Training and Development

1. Training and Development Prof. John Kammeyer-Mueller MGT 4301 Unit 2, Lecture 2: Training and Measuring Outcomes

2. Plan Where we are Understand the basics of how companies socialize individuals Where we want to be Understand something about the training and development process Understand what people learn in training sessions How we know how we�re doing How does one go about developing learning goals? What are the most effective ways to deliver training to employees? How can we evaluate the success of a training program? Unit 2, Lecture 2: Training and Measuring Outcomes

3. Teaching Someone How to Be a Better Driver There are a lot of jobs where driving matters, so this isn�t purely abstract How would you develop learning goals for driving? How would you teach someone to drive more effectively? How would you measure if someone had effectively mastered the content? Unit 2, Lecture 2: Training and Measuring Outcomes

4. Teaching Someone How to Be a Better Driver Develop a training session for a new employee just starting work at a job in your company What are the basics of what people need to do (i.e. do a miniature job analysis)? How do you identify what it is that people need to learn? How to you identify the possible methods for providing this information? What are some variables you need to consider? How do you measure whether the training works? Unit 2, Lecture 2: Training and Measuring Outcomes

5. The Process of Developing Training Unit 2, Lecture 2: Training and Measuring Outcomes

6. Training Principles: Part vs. Whole Learning Part learning Learning small pieces of material and then eventually combining everything to form larger concepts Expertise in fields like sports and musical performance is built by doing one small activity very frequently, until each activity can be completed proficiently without conscious thought Useful for cases where a specific skill is all that is needed, without the unnecessary complications provided by seeing how all the issues fit together. Whole learning Learning the large concepts well with the expectation that the pieces will fall into place more easily when the big picture is mastered. Expert performers are able to take a big picture view of a topic Useful for cases where the main task is understanding and coordinating a variety of topics Unit 2, Lecture 2: Training and Measuring Outcomes

7. Training Principles: Active Learning Active participation Ask questions about material Challenge their existing ideas Apply the material Information is much easier to integrate into your network of existing ideas if you are actively involved in the process of thinking about the material because your attention is more focused and engaged Learning by osmosis Doesn�t really work well Unit 2, Lecture 2: Training and Measuring Outcomes

8. Training Principles: Practice Practice Opportunities to put skills in practice helps learners receive feedback as to whether they are implementing the material correctly (Brown & Ford, 2002). When material is very complicated, a massed practice session may be necessary for learners to fully comprehend what is being presented. On the other hand, many opportunities for brief learning give the learner practice at recalling the information. Repetition Frequent, repeated exposure to material is a powerful technique for improving retention of information (Driskell, Willis, & Copper, 1992). The principle of �overlearning� suggests it helps to repeat material numerous times after it is understood, so the information is more readily accessible and will be linked to all the relevant parts of the web of knowledge. Unit 2, Lecture 2: Training and Measuring Outcomes

9. Training Principles: Fidelity Fidelity of training environment to practice environment The more closely the training and practice environments resemble one another, the more likely it is that the neural connections established during training will be activated on the job. If the training creates a large number of connections to features of the workplace, it is more likely to be transferred (Baldwin & Ford, 1988). Equipment simulators or mock ups of job tasks are more effective in producing positive work behaviors on the job than are training techniques that only include lecture and discussion (Arthur, Bennett, Edens, & Bell, 2003). By having multiple and diverse examples in training, it becomes easier to see how the concepts can be applied across several situations. Unit 2, Lecture 2: Training and Measuring Outcomes

10. Training Principles: Motivation Goal setting Goals that tend to be most effective are specific, difficult, and are accompanied by feedback signaling progress toward achieving the goal. In training, this means that providing specific learning objectives for content that must be mastered along with opportunities for learners to check their progress along the way. Improving goal commitment Self-efficacy (i.e. confidence that one can accomplish a goal) is related to learning in training contexts (e.g., Lee & Klein, 2002) Providing achievement based rewards can further improve motivation; employees do indeed have increased motivation for training and learn more when they believe that learning is associated with positive outcomes (Colquitt, LePine, & Noe, 2000). Goal orientation Set goals based on learning the material rather than based on achieving a specific outcome�learning goals improve information acquisition and attitude changes; performance-based goals for novel contexts can actually inhibit performance Those who are oriented toward mastery will be more likely to seek out challenges and will persist even when obstacles arise. Unit 2, Lecture 2: Training and Measuring Outcomes

11. Forms of Training and Outcomes Unit 2, Lecture 2: Training and Measuring Outcomes

12. Direct Instruction One individual serves as a teacher and sets a curriculum. Learning topics are specified, along with exercises and examinations that determine how well each student is learning the key material. Web-based instruction is often used as a primary or adjunct to classroom learning. Advantages to direct instruction Studies suggest that lectures are effective in producing cognitive learning Efficient for ensuring a large number of employees receive information. Useful for establishing meta-concepts that help learners identify which issues are important, which are irrelevant, and can organize what they have learned. Disadvantages of direct instruction: Information is disconnected from a day-to-day organizational context. It is often hard for learners to translate the principles from direct instruction back to the job. This is the distinction between school and the �real world.� Unit 2, Lecture 2: Training and Measuring Outcomes

13. Programmed Learning Defined learning objectives are created and then a system is developed so each individual will go through these activities. Periodic assessments of progress toward the learning goals Progress to the next level occurs when learners have mastered prior stages. Advantages learners must actively respond to the material frequently there is continual feedback on each individual�s progress progress through specific levels of learning is consistent with the principles of setting specific, difficult goals with frequent feedback Disadvantages The time and effort involved in establishing an effective program In the fast paced environments that many businesses operate in, there is often not time or material resources available to design interactive learning environments effectively for many issues Programmed learning also is not well-suited to learning situations that are not well defined or attitude based Unit 2, Lecture 2: Training and Measuring Outcomes

14. On-the-job learning An employee is shown how to perform a work task by a supervisor or co-worker, and then goes straight to doing the task. In a cashier job, a new employee watches a co-worker serve one or two customers, and then will have an opportunity to work with customers while the co-worker provides advice. In factory or warehouse jobs, a new employee will be shown how a piece of equipment works while an experienced employee oversees the process. Advantages to on-the-job training The training environment will closely resemble the environment where skills will be put into practice The learner is actively participating in the learning process. Empirical reviews of the research literature suggest that simulation methods are an effective technique for teaching employees physical skills and tasks (Arthur, Bennett, Edens, & Bell, 2003). Disadvantages to on-the-job training Because learners do not have a chance to practice parts of their task in much detail, it is unlikely that they will develop an experts� level of proficiency. Notorious for not producing a systematic or organized way of thinking about things. No meta-concepts emerge from on-the-job learning, which might mean that employees cannot diagnose system problems or make suggestions that get to the root of issues and solve them. Any mistakes will directly impact the organization�s productivity and quality of goods and services. Unit 2, Lecture 2: Training and Measuring Outcomes

15. Collaborative Learning Conferences, retreats, focus groups, brainstorming sessions; it assumes that the content to be learned is not necessarily known by the program designers in advance. The emphasis is squarely on employees coming together in groups to share ideas and information and hopefully generate a series of principles they can follow to improve their performance. Advantages Ensures that employees are actively participating in the learning process and moving the company toward being a learning organization. Helps to develop new ideas and get some consensus around those opinions quickly Drawbacks When many individuals are providing opinions and discussing the ramifications of various ideas about how to improve performance, the process does not move quickly. When the information to be learned is already known well by those designing the training, it is likely that a collaborative process will become unnecessarily slow. Discussion methods that are not accompanied by lectures or opportunities to put principles into practice produce relatively small changes in standardized scores of learning or performance on the job. If the organization does not follow through by shaping job processes based on employee feedback, it is possible that employee reactions will be more negative than if they were never asked for their feedback in the first place. Unit 2, Lecture 2: Training and Measuring Outcomes

16. A Subtle Problem with Employee Attitude Surveys Unit 2, Lecture 2: Training and Measuring Outcomes

17. Measuring Training Outcomes Four levels at which outcomes can be measured Reactions Attitude surveys Most relevant for commitment/socialization outcomes Learning Assessed with quizzes or tests, or with process demonstrations Most relevant for factual information Behavior Observations focused on use of trained materials on the job Results Estimation of concrete outcomes, include changes in sales figures, production levels, organizational profits, etc. Unit 2, Lecture 2: Training and Measuring Outcomes

18. Measuring Training Outcomes Strengths and weaknesses of different assessments Reactions indicates areas of hostility to the training or trainers almost no relationship between liking training and learning from it Learning indicates whether the information was understood by the respondents might not indicate their intention to use the information not strongly related to use of material on the job Behavior indicates changes in behavior on the job setting, cannot give accurate diagnostic information for how to improve training Results shows change to organizational bottom line results may be too far upstream from changes to reveal the impact of successful training So, it�s probably best to use all four in some combination Unit 2, Lecture 2: Training and Measuring Outcomes

19. Measuring Orientation and Training: Single Case Designs Post-test: Training Measurement Example: How satisfied are you with this company Unit 2, Lecture 2: Training and Measuring Outcomes

20. Examples of Pre-Post Designs Unit 2, Lecture 2: Training and Measuring Outcomes

21. Measuring Orientation and Training: Single Case Designs Pre-post: Measurement Training Measurement Example: Before training: How satisfied are you with this company? After training: How satisfied are you with this company? Unit 2, Lecture 2: Training and Measuring Outcomes

22. Examples of Pre-Post Designs Unit 2, Lecture 2: Training and Measuring Outcomes

23. Measuring Orientation and Training: Single Case Designs Longitudinal: Measurement Measurement Training Measurement Measurement Example: This is an extension of the pre-post design Unit 2, Lecture 2: Training and Measuring Outcomes

24. Examples of Longitudinal Designs Unit 2, Lecture 2: Training and Measuring Outcomes

25. Measuring Orientation and Training: Comparative Designs Cross sectional experiment: Training Measurement Example: How satisfied are you with this company? Random assignment Unit 2, Lecture 2: Training and Measuring Outcomes

26. Examples of Cross-Sectional Experimental Designs Unit 2, Lecture 2: Training and Measuring Outcomes

27. Measuring Orientation and Training: Comparative Designs Experimental with control: Measurement Training Measurement Example: How satisfied are you with this company? Random assignment Unit 2, Lecture 2: Training and Measuring Outcomes

28. Examples of Experimental Designs Unit 2, Lecture 2: Training and Measuring Outcomes

29. Refining Your Training Methods Given what we�ve just discussed, improve the training method you just developed based on a consideration of: Whole versus part learning Enhancing active learning Providing practice Improving fidelity Improving motivation Any thoughts on effective techniques? Unit 2, Lecture 2: Training and Measuring Outcomes

30. Wrap Up Where we were Understand the basics of how companies socialize individuals Where we wanted to be Understand something about the training and development process Understand what people learn in training sessions How we know how we�re doing How does one go about developing learning goals? What are the most effective ways to deliver training to employees? How can we evaluate the success of a training program? Unit 2, Lecture 2: Training and Measuring Outcomes