WOP 4

systematic acquisition of skills, concepts or attitudes resulting in improved performance in another environment

basic foundation of training is learning

learning is not training , only if you improve what already is there

improved skill in a different environment

= the permanent change in behaviour and human capabilities produced by experience and practice

1. cognitive outcomes
2. skill based outcomes
3. affective outcomes

= actions or behaviours relevant to organisation's goals , can be measured in terms of each individual proficiency

can be directly observed

we assume learning takes place form observing

training increases probability of learning and learning increases probability of better job performance

not a guarantee that training will result in learning

and not a guarantee that learning will result in performing better at the job

3 step process

1. organisational analysis
2. task analysis
3. person analysis

required to develop systematic understanding of where training is needed ( organisational ) , what needs to be trained (task) and who will be trained ( the person)

what kind of skills do we need ? or we need to change

analyse different tasks

what the level is for the individuals working for you

examines org. goals , available resources and organisational environment to determine where training should be directed

takes into account climate of organisation and its subunits

examine what employees must do to perform job properly

developing task statements

determining homogeneous task clusters

identifying KSA0s required for job

may also include assessment of competencies

identifies which individuals within organisation should receive training and what kind of instruction they need

assessments of trainee personality , ability and experience increasingly being used as part of needs analysis

1. Goal orientation
Performance orientation
Mastery orientation
2. Experience level
3. Trainee motivation
4. Trainee readiness

concerned with doing well

concerned with increasing competence

1. Training design characteristic
2. Trainee characteristics
3. Learning outcomes
4. Work environment
5. Transfer outcomes

objectives

principles of learning

readiness

motivation

cognitive

skills

affective

support

climate

opportunity

generalisation and maintenance

depends on work environment

1. reinforcement theory
2. social learning theory

1. Learning results form association between behaviours and rewards
2. Positive reinforcement

3. Behaviour modification
simple recognition and feedback can be effective in increasing performance

Behavioural modeling (Bandura)

1. observe actual job incumbents demonstrate positive modeling behaviour
2. rehearse before using role

3. receive feedback on rehearsal
4. try behaviour on the job

Broad approach including

1. self efficacy
2. goal setting
3. feedback

belief in one's capability to perform

efficacy more specific than self confidence confidence

it is directed in a way or another

specific , difficult goals direct attention and improve performance

knowledge of results of one's actions

enhances motivation , learning and performance

Active practice

Automaticity

actively participating in training/work tasks

when task can be performed with limited attention , likely to develop when learners are given extra learning opportunities (over learning) after they have demonstrated mastery of a task

extent to which task trined is similar to task required by job

extent to which training task mirrors physical features of task performed on job

extent to which training task helps trainees develop KSAOs necessary to perform job

Whole learning

Part learning

when entire task is practiced at once

more effective when complex task has relative high organisation

subtasks are practiced separately and later combined

more effective when complex tasks has low organisation

1. massed practice

individuals practice task continuously and without rest

1. distributed practice

rest intervals between practice sessions

generally result in more efficient learning and retention than massed practice

companies that emphasise continuous learning , knowledge sharing and personal mastery

1. Present relevant information and content to be learned
2. Demonstrate KSAOs to be learned
3. Create opportunities for trainees to practice skills
4. Provide feedback to trainees during and after practice

1. On the job training

trainees observe and learn form more experienced employees

2. Apprenticeship

formal program used to teach a skilled trade

3. Job rotation

employees move to various jobs, departaments or areas of company

1. Classroom lectures
2. Program instruction

linear programming

branching programming

3. Simulators

controlled reproducibility

safety considerations

learning considerations

distance learning

computer based training

= degree to which trainees apply knowledge skills and attitudes gained in trining to their jobs

workplace characteristics that either inhibit or facilitate transfer of training

systematic collection of descriptive and judgemental information that can be used to make effective training decisions

Kirkpatrick's 4 level model

1. reaction criteria
2. learning criteria

1. behavioural criteria
2. result criteria

1. Reaction

affective reactions

utility judgements

2. Learning

immediate knowledge

knowledge retention

behavior /skill demonstration

3. Transfer
4. Results

# of individuals trained

difference in job performance between trained and untrained employees

length of time training expected to influence performance

variability in job performance in untrained employees

random assignemnt of participants to conditions

control group

measures obtained before and after trining

pretest post test design

formal education, job experiences, mentoring relationship and assessments of personality and abilities that help employees prepare for the future

practical goal focused form personal, one on one learning for busy professionals

practical , flexible, targeted form of individualised learning for managers/executives

include specific job assignments , experiences and activities outside work

the frequency of training evaluation at all four levels will be positively related to the transfer of training

the frequency of training evaluation of the behaviour and results criteria ( levels 3 and 4 ) will be more strongly related to the transfer of training then reactions and learning criteria ( levels 1 and 2 )

suggest a training evaluation transfer of training paradox : organisations are most likely yo evaluate trainee reactions and learning and yet only behaviour and results criteria are significantly related to higher rates of training transfer

generate why the fact is true : moderate

explain to self steps or why concept : moderate

writing summaries : low

underline important facts : low

keywords to remember : low

form metal imaginary schemes to connect concepts : low

restudy same text after you studied : low

take mock exam : high

implementing a schedule of practice that spreads studying over time : high

mix of studying of different subjects in single study session : moderate