7

C H A P T E R

ORGANIZATIONAL TRAINING

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7-1

Chapter 7 Organizational Training Objectives

1. 2. $. '. (. *. 7. -.
Irwin/McGraw-Hill

Why training is a critical function. Needs assess ent and instructional o!"ecti#es. %esign a training &rogra Transfer of training. Co &are and contrast the #arious techni)ues. +our ty&es of e#aluation criteria. E,&eri ental designs a#aila!le for e#aluation. Progra s for orientation and international assign ents
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for adult learners.

7-2

Chapter 7 Important Terms

. Training . %e#elo& ent . Needs assess ent . /rgani0ational analysis 1training2 . 3o! analysis 1training2

. . . . . .

Perfor ance discre&ancies 4nstructional o!"ecti#es Whole #s. &art learning 5assed #s. s&aced &ractice /#erlearning Transfer of learning Rela&se &re#ention
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. Person analysis 1training2 .

Irwin/McGraw-Hill

7-3

Chapter 7 Important Terms continued

. /n6the6"o! training 1/3T2 . 7elf6directed learning 17%82 . Progra ed instruction 1P42

. . . . . . .

7ensiti#ity or la!. training E,&eriential :or;sho&s E#aluation 1training2 Reaction 8earning 9eha#ioral easures easures easures

. 4nde&endent study . Co &uter6!ased training 1C9T2 . Co &uter6assisted instr 1CA42 . 9eha#ior

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odeling

/rgani0ational results
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7-4

Chapter 7 Important Terms continued

. /ne6shot &osttest6only design . /ne6grou& &retest6&osttest design . Posttest6only control grou& design . Pretest6&osttest control6grou& design . 5ulti&le ti e6series design . /rientation &rogra s

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7-5

Fig re 7!" #R$ in the %nites &tates' Changing (in)*&ets

The Ne: Cor&orate Pers&ecti#e 1. 7trategic HR% actions ust !e aligned cor&orate !usiness strategies. 2. HR% ust assu e a &roacti#e leadershi& role in res&onding to !usiness and training needs. $. 7yste s and technology a&&roaches are re)uired to integrate HR% in the :or;&lace. '. The #alue and i &act of HR% ser#ices need to !e easured and de onstrated.

Traditional Cor&orate Pers&ecti#e 1. HR%< HR5< and organi0ation de#elo& ent :ith actions are loosely connected to !oth each other and cor&orate !usiness strategies. 2. HR% de onstrates reacti#e< )uic; fi,es :ith odest organi0ational i &act. $. 4solated< la!or6intensi#e< and often inef6 fecti#e acti#ities dri#e HR% &ractices. '. HR%=s credi!ility and res&onsi#eness and the significant #alue they !ring to the organi0ation are often &ercei#ed as incon6 sistent and )uestiona!le. (. 5oderate and fluent changes in HR% functions :ill eet organi0ational needs.

(. 9old< creati#e< co &rehensi#e strategies are re)uired :ith the ne: cor&orate agenda.

Source: D. Shandler, Reengineering the training function: How to align training with the new corporate agenda . Delray Beach, FL:

7-6

Fig re 7!+ Commonl, %se) Training -rograms Ty&es of Training Ne:6E &loyee /rientation Perfor ance A&&raisals 8eadershi& Personal Co &uter A&&lications 7e,ual Harass ent Tea 9uilding 7afety HiringA7election Process Ne: E)ui& ent /&eration Train6the6Trainer Percentage Pro#iding 1>--? 1>>(?? -1 -> ** 7*2 72 '$ 72 666 7@ (1 7@ (1 *> *@ *7 *1 *( ($ *$

? /f organi0ations :ith 1@@ or ore e &loyees. Source: J. Gordon, ho is !ein" trained to do #hat$ %eprinted #ith per&ission 'ro& the (cto!er, 19)) issue o' Training Magazine. *opyri"ht, 19)), La+e#ood Pu!lications, ,nc., -inneapolis, -.. /ll ri"hts reser0ed . ?? /f /rgani0ations :ith 1@@ or ore e &loyees. 9ased on -21 res&onses. Source: 1ital statistics: 1992 ,ndustry %eport, Training, (cto!er, 1992, p. 61. %eprinted #ith per&ission 'ro& the (cto!er, 1992 issue o' Training Magazine. *opyri"ht 1992, La+e#ood Pu!lications, -inneapolis, -.. /ll ri"hts reser0ed.

7-7

Fig re 7!. A &,stems (o)el o/ Training

N00$& A&&0&&(0NT 4dentify needs for training !y conducting needs analysesB /rgani0ational Tas; or 3o! Person %eri#e instructional o!"ecti#es %esign a learning en#iron ent !y e,a iningB Characteristics of adult learners 8earning &rinci&les 4dentify or de#elo& training aterials and ethods Conduct training Conduct e#aluation and cost effecti#eness of training &rogra Irwin/McGraw-Hill
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$010LO-(0NT

01AL%ATION 4dentify or de#elo& criteria to e#aluate training outco esB Reactions 8earning 9eha#ior changes /rgani0ational results Choose e#aluation design

7-8

Fig re 7!2 $ata &o rces %se) in Training Nee)s Assessment

TA&4 ANAL3&I& 3o! %escri&tions 3o! 7&ecifications Perfor ance standards Perfor ing the "o! Wor; 7a &ling Re#ie:ing literature on the 3o! As;ing Duestions a!out the 3o! Training Co ittees Analysis of o&erating Pro!le s -0R&ON ANAL3&I& Perfor ance %ata or A&&raisals Wor; 7a &ling 4nter#ie:s Duestionnaires Tests 1EA7/Cs2 Attitude 7ur#eys Training Progress Rating 7cales Critical 4ncidents %iaries %e#ised 7ituations 1e.g.< role &lay2 Assess ent Centers 59/ or WP 7yste s

ORGANIZATIONAL ANAL3&I& /rgani0ational Coals and /!"ecti#es 5an&o:er 4n#entories 7;ills 4n#entories /rgani0ational Cli ate indices Efficiency 4ndices Changes in 7yste s or su!syste s 1e.g.< e)ui& ent2 5anage ent Re)uests E,it 4nter#ie:s 59/ or Wor; Planning 7yste s

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7-9

Fig re 7!5 &tan)ar)s /or Learning 67ehavioral8 Objectives

(eas rable Criteria Con)itions o/ -er/ormance Ans:er ; estions As' #o: O/ten< #o: =ell< #o: (an,< #o: ( ch< A/ter 1erb or #o: =ill =e 4no: Training Action Object It Is O>a,< =hat?s Given< 1ariables< :or;er add *F sales ta, e,actly *F on all sales !y chec;ing a :ill !e chart on the a!le to cash register. identify cor&orate officers 1- of the to& 2@ !y loo;ing at a &hoto or !y hearing the title. acti#ate the turn signal for all turns !y using the auto6 atic signal in the car.
Source: D. Laird, Approaches to training and development , 3nd ed. %eadin", -/: /ddison4 esley, 19)2, p. 156. 6sed #ith per&ission.

The Observable Action (a, 7e 09presse) As'

7-10

Fig re 7!5 &tan)ar)s /or Learning 67ehavioral8 Objectives 1continued2

The Observable Action (a, 7e 09presse) As'

A/ter Training dri#ers :ill signal.

1erb or Action Object 1. raise left ar 2. e,tend right ar $. gi#e &ro&er signal

(eas rable Criteria Con)itions o/ -er/ormance Ans:er ; estions As' #o: O/ten< #o: =ell< #o: (an,< #o: ( ch< #o: =ill =e 4no: It Is O>a,< =hat?s Given< 1ariables< u&:ard at el!o: for right turn if no auto6 straight left for left turn atic 1Aile !efore turning or 1A' !loc; !efore turning :hen dri#ing :hen dri#ing in the coun6 try. in the city.

Source: D. Laird, Approaches to training and development , 3nd ed. %eadin", -/: /ddison4 esley, 19)2, p. 156. 6sed #ith

7-11

Fig re 7!5 &tan)ar)s /or Learning 67ehavioral8 Objectives 1continued2

The Observable Action (a, 7e 09presse) As' (eas rable Criteria Con)itions o/ -er/ormance Ans:er ; estions As' #o: O/ten< #o: =ell< #o: (an,< #o: ( ch< #o: =ill =e 4no: It Is O>a,< =hat?s Given< 1ariables<

A/ter 1erb or Training Action

Object

:or;er :ill !e a!le to

s ile e,&ress

as; relie#e

e#en :hen e,6 unless hausted or ill custo er is irate. concern :ith all irate &eo&le !y no atter a!out the fact !rief a&ology only after ho: u&set< that the cus6 custo er has sto&&ed or a!usi#e< to er is tal;ing custo er unha&&y !eco es. o&en :hich cannot !e ans6 :hene#er )uestions :ered yes or no or &ro!ing for :ith facts feelings. tension in !y as;ing o&en :hen angry< su!ordinates )uestions or tense.

at all custo ers

Source: D. Laird, Approaches to training and development, 3nd ed. %eadin", -/: /ddison4 esley, 19)2, p. 156. 6sed #ith per&ission.

7-12

Fig re 7!@ A (o)el o/ the Relapse -revention -rocess

Co&ing res&onse 4ncreased self6efficacy %ecreased &ro!a!ility of rela&se

High6ris; situation

%ecreased self6efficacy No co&ing res&onse Positi#e outco e e,&ectancies A!stinence #iolation effect 4ncreased &ro!a!ility of rela&se

Source: %. D. -ar7, %elapse pre0ention 'or &ana"erial trainin": / &odel 'or &aintenance o' !eha0ioral chan"e. Academy of Management Review, 7, 19)3, 838. 6sed #ith per&ission.

7-13

Fig re 7!7 In/ormational Training (etho)s

70N0FIT& Lect re LI(ITATION&

%&0&

Caining ne: ;no:ledge To &resent introductory aterial

E)ually as good as &rogra ed instruction and tele#ision 8o: cost Reaches a large audience at one ti e Audience is often co forta!le :ith it

8earners are &assi#e Poor transfer %e&ends on the lecturerGs a!ility 4s not tailored to indi#idual trainees

A )iovis als Caining ne: ;no:ledge Caining attention Can reach a large audience at one ti e 4s not tailored to indi#idual trainees Allo:s for re&lays 5ust !e u&dated Hersatility Passi#e learners
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7-14

Fig re 7!7 In/ormational Training (etho)s 1continued2

70N0FIT& In)epen)ent &t ), Allo:s trainees to go at their o:n &ace 5ini i0es trainersG ti e 5ini i0es costs of de#elo& ent LI(ITATION& E,&ensi#e to de#elo& a li!rary of aterials 5aterials ust !e designed to ad"ust to #arying reading le#els Perfor ance de&ends on traineeGs oti#ation Not a&&lica!le for all "o!s E,&ensi#e to de#elo& 4s not a&&lica!le for all tas;s 1e.g.< cogniti#e tas;s2 %oes not lead to higher &erfor ance than lectures

%&0& Caining ne: ;no:ledge Co &leting degree re)uire ents Continuous education

Caining ne: ;no:ledge Pertaining &re&aration to ensure that all trainees ha#e si ilar !ac;6 grounds

-rogramme) Instr ction 6-I8 Allo:s trainees to go at their o:n &ace Can guarantee astery at a s&ecified le#el Encourages acti#e trainee in#ol#e6 ent Pro#ides i ediate feed!ac; to trainees

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7-15

Fig re 7!A 09periential Training (etho)s

%&0& 8earning "o! s;ills A&&renticeshi& training 3o! rotation 70N0FIT& LI(ITATION& On*the*Bob Training 6OBT8 Cood transfer %e&ends on the trainerGs s;ills and 8i ited trainer costs :illingness High trainee oti#ation 5ay !e costly due to lost since training is rele#ant &roduction and ista;es 5ay ha#e fre)uent interru&tions due to "o! de ands /ften is ha&ha0ardly done Trainees ay learn !ad ha!its Comp ter*Assiste) Instr ction 6CAI8 7elf6&aced Costly 7tandardi0ation of Trainees ay fear using co &uters training o#er ti e 8i ited o&&ortunities for trainee +eed!ac; gi#en interaction Cood retention 8ess useful for training inter&ersonal s;ills

Caining ne: ;no:ledge %rill I &ractice 4ndi#iduali0ed training

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7-16

Fig re 7!A 09periential Training (etho)s 1continued2

LI(ITATION& Costly to de#elo& 7ic;ness can occur Re)uires good fidelity

%&0&

70N0FIT& 0C ipment &im lators To re&roduce real6 :orld conditions Effecti#e for learning and +or &hysical and cogniti#e s;ills transfer +or tea training Can &ractice ost of the "o! s;ills Games an) &im lations %ecision6 a;ing s;ills Rese !les the "o! tas;s 5anage ent training Pro#ides feed!ac; 4nter&ersonal s;ills Presents realistic challenges Case &t ), or Anal,sis %ecision6 a;ing s;ills %ecision6 a;ing &ractice Analytical s;ills Real6:orld training aterials Co unication s;ills Acti#e learning To illustrate di#ersity of Cood for de#elo&ing solutions &ro!le 6sol#ing s;ills

Highly co &etiti#e Ti e6consu ing 5ay stifle creati#ity 5ust !e u&dated Critici0ed as !eing una!le to teach general anage6 ent s;ills Trainers often do inate discussions

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7-17

Fig re 7!A 09periential Training (etho)s 1continued2

70N0FIT& Role -la, Cain e,&erience of other roles Acti#e learning Close to reality 7ehavioral (o)eling Allo:s &ractice Pro#ides feed!ac; Retention is i &ro#ed &ensitivit, Training Can i &ro#e self6conce&t Can reduce &re"udice Can change inter&ersonal !eha#iors LI(ITATION& 4nitial resistance of trainees Trainees ay not ta;e it seriously

%&0& +or changing attitudes To &ractice s;ills To analy0e inter&ersonal &ro!le s To teach inter&ersonal s;ills To teach cogniti#e s;ills

Ti e6consu ing 5ay !e costly to de#elo&

To enhance self a:areness To allo: trainees to see ho: others see the To i &ro#e insights into differences
Irwin/McGraw-Hill

5ay !e threatening 5ay ha#e li ited general6 i0a!ility to "o! situations

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7-18

Fig re 7!"D 09amples o/ Learning -er/ormance Tests

5ECHAN4C7 JKou ha#e in front of you a gear reducer< a line shaft< !earings< and cou&ling. 4 :ant you to asse !le and ad"ust the &ro&er align ent so that the finished asse !ly is a right6hand 1or left6hand2 dri#en asse !ly. 7et the cou&ling ga& 1A-J a&art. Kou do not ha#e to &ut the grind e !er in &lace or fasten the cou&ling co#ers. After you are finished< 4 :ill as; you :here and ho: the grid e !er should go in. Kou :ill ha#e '( inutes to co &lete this "o!J. PA4NTER7 J4 :ant you to !oost yourself u& a!out 1@ feet off the floor using this !oats an chair< and then tie yourself off so that you donGt fall. After that< 4 :ould li;e you to hoo; this s&raygun to the air su&&ly< set the regulator to the correct &ressure< and then s&ray this :allJ.
Source: 9. .. e7ley and G. P. Latha&, eveloping and training human resources in organizations 3nd ed. Glen0ie#, ,L: Scott, Fores&an, 1991, pp. 11:. %eprinted #ith per&ission.

7-19

Fig re 7!"" Learning (eas re

&ample Items /rom a (GIC Test to 0val ate & pervisor 4no:le)ge 1. T or + When &re&aring a truth6in6lending disclosure :ith a financed single &re iu < ortgage insurance should al:ays !e disclosed for the life of the loan. 2. T or + CE and 5C4C ha#e the sa e refund &olicy for refunda!le single &re iu s. $. T or + 5C4C< CE< and P54 are the only ortgage insurers offering a nonrefunda!le single &re iu . '. LLLLLLWhich one of the follo:ing is not a category in the loan &rogress re&ortsM a. 8oans a&&ro#ed c. 8oans denied !. 8oans6in6sus&ense d. 8oans recei#ed (. LLLLLLWhich of the follo:ing do not affect the 5C4C Plus !uying decisionM a. Consu er c. 5C4C under:riter !. Realtor d. 7econdary ar;et anager e. 7er#icing anager *. LLLLLLThe ne: ris;6!ased ca&ital regulations for sa#ings and loans ha#e caused any of the toB a. Con#ert :hole loans into securities !. 9egin originating ho e e)uity loans c. Put 54 on their uninsured >@s
Source: D. L. 9ir+patric+. !valuating training programs: The four levels, 1996. San Francisco: Berrett49oehler Pu!lishers, p. 8).

7-20

Fig re 7!"+ &ample & rve, 7ehavioral (eas re

4nstructionsB The &ur&ose of this )uestionnaire is to deter ine the e,tent to :hich those :ho attended the recent leadershi& &rogra ha#e a&&lied the &rinci&les and techni)ues that they learned !ac; on the "o!. The sur#ey results :ill hel& us to assess the effecti#eness of the &rogra . Please circle the a&&ro&riate res&onse for each )uestion. ( N 5uch ore ' N 7o e ore $ N The sa e 2 N 7o e less 1 N 5uch less Time an) energ, spent a/ter the program compare) %n)erstan)ing an) (otivating to time an) energ, spent be/ore the program 1. Cetting to ;no: y e &loyees ( ' $ 2 1 2. 8istening to y su!ordinates ( ' $ 2 1 $. Praising good :or; ( ' $ 2 1 '. Tal;ing :ith e &loyees a!out their fa ilies and interests ( ' $ 2 1 (. As;ing su!ordinates for their ideas ( ' $ 2 1 *. 5anaging !y :al;ing around ( ' $ 2 1

Source: D. L. 9ir+patric+. !valuating training programs: ;he 'our le0els, 1996. San Francisco: Berrett49oehler Pu!lishers, p. 29.

7-21

Fig re 7!"+ &ample & rve, 7ehavioral (eas re 1continued2

4nstructionsB The &ur&ose of this )uestionnaire is to deter ine the e,tent to :hich those :ho attended the recent leadershi& &rogra ha#e a&&lied the &rinci&les and techni)ues that they learned !ac; on the "o!. The sur#ey results :ill hel& us to assess the effecti#eness of the &rogra . Please circle the a&&ro&riate res&onse for each )uestion. ( N 5uch ore ' N 7o e ore $ N The sa e 2 N 7o e less 1 N 5uch less Time an) energ, spent a/ter the program compare) to time an) energ, spent be/ore the program Orienting an) Training 7. As;ing ne: e &loyees a!out their &ast e,&eriences< etc. ( ' $ 2 1 -. Ta;ing ne: e &loyees on a tour of the de&t. and facilities ( ' $ 2 1 >. 4ntroducing ne: e &loyees to their co:or;ers ( ' $ 2 1 1@. 9eing &atient :ith e &loyees ( ' $ 2 1

Source: D. L. 9ir+patric+. !valuating training programs: ;he 'our le0els, 1996. San Francisco: Berrett49oehler Pu!lishers, p. 29.

7-22

Characteristics o/ A) lt Learners an) Implications /or Training

Implications /or Training A cli ate of o&enness and res&ect is hel&ful in identifying :hat the learners :ant and need to learn. Adults en"oy &lanning and carrying out their o:n learning e,&eriences. Adults need to !e e#aluate their o:n &rogress to:ards self6chosen goals. 8ess use is ade of con#entional infor ational techni)uesO ore of e,&eriential techni)ues or self6directed learning. %isco#ery of ho: to learn fro e,&erience is the ;ey to self6 actuali0ation. 5ista;es are o&&ortunities for learning.

Characteristics o/ A) lt Learners &el/ Concept The adult learner sees hi self or herself as ca&a!le of self6direction and desires others to see hi or her the sa e :ay. The &erson has the ca&acity to !e self6directing.

09perience Adults !ring a lifeti e of e,&erience to the learning situation. Kouths tend to see e,&erience as so ething that has ha&&ened to the < :hile to adults< their e,&eriences define :ho they are.
Source: E. 7ulli#an and P. %ec;er< Effective management in nursing 2nd ed. Reading< 5AB Addison6Wesley< 1>--< &. $$-. Psed :ith &er ission.

7-23

Characteristics o/ A) lt Learners an) Implications /or Training 1continued2

Implications /or Training Adults need o&&ortunities to identify the co &etency re)uire ents of their social and occu&ational roles. Adult readiness6to6 learn and teacha!le o ents &ea; at those &oints :here a learning o&&ortunity is coordinated :ith a recognition of the need6to6 ;no:. Adult education needs to !e &ro!le 6centered rather than theoretically6oriented. +or al curriculu de#elo& ent is less #alua!le than finding out :hat the learners need to learn. Adults need the o&&ortunity to a&&ly and try out learning.

Characteristics o/ A) lt Learners Rea)iness to Learn Adult de#elo& ental tas;s o#e to:ard social and occu&ational role co &etence and a:ay fro the &hysical de#elo& ental tas;s of childhood.

-roblem*centere) Time -erspective Kouths thin; of education as the accu ulation of ;no:ledge for use in the future. Adults tend to thin; of learning as a :ay to !e ore effecti#e in &ro!le sol#ing today.

Source: E. 7ulli#an and P. %ec;er< Effective management in nursing< 2nd ed. Reading< 5AB Addison6Wesley< 1>--< &. $$-. Psed :ith &er ission.

7-24

09ercise 7!"' Con) cting a Training Nee)s Assessment

O7B0CTI10& . 4dentify organi0ational training needs . 4ntegrate aterial fro Cha&ter ' 13o! Analysis2

. %e#elo& inter#ie:ing and consulting s;ills

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7-25

09ercise 7!"' Con) cting a Training Nee)s Assessment

-roce) re &tep "' Read Cha&ter 7 Collect "o! analysis data Cenerate training to&ics &tep +' 4nter#ie: e &loyees Co &lete +or 7.1 &tep .' 7u ari0e in one6&age re&ort 7.1

&tep 2' Pair6u& and re#ie: each other=s +or

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7-26

09ercise 7!" Assessment ; estions "! #o: might ,o se the in/ormation ,o obtaine) /rom the nee)s assessment to )evelop a /ive ,ear training plan 6e!g!E :hat co rses sho l) be o//ere)E :ho of (6Kear PlanB etc!8! sho4llustration l) ta>e these co rsesE
1B . . . 5eet :ith training de&art ent !eco e fa iliar :ith the client unco#er cli ate issues gather organi0ational aterial 'B Analy0e )uestionnaire data . identify training deficiencies and e,cesses . ac)uire rele#ant organi0ational infor ation . ensure training &arallels organi0ational o!"ecti#es (B . . . Conduct training utility analysis Are training efforts cost effecti#eM 7ell training agenda. Ac)uire to& anage ent su&&ort.
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2B %e#elo& and &ilot structured inter#ie: for . $B Analy0e &ilot results . identify issues for Needs Assess ent Duestionnaire . %e#elo&Adistri!ute )uestionnaire
Irwin/McGraw-Hill

7-27

09ercise 7!" Assessment ; estions "! 1continued2

4llustration of (6Kear Plan 1continued2B (B . . . Conduct training utility analysis Are training efforts cost effecti#eM 7ell training agenda. Ac)uire to& anage ent su&&ort.

7B Train the trainers -B . . . 7et u& e#aluation echanis s Pse the training o!"ecti#es as criteria 5onitor training outco es Re#ise and odify training &rogra s as needed

*B %esign the training curriculu . Pse )uestionnaire s&ecifications. . %e#elo& training o!"ecti#es . Choose aterials< instructional ethods< trainers< etc. . %eal :ith areas of resistance . %eal :ith cli ateAe,ternal issues
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7-28

09ercise 7!" Assessment ; estions

+! =hat :o l) ,o s ggest as a /ollo: p activit, in collecting nee)s assessment in/ormation< =h,< %esign and ad inister a needs assess ent )uestionnaire

. . .

Duestionnaire less ti e consu ing than inter#ie:s Pro#ides anony ity of res&ondents 5ay yield ore accurate res&onses

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7-29

09ercise 7!" Assessment ; estions

.! =hat are the a)vantages o/ sing a str ct re) intervie: /ormat /or the nee)s assessment as oppose) to sing a nonstr ct re) /ormat<

. Allo:s for the standardi0ation of data collection . Pre#ents inter#ie:ee fro de#iating on tangents

. Ensures collection of i &ortant infor ation

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7-30

09ercise 7!" Assessment ; estions

2! =h, is it important to incl )e / t re oriente) C estions in the nee)s assessment<

. 3o!s not static across ti e . 4dentify &otential changes in the "o! . Critical to designAde#elo& ent of training &lan

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7-31

09ercise 7!" Assessment ; estions

5! =hat are some o/ the iss es that ,o sho l) consi)er :hen )eci)ing :hether to con) ct the intervie:s on an in)ivi) al or gro p basis< A)vantages' . di#ersity . co &leteness . less ti e . cost effecti#e $isa)vantages' . do ination !y indi#idual . so e ay !e inhi!ited

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7-32

09ercise 7!" Assessment ; estions

@! =hat is the )i//erence bet:een con) cting an organizational anal,sisE a tas> anal,sisE an) a person anal,sis< . /rgani0ational analysisB assess syste :ide as&ects of the organi0ation :hich ay affect the design and i &le entation of training &rogra s. . Tas; analysisB deter ine :hat acti#itiesAduties are &erfor ed in a &articular "o! or grou& of "o!s. . Person analysisB identify indi#idual training needs

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7-33

09ercise 7!" & pplemental Assessment ; estions

"! =h, is it important to se a representative sample :hen con) cting a nee)s assessment< A#oid !iasB . . fro fro s all sa &le si0es o#erre&resentation of one grou&

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7-34

09ercise 7!" & pplemental Assessment ; estions

+! =h, is it important to assess training climate as part o/ the nee)s assessment<

. 5ay need to change cli ate first . Effect on oti#ation to learn

. Effect on :illingness to transfer :hat they learned in training to the "o!

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7-35

09ercise 7!" & pplemental Assessment ; estions

.! =h, :ere some o/ the C estions phrase) so that intervie:ees provi)e) responses /rom a /ello: :or>erFs point o/ vie: 6e!g!E GI/ ,o as> a /ello: :or>er to give his or her opinion regar)ing training in this /irmE :hat :o l) the response li>el, beG8< . 8ac; of anony ity of inter#ie: . 7ocially desira!le res&onses

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7-36

09ercise 7!" & pplemental Assessment ; estions

2! =ere some C estions more )i//ic lt than others /or intervie:ees to ans:er< I/ soE ho: )i) ,o )eal :ith the sit ation< 8ac; of understanding ofB . intent of )uestion . eaning of )uestion

4nter#ie:erGs res&onsi!ilityB . &ro#ide clarification . Pse follo: u& or J&ro!ingJ )uestions

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7-37

09ercise 7!" & pplemental Assessment ; estions 5! =ere some o/ the intervie:ees rel ctant to participate in the nee)s assessment process< =hat are some organizational /actors that ma, ma>e intervie:ees less :illingHeager to participate< =hat are some in)ivi) al /actors< /rgani0ational factorsB . 8ac; of to& anage ent su&&ort . Poor training cli ate 4ndi#idual factorsB . +ear of retaliation for &ro#iding negati#e res&onses . 8ac; of understanding a!out the &ur&ose of the needs assess ent . +ear of change
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7-38

09ercise 7!" & pplemental Assessment ; estions

@! $i) ,o /in) that occasionall, the intervie:ees provi)e) G)iscrepant or )ivergentG responses to C estions< I/ soE ho: )i) ,o )eal :ith this in/ormation< Not unusualQ What can !e doneM . Pro!e :ith additional )uestions . 4dentify factors that ay e,&lain the difference in o&inions

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7-39

09ercise 7!+ Rain,)a, Ins rance A)j sters Compan,

Objectives . 4nter&ret &artial needs assess ent . Collect additional infor ation . Pse infor ation to de#elo& training &rogra

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7-40

09ercise 7!+ Rain,)a, Ins rance A)j sters Compan,

-roce) res -art A' In)ivi) al Anal,sis Read E,hi!it 7.2.1 Co &lete +or 7.2.1 -art 7' Gro p Anal,sis %iscuss others= +or s 7.2.1 Reach consensus on &ro!le s /utline &lan :ith ti eline

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7-41

09ercise 7!+ Responses to Form 7!+!"

"! =hat )o ,o see as the major problems at Rain,)a, Ins rance A)j sters Compan,< 7ince the installation of the ne: co &uters< the fir has e,&erienced 12 increased #oluntary turno#er< 22 decreased &roducti#ity< $2 increased errors a ong clai s &rocessors< and '2 conflict !et:een the ore tenured and ne:er e &loyees

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7-42

09ercise 7!+ Responses to Form 7!+!"

+! =hat are the ca ses o/ those problems< Not &ro&erly trained to use ne: co &uters Resisting changes< since not in#ol#ed in the change &rocess. Training inti idating to Jstudents older than a#erageJ Ne:er e &loyees dissatisfied :ith not getting hel& fro e,&erienced e &loyees. ore

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7-43

09ercise 7!+ Responses to Form 7!+!"

.! =hat steps sho l) be ta>en to better n)erstan) the per/ormance problems at Rain,)a,< That isE :hat :o l) ,o )o to con) ct a more thoro gh nee)s assessment to better pinpoint the problems M 7te& 1. 4nter#ie: a larger sa &le of !oth ne:er and older e &loyees. 7te& 2. %e#elo& a co &rehensi#e sur#ey !ased on findings fro inter#ie:s. the

7te& $. 7u ari0e the findings fro the inter#ie:s and sur#eys to deter ine the full sco&e of issues and &ro!le s.

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7-44

09ercise 7!+ Responses to Form 7!+!"

2! -rovi)e several s ggestions /or a))ressing the problems in the claims )epartment at Rain,)a,! 7hort6ter 1:ithin the ne,t onth2B

1. As; all e &loyees :hat assistance they need to use the ne: co &uters 2. eet :ith the Jinfor al leadersJ to get their in&ut

$. Pair senior e &loyees :ith ne:er e &loyees so that each can teach the other ho: to :or; :ith the co &uters. '. 4f suggested !y e &loyees< &ro#ide so e in6house training.
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7-45

09ercise 7!+ Responses to Form 7!+!"

2! 6contin e)8 8onger6ter 1. 1:ithin the ne,t si, onths2

4ncor&orate into the &erfor ance a&&raisal andAor co &ensation syste the entoring syste . 4ncor&orate into the &erfor ance a&&raisal and re:ard syste s easure ent of errors using the ne: co &uters. 4nclude a re&resentati#e sa &le of e &loyees into organi0ational changes.

2.

$.

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7-46

09ercise 7!. 7ac>:oo)s (ail Or)er Compan,

Objectives . %esign training &lan . %esign e#aluation &lan for training &rogra effecti#eness

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7-47

09ercise 7!. 7ac>:oo)s (ail Or)er Compan,

-roce) res -art A' In)ivi) al Anal,sis Read E,hi!it 7.$.1 Co &lete +or 7.$.1 -art 7' Class $isc ssion an) &mall Gro p Anal,sis Re#ie: others= +or 7.$.1 Reach consensus on reaction for

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7-48

09ercise 7!. Responses to Form 7!.!"

"! =rite several clearE meas rable objectives /or the training to be )elivere) to the emplo,ees in the c stomer or)er gro p! Ceneral o!"ecti#es at the end of training< trainees should !eB 12. ore effecti#e in filling custo ersG orders. 22. !etter a!le to ans:er custo ersG )uestions. $2. ore &olite in dealing :ith custo er &ro!le s and co &laints. 7&ecific o!"ecti#es at the end of training< trainees shouldB 12. +ill custo ersG orders correctly >(F of the ti e 22. Ans:er custo ersG )uestions correctly >(F of the ti e $2. Ha#e fe:er custo er co &laints 1(@F fe:er co &laints2.

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7-49

09ercise 7!. Responses to Form 7!.!" +! $evelop a recommen)ation /or the training plan that incl )es the training techniC es that sho l) be se) an) the length o/ training! Techni)ues :hich re)uire ore acti#e learning !y trainees are &refera!le 1e.g.< 7 all grou& discussion< #ideos< role &lays< si ulations2. %o not rely solely on the lecture ethod. 8ecture can !e used &eriodically to descri!e the &roducts of the fir so that e &loyees are ore ;no:ledgea!le a!out the &roducts. Role &lays or !eha#ior odeling 1using #ideos of correct &erfor ance2 can !e used to teach trainees ho: to ans:er custo ersG )uestions and res&ond to co &laints 1t:o different odules of training2. E#aluate length in ter s of realis and rationale. 5ore e,&eriential techni)ues re)uire ore ti e 8ecture< role &lays< and s all grou& discussions 6 162 days of training
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7-50

09ercise 7!. Responses to Form 7!.!"

.! O//er a plan /or eval ating the training program! $escribe the criteria that :ill be se) an) the )esign ,o :ill emplo,! Pse of criteria B reactions< learning< !eha#ior< and results Percentage of cases in :hich custo er orders are filled correctly Percentage of ti e custo er )uestions are ans:ered correctly Reduction in custo er co &laints E,&eri ental designs :hich re)uire !oth rando i0ation and the use of control grou&s.

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7-51

09ercise 7!2 $evelopment an) 0val ation o/ a Training -rogram /or Gra) ate &t )ent Instr ctors

Objectives . 7te&s in the conce&tuali0ation< de#elo& ent< and e#aluation of a training &rogra . . Ad#antages and disad#antages of the #arious training techni)ues and the e#aluation of design o&tions. . %eter ine :ho should recei#e the training.

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7-52

09ercise 7!2 $evelopment an) 0val ation o/ a Training -rogram /or Gra) ate &t )ent Instr ctors -roce) re

-art A' In)ivi) al Anal,sis 7te& 1 Re#ie: e o in E, 7.'.1 7te& 2 Co &lete +or 7.'.1 -art 7' Gro p Anal,sis 7te& 1 Re#ie: grou& e !er res&onses to +or 7.'.1 7te& 2 Reach consensus on chronology and &osition on issues raised !y &ro#ost. -art C' Class $isc ssion Class reaches consensus on

a"or &oints

-art $' &el/*-eer 0val ation Co &lete a self6e#aluation for Co &lete a &eer e#aluation for
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7-53

09ercise 7!2 $evelopment an) 0val ation o/ a Training -rogram /or Gra) ate &t )ent Instr ctors

Tas> Force Responsibilities 1. 2. $. '. (. %eter ine :hether there is a need for training. 4f so< outline the o!"ecti#es and content of training. 7tate :hich students should recei#e training. 4dentify the s&ecific techni)ues to !e used. Pro#ide a &lan for ensuring that the training :ill !e effecti#eO ho: :ill the training !e e#aluatedM

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7-54

Form 7!2!" Chronolog, o/ &teps /or Training -rogram $evelopment an) 0val ation

"! Con) ct nee)s assessmentB /rgani0ational analysisB 3o! analysis Person analysis

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7-55

Form 7!2!" Chronolog, o/ &teps /or Training -rogram $evelopment an) 0val ation

+! $erive instr ctional objectives' 4dentify o!ser#a!le action< easura!le criteria< and conditions of &erfor ance.

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7-56

Form 7!2!" Chronolog, o/ &teps /or Training -rogram $evelopment an) 0val ation

.! I)enti/, speci/ic techniC es to be se)! . . E,&eriential 9eha#ioral odeling

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7-57

Form 7!2!" Chronolog, o/ &teps /or Training -rogram $evelopment an) 0val ation

2! 0val ate trainee rea)iness to be assigne) to teaching responsibilities! . . . Reaction 8earning easures easures

JPosttestJ only control grou& design

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7-58

Chapter 7 I $isc ssion ; estions

"! =hat :o l) be the major /eat res o/ a training program )esigne) to ma>e :or>ers a:are o/ se9 al harassment in the :or>place< =ho :o l) ,o select to atten) s ch a training program an) ho: :o l) ,o eval ate the e//ects o/ the training< =o l) s ch training be e//ective< 09plain ,o r ans:er! Feat res' . 9ased on needs analysis . Transfer of training infor ation . Tie in incenti#e syste or &ossi!le disci&line . Esta!lish criteria for e#aluation =ho sho l) participate< . 7hould !e &resented to e#eryone . Priority to units :ith ost co &laints

. .

Training techni)ues /!tain su&&ort fro su&er#isors< &eers< and su!ordinates

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7-59

Chapter 7 I $isc ssion ; estions

"! 1continued2 0val ating e//ectiveness' . /utco es #s. reaction #o: to ens re e//ectiveness' . Esta!lish re&resentati#e tas; force . . To& anage ent su&&ortAin#ol#e ent .

Pro#ide in&ut and su&&ort Periodic re#ie: and re#ision

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7-60

Chapter 7 I $isc ssion ; estions

+! & ppose that ,o are instr cte) to )etermine :hether a training c rric l m is nee)e) to a))ress literac, iss es in the :or>place! #o: :o l) ,o procee) in con) cting the nee)s assessment< . . . 4s there a needM %eter ine literacy of :or;force Target needs assess ent at organi0ational< "o!< and &erson le#els

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7-61

Chapter 7 I $isc ssion ; estions .! $escribe several characteristics o/ a) lt learners! =h, is it important to consi)er these /actors :hen )esigning training /or emplo,ees< Adult learners differ fro . . . younger learners in four i &ortant :aysB

7afeguard self conce&tB +acilitate rather than teach Halue their e,&erience Allo: adult learners to identify :hat they :ish to learn and the se)uence of learning. 7ho: i ediate rele#ance of issues

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7-62

Chapter 7 I $isc ssion ; estions

2! & ppose that ,o are the pro/essor /or this class! =rite several instr ctional objectives /or the class! =h, is it important to prepare objectives before )eveloping an) con) cting training< Possi!le instructional o!"ecti#es includeB . 9eco e a:are of current legislation and i &lications for #arious HR acti#ities . E,&lain the #arious acti#ities &erfor ed !y HR &rofessionals . 4dentify and e,&lain the ste&s needed to conduct a needs analysis . E,&lain ho: anagers and HR &rofessionals i &le ent change &rogra s . %istinguish !et:een the different "o! analysis a&&roaches 1e.g.< PAD< C4T2 . %escri!e the ad#antages and disad#antages of different training ethods 4 &ortanceB . 4dentify criteria for e#aluating effecti#eness . %irect attention of instructor and students to s&ecific issues and content
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7-63

Chapter 7 I $isc ssion ; estions

5! & ppose that ,o are going to )esign a training program /or ne:l, hire) /irst line sales managers! Res lts /rom the nee)s assessment in)icate that the, :ill nee) training on compan, policies an) proce) resE han)ling c stomer complaintsE an) motivating sales personnel! =hat learning principles :ill ,o b il) into the program< =hat training metho)s :ill ,o choose< 09plain ,o r choices! . . Esta!lish training en#iron ent for a,i u 4 &ortant decisionsB Whole or &art learningM 5assed or s&aced &racticeM /#erlearningM 7hould they &ro#ide i ediate feed!ac;M Ho: to a,i i0e attention and retentionM learning.

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7-64

Chapter 7 I $isc ssion ; estions

@! $escribe :hat ,o :o l) sa, to convince top management o/ the importance o/ eval ating a compan, training program! 09plain :hat criteria ,o :o l) se an) :hat )esign ,o :o l) recommen)! -rovi)e a rationale! =hat i/ the e9ec tives sa, the, :ant to be able to sho: the bottom*line impact that the training has ha)! #o: :o l) ,o )o this< 4 &ortanceB . Ensure good R/4 . 4ncrease a&&arent legiti acy of training . 4ncrease su&&ort and transfer of learning . 4ncrease o#erall effecti#eness of training CriteriaB . E &loyee reactions . Actual learning . Changes in e &loyee !eha#ior . /rgani0ational results 9otto 6line 6 use data fro
Irwin/McGraw-Hill

E,&eri ental designB . +easi!leM . Pse of control grou&M

e#aluation

ethod to sho: effecti#eness.

The McGraw-Hill Companies, Inc., 1998

7-65

Chapter 7 I $isc ssion ; estions

7! A large sales /irm in ,o r area has )eci)e) to se teams /or selling to c stomers! -revio sl,E all the reps have :or>e) as in)ivi) al salespeopleE having ver, little interactions :ith the other reps! O//er some i)eas /or the t,pe o/ training the reps :o l) nee) to :or> e//ectivel, in teams! & ppose the /irst line s pervisors :ill no: become team lea)ers! =hat t,pe o/ training sho l) the, receive to ta>e on this ne: role< . . . . . . Cet the in#ol#ed together in esta!lishing tea s. Tea decide the functions needed for the tea . Who is to do :hat function. 4nter#ention training to su&&le ent the tea !uilding. Pro!le sol#ing andAor handling conflict. +acilitate the transfer of learning and reduce rela&se if the ti e to a&&ly the ne: s;ills is i ediate. 7uccess of the inter#ention training :ill sti ulate the o#erall tea training.

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7-66

Chapter 7 I $isc ssion ; estions

7! 1continued2 . . . . +irst line su&er#isors need training on effecti#e tea leadershi& Co unication and e#aluating tea &erfor ance. Training on :hat to loo; for in tea &roducts and setting u& standards for tea functions. Pro!le resolution and handling conflicts !et:een tea e !ers. Role &laying :ould !e an effecti#e learning ethod for the tea leader training.

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The McGraw-Hill Companies, Inc., 1998

7-67

Chapter 7 I $isc ssion ; estions

A! =hat i)eas )o ,o have /or training emplo,ees :ho are coming bac> to an organization a/ter an international assignment< =hat iss es :o l) ,o )isc ss an) :hat techniC es :o l) ,o recommen)< . %e&end on :hether their assign ent :as successful or cut short . 7uccessful returnee 6 training of the re&lace ent or future international assignee. Hel& to disse inate infor ation and aid in cultural transition for !oth the returnee and the ne: assignee. . E &loyee :hose international assign ent :as cut short< the reasons !ehind the failure could !e trained u&on hisAher return 1technical co &etence2. . Training integrated :ith career de#elo& ent Pnsure of their &lace after their international assign ent
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