schultz10e_ch06.ppt

Schultz & Schultz 10e 1
Copyright © 2010 Pearson Education, Inc.,
Upper Saddle River, NJ 07458. All rights reserved
Psychology and Work Today
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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 various 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

Hamburger U
• McDonald’s state of the art training facility in Oak
Brook, IL, founded in 1961
• More than 65,000 managers have graduated
• Offers targeted training to employees and franchise
owners
• Ten other training centers world-wide, one in
Shanghai
• Online training in 25 languages
• In U.S., McDonald’s curriculum is worth 46 credits
at most colleges

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
• Employees won’t stay in same job entire career

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

Formulating Training Objectives
• 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
• Person analysis
• Determines who needs training and what kind of training

Staffing for Training
• Teaching is an art – some are artists, others….
• Technical competence is important, but instructor must
be able to impart information in a clear and compelling
manner
• Subject matter experts (SMEs) may not make the best
instructors due to poor communication skills
• Professional instructors trained in job skills and
teaching methods most effective
• Meta-analysis by Sitzmann, Brown, Casper, Ely, &
Zimmerman (2008) found that the most effective
instructors were relaxed, open, and interacted more
with trainees

The Pre-Training Environment
• Includes those decisions and cues that
indicate the value management places on
training programs, such as:
• Policies
• Supervisor attitudes toward training
• Availability of training resources
• Employee participation in needs assessment

Pretraining Trainee Attributes
• 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

Psychology of Learning
• Active practice
• Active involvement vs. passivity enhances learning
• Distributed (spaced) 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

Psychology of 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

Workplace Training Methods
• 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
• High fidelity with actual job helps in training transfer
• Relies on skilled instructors
• Greatest disadvantage is cost

• 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
• Widely used for teaching computer literacy
• Decreases training time required and improves transfer

• Net-based training
• Type of distance learning
• Involves both Internet and Intranet
• 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 (pp. 143-144)

• Job rotation
• Technique that assigns trainees to various jobs and departments over
a period of a few years
• Often used for new university graduates and for training for skilled and
semi-skilled jobs
• Disadvantages include disruption caused by frequent moves and not
enough time to acquire necessary skills
• 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)

• 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

• 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
• Effective in raising employee morale, improving communication with
customers and reducing employee resistance to change

• 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
• US$10 billion spent annually
• Requires management support to succeed
• Kalev, Dobbin, & Kelly (2006) found that voluntary participation led to
more positive results
• McKay, Avery, & Morris (2008) found significantly lower differences
between Black and White sales people in pro-diversity climate

Career Development & Planning
• Lifelong learning approach
• Career development centers
• Offer information and workshops on company career paths,
counseling, self-analysis
• 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

Career Self-Management
• 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

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 conduct systematic training
evaluation due to:
• Cost and/or lack of assessment skills
• Training “program of the moment” (e.g., failure of time-
management programs)
• Assessment can be difficult

Training Challenges
• 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

Key Terms
• Apprenticeship
• Behavior modeling
• Behavior modification
• Business games
• Career self-management
• Case studies
• Computer-assisted instruction (CAI)
• Diversity training
• Executive coaching
• In-basket technique
• Job rotation
• Needs assessment
• On-the-job (OJT) training
• Role playing
• Vestibule training

schultz10e_ch06.ppt

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