Chapter 6 training INP3004MAN3360 Dr. Steve

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Chapter 6
Training and Development
INP3004/MAN3360Dr. Steve
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Training and Development

• Why train employees?
• Provide skills not obtained in school
• Bring poor performers skill level up to par
• Keep up with technology
• Safety
• Legal issues/ethics
• Cultural Awareness
• Expand employee roles (cross training)

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Training and DevelopmentThree Phases of Skill
Acquisition

• Declarative Knowledge Knowing what.
• Performance is choppy, slow, error-filled
• Ex To play musical instrument must first learn
  music notation
• Knowledge Compilation Integrate cognitive and
  motor process.
• Performance is faster with fewer mistakes, but
  still deliberate
• Ex Lines of music become associated with finger
  movements on musical instrument
• Procedural Knowledge Knowing how.
• Performance is skillful and automated
• Person can concentrate on other tasks while
  performing
• Ex Accomplished musician can play by heart and
  concentrate on singing

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Organizational Training Strategies

• Speed Strategy train to increase production
  speed
• How to produce more widgets in less time
• Innovation Strategy train to offer new service
  or product to remain competitive
• Companies may train employees to provide support
  services rather than just selling products
• Quality Enhancement Strategy train to make
  product or service better than competition
• If 2 orgs offer same product or service at same
  price, consumers choose the one of higher quality
• Cost Reduction Strategy train to do job less
  expensively
• Must be large savings to make this strategy
  effective

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Training and DevelopmentPreparing Employees

• How to get the most out of training programs
• Make trainees accountable for whats learned
  (test)
• Provide trainees with opportunity to use new
  skills
• Clearly demonstrate need for training
• Survey employees for what they would like to be
  trained on and follow through

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Training Development Process
Training Validity Levels
Training Development
Needs Assessment
Evaluation
1. Org Analysis 2. Task Analysis 3. Person
Analysis
Training Validity
Transfer Validity

• Development
• Of Criteria
• Reaction
• Learning
• Behavioral
• Results

Instructional Objectives
Intra-Orgl Validity
Selection And Design Of Instructional Programs
Inter-Orgl Validity
Use of Evaluation Models
Training
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Needs Assessment

• Three step Needs Assessment Process
• Organizational Analysis
• Task Analysis
• Person Analysis

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Needs AssessmentStep 1. Organizational Analysis

• Organizational Analysis Determine whether
  training is necessary, where in org, and when to
  train and whether it will transfer to the job
• Does the org have the necessary resources /
  equipment?
• Will supervisors accept newly learned skills /
  procedures?
• Will learned behavior benefit the org?

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Needs AssessmentStep 2. Task Analysis

• Task Analysis Four step process used to
  determine training objectives
• Develop Task Statements
• What, how, to whom or what, for why?
• Develop Task Clusters
• Task statements sorted into meaningful groups (by
  SMEs)
• KSA Analysis
• Gather descriptions of knowledge, skills,
  abilities needed
• Incumbents describe good and bad characteristics
  of workers
• Determine what differentiates excellent worker
  from average
• Develop Training Programs
• Link KSAs to each task statement
• Determine what KSAs need improvement

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Needs AssessmentStep 3. Person Analysis

• Person Analysis Determine who needs training
  and what kind
• Train everyone, those with diminished skills or
  other deficiencies, new hires, those using new
  equipment, etc.?
• Review performance records to see who is lacking
  skills
• Importance of good, diagnostic performance
  appraisals

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Conducting TrainingOn-Site

• On-The-Job Training (OJT) Informal process
  where employee watches, attempts, and learns
• Most common approach
• Uses actual equipment
• Good transfer
• Ex Large of jobs including college professor
• Problems
• Unstructured training may provide new worker with
  incorrect behaviors
• Difficult to determine whether trainee reached
  proficiency before being placed on job
• May learn bad habits from senior workers

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Conducting TrainingOn-Site

• Vestibule Training Use of training equipment
  off-line just away from actual work area
• Provides opportunity to practice skills just
  prior to working
• Can be used in conjunction with OJT
• Can be used for new hires or refresher training
• Ex Sewing factory worker can practice a
  particular stitch on off-line equipment
• Problem
• Can only train one person at a time

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Conducting TrainingOn-Site

• Job Rotation (Cross-Training) Workers rotate
  through different tasks to learn series of
  related jobs.
• Makes workers more flexible, better work coverage
• Makes employees more marketable for future jobs
  or opens up new opportunities for promotion
• Ex Each submarine crew member learns 4
  positions
• Problems
• People may not be suited for multiple jobs or not
  motivated to do more than one job
• Difficult to select applicants if required to
  have greater KSA variety

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Conducting TrainingOn-Site

• Apprentice Training New workers (apprentice)
  work closely with veteran (journeyman) for long
  period of time
• After completing apprenticeship, apprentice is
  promoted to journeyman (may require test)
• Ex Plumbers, Carpenters, Electricians,
  Magicians

• Problems
• Time is pre-determined, though not everyone
  learns at same rate

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Conducting TrainingOff-Site

• Lectures Classroom setting of instruction for
  declarative knowledge
• Can train many workers at one time
• Ex Safety, ethics, orientation, etc.
• Problems
• Little opportunity to assess individual needs or
  provide individual feedback

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Conducting TrainingOff-Site

• Audio-Visual (AV) Material videos, films, slide
  presentations, etc. used to present the same
  information multiple times
• Can be combined with lecture / demos
• Can be visually captivating
• Training is consistent
• After initial cost of production, relatively
  cheap to use
• Can be used to review performance (football film)
• Problems
• Training videos are difficult to update
• Production cost is expensive (approx 2000 /
  finished minute or more)

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Conducting TrainingOff-Site

• Conferences Discussion between trainers and
  trainees
• Trainer facilitates discussion (like
  seminar-style class)
• Can provide feedback to trainees
• Ex Used to train doctors about new medical
  products
• Problem
• Trainer must have good facilitation skills

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Conducting TrainingOff-Site

• Programmed Instruction workbook or computerized
  method allowing trainees to learn at their own
  pace.
• Trainees must show proficiency on one unit before
  they may proceed to the next
• Provides trainees with immediate feedback
• Ex Skinners teaching machine
• Problem
• Long development time
• Difficult to use for many jobs

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Conducting TrainingOff-Site

• Computer-Assisted Instruction Computerized
  instruction that can be personalized to
  individual needs.
• Can use animated graphics to demonstrate
  principles procedures
• Can test and provide feedback
• Ex Reader Rabbit
• Problems
• Very high production cost and effort

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Conducting TrainingOff-Site

• Simulation imitation of real environment
• Can be computer generated, low-tech mockups, or
  embedded in actual equipment
• Allows trainee to practice tasks and trainer to
  manipulate events (hazards, faults, etc.)
• Can compress long time spans into short training
  periods
• May be able to replay and critique performance
• Physical Fidelity how closely resembles
  real-world
• Functional Fidelity how well concepts are
  captured
• Ex Police Officer Training
• Problems
• Higher the fidelity, higher the cost

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Simulation
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Conducting TrainingOff-Site

• Role-playing Act out scenarios that employees
  may encounter
• Good way to practice communication skills,
  decision making, assertiveness, etc.
• After role-playing exercise discuss outcome
• Play roles, not scripts
• Ex Train salespeople what to do when customer
  says, no
• Problem
• May be unstructured
• Differences in acting ability
• Not suitable for many jobs

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Training vs. Management Development

• Training Teach employees basic KSAs
• Ex how to use equipment, procedures, rules, etc.
• Workers get fired or passed over for promotion
• Development Teach upper level management
  techniques and coping strategies
• Ex stress management, decision making,
  interpersonal skills, conflict management
• Managers get derailed (have KSAs but dont reach
  potential)

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Other HOT Training Issues

• Cultural Diversity
• Sexual Harassment
• 360 Degree Feedback
• Mentoring Programs

360
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Cultural Diversity Training

• Issues of Training Cultural Diversity
• Sensitive to different norms, work ethics,
  preferences, customs and habits of others
• Diverse backgrounds provide unique perspectives
  and ideas for better decision making
• Do we ignore differences or highlight them?
• Global economy means customers of all backgrounds

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Infamous Failures to Recognize Cultural Diversity

• General Motors introduces Chevy Nova to Mexico
• In Spanish No va means doesnt run
• Coke first introduces Coca-Cola in China as
  Ke-kou-ke-la.
• Coke doesnt realize until 1000s of signs are
  printed that the printed phrase actually means
  bite the wax tadpole or female horse stuffed
  with wax
• Coke changes phonetic spelling to Ko-kou-ko-le
  which loosely means happiness in the mouth

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Infamous Failures to Recognize Cultural Diversity

• Pepsi introduces new slogan in Taiwan Come alive
  with the Pepsi Generation
• Translation means Pepsi will bring your
  ancestors back from the dead
• Kentucky Fried Chicken introduces their product
  to Taiwan with slogan finger-Lickin Good
• Translation means Eat your fingers off
• Ford Motor attempts to sell Pinto in Brazil
• Pinto is Brazilian slang for tiny male genitals
• Changed name to Corcel

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Infamous Failures to Recognize Cultural Diversity

• Parker Pen marketed a ball-point pen in Mexico
  with the slogan, it wont leak in your pocket
  and embarrass you.
• Company thought embarazar was Spanish for
  embarrass
• Slogan actually read, it wont leak in your
  pocket and make you pregnant.
• Purdue Chicken tried to market poultry products
  to Mexico with slogan, it takes a tough man to
  make a tender chicken.
• Mangled Spanish translation appeared on
  billboards as, it takes a hard man to make a
  chicken aroused.

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Sexual Harassment Definition

• Sexual Harassment (EEOC definition)
• Unwelcome sexual advances, requests for sexual
  favors, and other verbal or physical conduct of a
  sexual nature when submission to or rejection of
  this conduct explicitly or implicitly affects an
  individuals employment, unreasonably interferes
  with an individuals work performance, or creates
  an intimidating, hostile or offensive work
  environment.
• Two types
• Quid pro quo sexual compliance is required for
  promotion or to keep job
• Hostile environment sexual advances, teasing,
  sexual jokes make environment uncomfortable to
  work in.

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Sexual Harassment Prevention

• How to train for prevention of sexual harassment
• Teach workers and managers to be sensitive to
  peoples values and preferences
• Ex touchy talkers
• Avoid profanity in the workplace
• Avoid situations where even the perception of
  sexual harassment can take place
• Ex supervisor and subordinate working together
  after hours
• Clarify standards of acceptable behaviors
• Ex often problem is one of differences in
  perception of acceptable behaviors

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360 Degree Feedback

• 360 Degree Feedback provides managers with
  performance feedback from their supervisors,
  peers, subordinates, and self,
• Enhances self awareness by seeing how perception
  of self differs from those of others
• Most people dont identify own faults and
  overrate own behavior
• Effective in causing managers to modify behavior

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Mentoring Programs

• Mentoring veteran workers serve a big brother
  function, showing employees the ropes
• Knowledge is passed down through generations
• New worker becomes socialized into org culture
• Useful for providing role models for women and
  minorities
• Four phases of mentoring
• Initiation Mentor accepts new worker as protégé
• Protégé performance of apprentice is regarded
  as product of mentors instruction
• Breakup protégé is evaluated on own merits
• Lasting friendship mentor and protégé become
  peers

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Transfer of Training

• Transfer of Training how well KSAs learned in
  training are used on the job
• Transfer improved by
• Providing trainees opportunity to practice what
  was learned
• Difficult to achieve for events that seldom occur
  (ex emergency operations, fire fighting, etc.)
• Providing encouragement and reinforcement for
  using new info and techniques
• Having superiors/veterans model learned behavior
• (practice what you preach)

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Evaluating Training

• Four criteria for evaluating training
• Reaction criteria Feedback from trainees
• How did you like the training? (surveys)
• Was it useful, what were deficiencies?
• Learning criteria Assess how much was learned
• Test following training
• Behavioral criteria Evaluate whether training
  led to measurable changes in job performance
• May take before after measures (look out for
  Hawthorne Effect)
• Results criteria Monetary value of training to
  org
• Cost of training vs. increase in efficiency of
  workers or other monetary savings

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Training Utility

• Training Utility formula to establish the
  monetary savings of conducting training.

U T x N x dt x Sdy N x C
U utility or total cost of training T
Duration in years of training programs effect on
performance N of individuals trained Dt
true mean difference in performance between
trained and untrained employees (in SD units) Sdy
standard deviation of job performance in
(dollars) of untrained group C cost of training
per individual
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Four Levels of Validity of Training

• Validity Did training accomplish what it was
  intended to do?
• Training Validity Did trainees master the
  training (reach performance criteria)?
• Transfer Validity Did trainees performance
  improve on the job to expected criteria?
• Intra-Organizational Validity Does training
  generalize to other groups within org?
• Inter-Organizational Validity Does training
  program work for future employees?

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Selection vs. Training

• Given the high cost of training, should you
  select those with average skills and train, or
  select those who possess superior skills without
  training?
• Consider
• Can those with skills be recruited?
• Do tasks need to be performed a specific way?
• Can you afford to pay those who possess the
  skills?
• What is cost of training skills to criteria?
• How difficult are the skills to learn?
• Does training lead to significantly more
  productive org?
• Has a needs analysis verified the need for
  training?