Work in the 21st Century: An Introduction to IndustrialOrganizational Psychology

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Work in the 21st Century An Introduction to
Industrial-Organizational Psychology

• ByFrank J. Landy Jeffrey M. Conte

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• Why is training and development important in
  organisations?
• Why is training and development in important in
  South African organisations?
• Who is responsible for training?

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macro factors affecting training in SA

• Population growth
• Low levels of education
• Unemployment
• Supply of and demand for labour
• Technological acceleration
• HIV/AIDS

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A National Training Strategy for South Africa

• Input from State, employers, unions and
  providers of education and training
• Objectives of strategy
• Identify training problems
• Training imperative in restructuring SA
• Propose a future strategy for education and
  training

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National Qualifications Framework

• Established by South African Qualifications
  Authority Act No 58 of 1995 (SAQA)
• Integrated approach to education and training
• Empower individuals
• Develop learning culture

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National Skills Development Strategy

• 1. Developing a culture of high quality life-long
  learning
• Fostering skills development in the formal
  economy for productivity and employment growth
• Stimulating and supporting skills development in
  SMMEs
• Promoting opportunities for skills development in
  social development initiatives
• Assisting new entrants into employment in the
  labour market

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Skills Development Legislation

• Government attempting to compel organisations to
  provide training opportunities for the staff

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HeartMath Case Study

• A Fortune 50 High Tech Firm--Call CenterBuilding
  A High Performance Contact CenterReducing
  Stress, Turnover And Increasing Productivity,
  Morale And Customer Satisfaction
• http//www.heartmath.com/corporate/case_study_roi.
  html

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Executive Summary

• This case study reports on the Key Performance
  Indicators (KPIs) measured before and after a
  HeartMath training program in a Fortune 50 High
  Tech Firm's technical support call center.
• This call center was the frontline of technical
  support for the company's technology product
  lines.

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• The business goals of the program were to
• reduce stress
• improve communication
• improve morale of the technical support group
• thereby leading to increased customer
  satisfaction and loyalty

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• By training the technical personnel to be able to
  recalibrate their stress levels after difficult
  calls, it was also expected that turnover would
  decrease and productivity would increase.
• The total estimated savings realized by the firm
  from the HeartMath training program was 632,539.
  

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The changes in the KPIs based upon those who
reported in the categories of "often" or "most of
the time" were

• 67 reduction in intent to leave the job
  (decrease in turnover)
• 16 increase in productivity
• 100 reduction in stress, anger, exhaustion,
  tension and depression
• 38 improvement in communication between staff
  and managers
• 33 improvement in listening to customers and
  fellow employees
• 36 improvement in feeling cared about by the
  organization

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Business Benefit ROI

• Increased Productivity
• Reduced Turnover

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Chapter 8

• Training and Development

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Module 1 Foundations of Training and Learning

• Training, learning, and performance
• Training
• Learning
• Cognitive outcome
• Skill-based outcome
• Affective outcome
• Performance

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Module 1 (continued)

• Training needs analysis
• Organizational analysis
• Task analysis
• Person analysis

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Goldstein FordsTraining Model
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Module 1 (continued)

• Learning process in training
• Trainee characteristics
• Trainee readiness
• Performance orientation
• Mastery orientation
• Trainee motivation
• Expectancy framework

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Module 1 (continued)

• Learning and motivational theories applied to
  training
• Reinforcement theory
• Positive reinforcement
• Behavior modification
• Cognitive and social learning theory
• Behavioral modeling
• Self-efficacy and goal setting
• Feedback

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Characteristics that Affect Learning and Transfer
Outcomes
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Module 1 (continued)

• Principles of learning
• Practice and overlearning
• Automaticity
• Fidelity
• Physical and psychological fidelity
• Whole vs. part learning
• Massed vs. distributed practices

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Module 1 (continued)

• Learning organizations
• Emphasize continuous learning, knowledge sharing,
  and personal mastery
• Global changes and challenges

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Module 2 Content and Methods of Training

• Training methods
• Basic principles
• On-site training methods
• Apprenticeship
• Job rotation

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Global Learning Organizations
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Training Methods (continued)

• Off-site training methods
• Classroom lectures
• Programmed instruction
• Simulators
• Distance learning and computer-based training
• Training critical thinking
• Transfer of training

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Module 3 Evaluating Training Programs

• Training evaluation
• Purposes
• Training criteria
• Reaction criteria (Level 1)
• Learning criteria (Level 2)
• Behavioral criteria (Level 3)
• Result criteria (Level 4)

Internal criteria
External criteria
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Training Criteria (continued)

• Utility analysis
• Validity of training programs
• Training evaluation designs
• Pre-Test Post-Test Control Group Design
• Solomon four-group design

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Utility Analysis

• Return-on-investment
• Measure costs and benefits
• Costs materials equipment staffing
• Benefits number of people trained estimates of
  differences in performance etc
• Monetary value of training
• Information can be used in numerous ways

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Validity of training programmes

• See various types of validity p. 318
• Is the training achieving its objectives?
• Individual job intra-organisational and
  inter-organisational validity

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Training Evaluation Designs

• Pretest posttest control group design

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• Strongest design random assignment
• BUT
• Issue of implementing in practice
• Issue of random assignment
• Ethical considerations
• Self selection issues

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Module 3 (continued)

• Special topics in training evaluation
• Equal employment opportunity issues in training
• Training/coaching for tests

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Module 4 Specialized Training Programs

• Management and leadership development
• Assessment centers
• 360 degree feedback
• Coaching
• Informal training
• Sexual harassment awareness training

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Module 4 (Continued)

• Ethics training
• Cross-cultural training
• Culture-specific assimilator
• Culture-general assimilator
• Intercultural sensitivity