Training and Development

Business Psychology
Training and Development
Syed Md. Sajjad Kabir
Lecturer, Dept. of Psychology, CUSMS Kabir, smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com
1

Training
 Training can be very valuable
Increasing employee competence and
performance
Increasing employee motivation
Increasing employee adjustment and well-being
 Not always effective because training
is for the wrong thing
given to the wrong people
uses the wrong methods
SMS Kabir, smskabir@psy.jnu.ac.bd;
2

Training
The design of effective training programs in organizations is a
five step process –
1. Needs assessment - determine who needs training and what
kind of training is needed.
2. Set objectives - so it will be clear what the training should
accomplish.
3. Designing the training program.
4. Delivering the training - to those employees designated by
the needs assessment.
5. Evaluating the training - to be certain that it reached its
objectives.
If the training was ineffective, the process should continue
until an effective program is achieved.
3

Needs assessment determines which employees
need training and what the content of their
training should be. Goldstein (1993) needs
assessment should focus on three levels:
1. Organization level: concern with objectives of
the organization and how they’re addressed by
employee performance.
2. Job level: concern with the tasks of each job.
3. Person level: concern with how well employees
are able to do job tasks--the KSAOs of people.
Needs Assessment
4

 Transfer of training is affected by factors in
the training, the job environment, and by
individual differences.
 Trainee characteristics -
1. Ability: People differ in capabilities to learn
tasks.
2. Attitudes and motivation: Training will not
work if people do not wish to learn.
3. Best way to learn: Some people learn best from
presentations, some from written materials.
Training Design
5

Five known factors
1. Feedback: An employee must be able to tell if s/he is learning
the correct material. Possibilities:
a. Testing provides feedback.
b. Questioning the trainer can provide feedback.
c. For learning a skill, practice is essential to get feedback
from the task itself and feedback from the supervising
instructor.
2. General Principles: training should teach why something is
done as well as how it should be done.
3. Identical Elements: responses in training are identical to those
on the job, and also those stimuli the person perceives are
identical in both settings.
4. Over-learning: necessary to reach a criterion for success in
training.
Design factors that affect transfer of training
6

5. Sequencing of Training Sessions
Part vs. Whole Training
1. Part training: breaks a task into components,
which are learned one at a time.
2. In whole training: the entire task is taught at
once.
Massed vs. Spaced Training
1. Massed training: the training sessions are long
and take place in a short period of time.
2. Spaced training: sessions are short and spread
out over time.
Design factors
7

Borman and Russell (1992) discussed eight different training methods -
1. Audiovisual Instruction: presents materials on audiotape, videotape, DVD, or
computer.
2. Auto-instruction: any self-paced method without an instructor.
a. Best known is programmed instruction.
b. Trainee works at their own pace.
c. Materials build in repetition and feedback.
d. Advantages are immediate feedback and individual pacing.
e. Traditionally offered using a book or manual; now we are able to use
computers.
3. Conference: a meeting of trainees and a trainer to discuss the material to be
learned.
a. Especially effective when trainees have already acquired expertise with the
material.
b. High level of trainee involvement that allows for feedback. Common
procedure for graduate education.
4. Lecture: a presentation by a trainer to trainees.
Training Methods
8

5. Modeling: trainees watch someone perform a task, and then
imitate them. Model can be in person, on film, or videotape.
6. On-the-Job Training: employees learn the job while doing it.
7. Role Playing: the trainee pretends to be doing a task.
8. Simulations: specialized equipment or materials imitate a
task situation. Trainees pretend the situation is real and carry
out the task.
Electronic Training (e-learning): use of electronic tools to
provide training
Mentoring: experienced employees offer career guidance,
emotional support, and serve as role models for less
experienced employees
Training Methods
9

Five steps
1. Define criteria
2. Choose a design
3. Choose measures of the criteria
4. Collect data
5. Analyze and interpret data
Evaluation of a Training Program
10

1. Set criteria
Two levels of criteria, both important:
Training-level criteria look at what trainees can do at the end of
training in the training environment.
Performance-level criteria look at the trainee’s performance on the
job after training, testing transfer of training.
Another way of classifying criteria is to divide them into four
types--two at the performance level, two at the training level.
a. Reactions criteria are how much the trainee liked
the training and how much they believe they got out of it.
b. Learning criteria are what was learned in
training--the knowledge and skills the trainee can
demonstrate at the end of it.
c. Behavior criteria show whether the trainee is
doing the things learned in training.
d. Results criteria show whether the training had the
desired effect.
11

2. Choose design
A Popular designs include pretest-posttest and control
group designs.
1. The pretest-posttest design assesses trainees
before training (pretest) and after training
(posttest) on the same measures.
2. The control group design compares trainees, after
training, to a group of equivalent employees who
did not get training.
12

3. Choosing measures of the criteria
a. Reactions require a questionnaire, though you must
still choose its form and the particular questions.
b. Learning criteria require knowledge and skills tests,
which might include a role play or simulation test.
c. Performance criteria might be similar to those in
performance evaluations.
4. Collecting data
Choose the best possible design and measures and try to
adapt to problems that arise.
5. Data analysis and interpretation
Data is analyzed with inferential statistics.
13

14

Training and Development

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Training and Development

Similar to Training and Development (20)

More from Curtin University, Perth, Australia

More from Curtin University, Perth, Australia (20)

Recently uploaded

Recently uploaded (20)

Training and Development

Editor's Notes