  209. 209. 1. The evaluation results can be used to change the program2. The training program is ongoing and has the potential to affect many employees (and customers)3. The training program involves multiple classes and a large number of trainees4. Cost justification for training is based on numerical indicators dharmandar@gmailcom +91 9810643099
  210. 210. 5. You or others have the expertise to design and evaluate the data collected from the evaluation study6. The cost of training creates a need to show that it works7. There is sufficient time for conducting an evaluation8. There is interest in measuring change from pre-training levels or in comparing two or more different programs dharmandar@gmailcom +91 9810643099
  211. 211.  To understand total expenditures for training, including direct and indirect costs To compare costs of alternative training programs To evaluate the proportion of money spent on training development, administration, and evaluation as well as to compare monies spent on training for different groups of employees To control costs dharmandar@gmailcom +91 9810643099
  212. 212. 1. Identify outcome(s) (e.g., quality, accidents)2. Place a value on the outcome(s)3. Determine the change in performance after eliminating other potential influences on training results.4. Obtain an annual amount of benefits (operational results) from training by comparing results after training to results before training (in dollars) dharmandar@gmailcom +91 9810643099
  213. 213. 5. Determine training costs (direct costs + indirect costs + development costs + overhead costs + compensation for trainees)6. Calculate the total savings by subtracting the training costs from benefits (operational results)7. Calculate the ROI by dividing benefits (operational results) by costs  The ROI gives you an estimate of the dollar return expected from each dollar invested in training. dharmandar@gmailcom +91 9810643099
  214. 214. Direct Costs Indirect Costs CompensationDevelopment Overhead for Costs Costs Trainees dharmandar@gmailcom +91 9810643099
  215. 215. Industry Training Program ROIBottling company Workshops on managers’ roles 15:1Large commercial bank Sales training 21:1Electric & gas utility Behavior modification 5:1Oil company Customer service 4.8:1Health maintenance Team training 13.7:1organization
  216. 216. Unit 7 Traditional Training Methods dharmandar@gmailcom +91 9810643099
  217. 217.  Knowledge is a necessary but not sufficient condition for employees to perform their jobs Knowledge must be translated into behavior dharmandar@gmailcom +91 9810643099
  218. 218. Presentation Methods Hands-On Methods Group Building Methodsdharmandar@gmailcom +91 9810643099
  219. 219.  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 dharmandar@gmailcom +91 9810643099
  220. 220.  Lecture involves the trainer communicating through spoken words what she wants the trainees to learn The communication of learned capabilities is primarily one-way – from the trainer to the audience dharmandar@gmailcom +91 9810643099
  221. 221.  One of the least expensive, least time- consuming ways to present a large amount of information efficiently in an organized manner Useful because it is easily employed with large groups of trainees dharmandar@gmailcom +91 9810643099
  222. 222. Standard Lecture Student Team TeachingPresentations Panels Guest Speakers dharmandar@gmailcom +91 9810643099