Prepared for UHS2062 students at UTM by Siti Rokiah Siwok
October 2011 [email protected]
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Training Why? When? What? Who? How?
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Introduction Training is the systematic acquisition of skills,
rules, concepts, or attitudes that result in improved performance
(Goldstein & Ford, 2002 in Aamodt, 2007). Training can also be
defined as an organized efforts by an organization to provide
employees with structured opportunities to learn and to develop
within their work-roles(Arnold, 2005).
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The Importance of Training For new employees. When the
organization is in difficulty in finding applicants for the job;
training compensates for the inability for the desired applicants.
Job change Change within the employees. Arrival of new tools or
technologies within the organization. There is always room for
improvement.
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The Importance of Training Training is recognized to be very
important; organizations put priority to it by allocating a
substantial amount of the organizations budget. Considered central
to an organization. Some organization goes to the extent of putting
training as one of the organization missions statement (Aamodt,
2007). Paying high wages to trainers.
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The Importance of Training Training and development has the
potential to benefit individuals, organizations and society as a
whole. Consequence of training : employees can develop skills,
increase promotion opportunities, participate in various
organizations activities and has career mobility. Skilled workers
work faster and paid more attention to safety; thus less mistakes
and produce high-quality works. Economic competitiveness is
skill-based related.
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The training cycle: an overview Needs Analysis Training Design
Training Evaluation (Arnold, 2005, pg 359 )
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A Model for Successful Employee Training Programme 1 Assessing
Training Needs 2 Establish Training Objectives 3 Develop and Test
Training Materials 4 Implement Training Programme 5 Evaluate
Training Programme (Riggio, 2009, page 162)
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Why the need to do needs analysis?
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Determining Training Needs The first step is to a conduct needs
analysis (Noe, 2005 in Aamodt, 2007). Meta-analysis indicates that
training is more effective when needs analysis is done prior to the
creation of the training programme ( Arthur, Bennett, Edens and
Bell, 2003, in Aamodt 2010) The purpose of needs analysis is to :
To determine types of training needed by the organization. To
ascertain the extent to which the training is the means to achieve
the organizational goals.
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Needs Analysis Typical needs analysis include: Organizational
analysis Task analysis Person analysis (Goldstein & Ford, 2002
in Aamodt, 2007)
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Needs Analysis: Demographic Analysis Needs analysis has also to
be done on demographic level ( Latham, 1988 in Riggio, 2009)
Demographic analysis involves identifying the specific training
needs of various demographic groups such as men and women, certain
ethnic minorities and employees of different age groups
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Training Needs Assessment Process (Aamodt 2010, pg 289)
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Organizational Analysis (OA) The purpose of OA is to determine
those organizational factors that either facilitate or inhibit
training effectiveness. Examples of inhibiting organizational
factors: Not enough money to fund the training Cannot afford
employees to be away for training, Personnel not wishing to train
employees (as they tend to leave the organization after a short
period of time).
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Organizational Analysis (OA) Proper OA will focus : On the
goals the organization wants to achieve. The extent the training
will help achieve the goals. The organizations ability to conduct
training. The extent to which the employees are willing and able to
be trained (survey of employees readiness may be included).
(McCabe, 2001 in Aamodt, 2007)
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Task analysis (TA) TA is done after the organizational analysis
shows that a positive organizational climate for training exists.
Using the job analysis method, TA identifies : the tasks performed
by each employee. The conditions under which these tasks are
performed. The competencies needed to perform the tasks under the
indentified conditions.
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Task Analysis (TA) If the job analysis has been properly done,
and the job descriptions have been detailed, the TA would be fairly
easy and does not take much time. If the job analysis has not been
done, the TA process can be expensive and time consuming. Once the
task and competencies for a job have been indentified, the next
step is to determine how employees learn to perform each task or
obtain each competency.
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Task Analysis (TA) TA is usually done by listing tasks in one
column and how tasks are learned in a second column.how tasks
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Person Analysis The third and final step in the needs analysis
process is determining which employees need training and in which
areas. Person analysis is based on the premise that not every
employee needs further training for every task performed. To
determine the individual training needs for each employee, person
analysis utilizes performance analysis scores, surveys, interviews,
skills and knowledge tests and /or critical incidents
techniques.
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Person Analysis: Using Performance Appraisal Scores This is the
easiest method as low ratings on a dimension for most employees
indicates the need for training. Performance appraisal however
scores has three disadvantages: Rating errors which reduces
accuracy. Making the wrong conclusion by examining the average. If
not specific enough the performance appraisal score will not
provide useful information.
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Person Analysis: Surveys A survey is another common approach to
determine the training needs ; which offers several advantages,
such as: Eliminate performance rating errors Giving opportunity for
employees to self rate (assumption: employees know their strengths
and weaknesses best) In cases where effective performance appraisal
system and adequate job descriptions are not available, surveys can
provides information to determine training needs.
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Person analysis: surveys The main disadvantages of surveys:
Employees may not be honest. The organization may not be able to
afford the training as suggested by the employees.
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Person analysis: interviews Interview is another method in
needs analysis. Usually done with selected number of employees,
yielding in-depth answers to questions regarding training needs
(Patton & Pratt 2002 in Aamodt, 2007). The main advantage with
interviews is that it will reveal more clearly the needs than with
survey approach. Data obtained from interviews can be analyzed
using the various qualitative methods of data analysis. Various
software are currently available such as Nvivo and ATLAS.ti
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Person analysis: Skills and knowledge test Skills and knowledge
test is another way of determining training needs. Examples :
knowledge of lending laws for loan officers, knowledge of company
policies for new employees etc. If employees score poorly, that
means there is a need for training as a whole ; or if only a few
employees score poorly, then there is a need for individualized
training. The challenge for using this method to determine training
needs is the availability of test.
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Person Analysis: Critical incidents Techniques (CIT) CIT is not
a common method used to determine training needs. First developed
and used by John Flanagan and his students in late 1940 and early
1950. CIT is used to discover actual incidents of job behaviors
that make a difference between successful and unsuccessful
performance. Advantage: It is relatively easy to use especially if
a proper job analysis is available. Drawback: As CIT emphasis on
the difference between excellent and poor performance, routine
duties tend to be overlooked.
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Training Design( Developing a Training Programme) Training
design is the second component in the training cycle. Training
design relates to the content of the training program including the
information presented to the trainees and the methods of how the
information to be conveyed. As training is designed to bring about
changes in peoples behavior through acquisition of knowledge and
skills, thus how training is delivered is crucial.
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Developing a training programme 1. Establish Goals and
Objectives 2. Motivate employees 3. Choosing the best training
method
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Goals and Objectives Realistic Specific and concrete What
employees are expected to do The conditions under which they are
expected to do. The level at which they are expected to do.
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Motivating Employees Motivating employees to attend training.
Motivating employees to perform well in training. Motivating
employees to apply training to their jobs.
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Choosing Training Methods Training methods consideration
includes : Training media (lecture, or video or computer etc ). Who
conducts the training? Where the learning takes place (in a lecture
hall? Or in learners homes? etc.) Training approaches. Duration
Sequencing of the materials.
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Training Methods: Approach It is important to understand how
people learn; therefore the need to understand learning theories.
Learning theories represent ideas about how learning occurs and
provides directions within training practices by identifying the
most appropriate methods of instructions (Arnold, 2005).
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Learning Theories There is no single universally accepted
theory for learning process(Arnold, 2005); However, regardless of
perspectives, theories share several instructional commonalities
that enhance learning(Schunk, 2008) : Learners progress through
stages or phases Material should be organized and presented in
small steps Learners require practice, feedback and review Social
models facilitate learning and motivation Motivation and contextual
factors influence learning
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Learning Theories Among the learning theories are: Behavior
Theory Social Cognitive Theory
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Behavior Theory This theory focuses on observable behavior, not
thoughts or feelings. B.F. Skinner, a famous behaviorist,
distinguished between two types of behavior: respondent and
operant.
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Behavior Theory Respondent behavior refer s to the kind of
behavior shown during classical conditioning when a stimulus
triggers a natural reaction (such as salivation in Pavlovs dogs) or
other automatic responses such as excitement and fear. Operant
behavior ( behavior that operates on the environment) are forms of
behavior which are not the result of simple automatic responses.
According to Skinner, operant behavior is learned and strengthened
by a process of operant conditioning.
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Behavior Theory Thus learning is the result from strengthen
stimulus (S) response (R) links through reinforcing appropriate
behavior (reward). Example: The senior supervisor in department A
has been asked to speak on behalf of the department A manager at a
dinner party (stimulus){the manager had a bad sore throat}. The
senior supervisor agreed (response), although he was scared of
public speaking. During the dinner party, the senior supervisor
managed to give his speech and the manager smiled and nodded in
agreement to what has been said by the senior supervisor
(reward/reinforcement ). The effect of the reward/reinforcement is
that most likely the senior supervisor will agree to give more
public speaking in the future.
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Behavior approach The process of operant conditioning is often
described in a three-term framework : antecedents (A), behavior (B)
and consequences (C). Antecedents refer to the conditions or
stimuli preceding the behavior. Consequences refer to the
reinforcement (or punishment) that the behavior produce. With
animals, the reinforcement often take in the form of food, while in
humans variety : smiles, gifts, money, compliments etc.
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Behavior Theory In general, reinforcement is anything which
follows an operant behavior and increases the probability that the
behavior will be repeated. The behavior research in operant
learning provides rich information into learning experience, which
can be applied in a wide range of organizational and various
contexts.
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Social Cognitive Theory Social Cognitive Theory originated from
the work of N. E. Miller & J. Dollard in 1941. Their
proposition posits that if humans were motivated to learn a
particular behavior, that particular behavior would be learned
through clear observations. By imitating these observed actions the
individual observer would solidify that learned action and would be
rewarded with positive reinforcement (Miller & Dollard, 1941).
The proposition of social learning was expanded upon and theorized
by Albert Bandura from 1962 to the present (Wikepedia)
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Social Cognitive Theory Social cognitive theory stresses the
idea that much of human learning occurs in social environment.
Assumptions within the social cognitive theory, are (Schunk, 2008):
Interactions between persons, behaviors and environments are
reciprocal (diagram in the next slide) Learning occurs either
enactively (through actual doing) or vicariously (observing models
perform) There is a distinction between learning and
performance.
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Reciprocal Interactions personbehaviorenvironment
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Social Cognitive Theory: Enactive and Vicarious Learning
Enactive learning involves learning from the consequences of ones
actions; behaviors which results in successful consequences are
maintained while those results in unsuccessful consequences are
refined or discarded (Schunk, 2008) Social cognitive theory
contends that behavioral consequences serves as sources of
information and motivation rather than strengthening behavior as
proposed by operant theory (Schunk, 2008).
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Social Cognitive Theory: Enactive and Vicarious Learning
Consequences informs people of the accuracy or appropriateness of
behavior. People who succeed at a task or are rewarded understand
that they are performing well. People who fail or are punished know
that they did something wrong and will try to correct the problem.
Consequences motivate people. In social cognitive theory, peoples
cognition, rather than consequences affect learning.
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Social Cognitive Theory: Enactive and Vicarious learning
According to the social cognitive theory, much of human learning
occurs vicariously (that is without overt performance by the
learner at the time of learning), such as observing or listening to
models who are live (in person), symbolic or nonhuman(e.g cartoon
characters), electronic (television, computer, videotape) etc
Vicarious learning also save people from personally experiencing
negative consequences.
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Social Cognitive Theory: Learning and Performance Social
cognitive theorists assert that learning and performance are
distinct processes (Schunk, 2008), in contrast to the behaviorist
which contend that learning involves connecting responses to
stimuli or responses and consequences. According to the social
cognitive theory, although much learning occurs by doing, we learn
a great deal by observing; thus modeling is a critical component in
this theory. Whether we ever perform what we learned through
observation depends on various factors such as motivation, interest
etc.
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Training methods Classroom On-the-job Training Distance
learning
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Classroom Training Preparation Delivery Methods to help
employees apply training to jobs Case studies Simulation Role play
Behaviour modelling
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On-the-job Training Learning through Modelling Learning through
Job Rotation Learning through Apprentice Training Learning through
Coaching and Mentoring
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Training through Distance Learning Utilizes the concept of
programmed instruction. Media materials Computer based training or
web-based Instruction
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Ensuring Transfer of training Similarity of training situations
to actual job situations. Lots of practice. The concept of
overlearning. Practice in different situations as possible. Lots of
opportunities and encouragement.
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Evaluation of Training Results Various designs for evaluation
of training Challenges in the various designs. Evaluation criteria
: content validity, employee reactions, employee learning,
application of training, business impact, return on
investment.
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References: Aamodt, M.G (2010). Industrial /organizational
psychology. An applied approach (6 th ed.)Belmont, CA: Thomson
Riggio, R. E( 2009). Introduction to Industrial Organizational
psychology (5 th ed) New York : Harper Collins Aamodt, M.G (2007).
Industrial /organizational psychology. An applied approach.
Belmont, CA: Thomson Schunk, D. H (2008). Learning Theories. An
Educational Perspective (5 th ed). New Jersey: Pearson