Topic 8 Training Development Paul L Schumann Ph

Topic #8: Training & Development Paul L. Schumann, Ph. D. Professor of Management MGMT 440: Human Resource Management © 2008 by Paul L. Schumann. All rights reserved. 1

Outline �Training & Development �Training Cycle �Step 1: Needs Analysis (Needs Assessment) �Step 2: Design & Develop Training Program �Step 3: Deliver the Training �Step 4: Training Evaluation 2

Training & Development �What is training? What is development? �Training: enhances the capabilities of an employee to perform his or her current job �Focuses on the current job � Examples for a bank teller: � Training program to correctly identify counterfeit currency � Training program in the bank’s new computer system used by tellers to process customer’s transactions 3

Training & Development �Development: enhances the capabilities of an employee to be ready to perform possible future jobs �Focuses on future jobs � Developmental education programs � Examples for a bank teller: � Bank sends the teller to a day-long workshop on “Emerging Issues in Finance & Banking” � Bank pays for the employee to get his or her MBA degree � Developmental job experiences � Examples: job rotation or job enlargement � Developmental interpersonal relationships � Example: mentoring 4

Training Cycle Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9. 1, p. 377 5

Step 1: Needs Analysis/Assessment �Goal of needs analysis: Identify training needs �Summary of Needs Analysis: � 3 Levels of Needs Analysis: � Organizational analysis � Job and task analysis � Individual analysis �Training Objectives 6

Needs Analysis � 3 Levels of Needs Analysis: �Organizational analysis: What are the training needs of the organization? � What training will support the organization’s strategy? � Example: Internal growth strategy (growth from new products or new markets) would be supported by training in: � Creative thinking � New product development � Understanding & evaluating potential new markets � Technical competence in jobs � Example: What are the training needs for other strategies? � Low-cost leadership, focused (niche) concentration, external growth (mergers & acquisitions), downsizing & divesting 7

Needs Analysis � 3 Levels of Needs Analysis (more): �Organizational analysis (more) � What training will support the organization’s culture, goals, & priorities? � Some organization’s emphasize training more than others � Learning organization: use training linked to strategic goals as a source of competitive advantage � Features: Learning culture, valuing employees, flexibility & experimentation, continuous learning, critical thinking, knowledge generation & sharing � What’s your training budget? 8

Needs Analysis � 3 Levels of Needs Analysis (more): �Organizational analysis (more) � Use benchmarks of organizational health & success to identify training needs � General examples: � Headcount � Productivity � Costs � Quality � Specific examples for an airline: � On-time rates � Lost baggage rates � Employee injury rates 9

Needs Analysis � 3 Levels of Needs Analysis (more): �Job and task analysis: What are the training needs of each job in the organization? � Examine the job descriptions: � What tasks & duties are performed by each job? � For each task: � Do new hires already know how to perform the task or will they have to be trained? (Helps to identify training needs) � What are the consequences of performing the task incorrectly? (Helps to set training priorities) � Can the task be learned on the job, or should it be taught off the job? (Helps to identify training methods) 10

Needs Analysis � 3 Levels of Needs Analysis (more): �Individual analysis: What are the training needs of each individual employee in the organization? � Examine each employee’s performance appraisal � Do certain employees, or groups of employees, have job performance that might be improved by training that is costeffective? 11

Needs Analysis �Training Objectives: Use the 3 levels of needs analysis to establish the training objectives for the training program �Training objectives answer the question: What will employees be able to do as a consequence of the training? � Make the training objectives specific, concrete, & measurable � Example for a bank teller training program in detecting counterfeit currency: � Identify counterfeit currency correctly 100% of the time � Example for a bartender training program on underage consumption: � Check customer’s age, refuse service, and report attempts at underage consumption correctly 100% of the time 12

Training Cycle Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9. 1, p. 377 13

Step 2: Design & Develop Training Program � 3 Stages of Learning: Design the training program to move employees up to Stage 3 �Stage 1: Declarative knowledge (cognitive phase) � Learn facts & concepts � High demands on memory & attention � Performance is slow & halting � Errors are common �Stage 2: Knowledge compilation (associative phase) � Facts & behaviors get “chunked” into a routine � Performance begins to improve � Reduced concentration is required 14

Design & Develop Training Program � 3 Stages of Learning (more): �Stage 3: Procedural knowledge (autonomous phase) � Performance becomes automatic � Performance is fluid & correct � Little conscious concentration is required �But if we want to design our training program to move the trainees up to Stage 3, how do we do that? � The answer involves putting together the following concepts 15

Design & Develop Training Program �Preconditions for learning: Design the training program to satisfy 2 key preconditions: �Trainee readiness: What do the trainees already know? � We want to start the training program at the right level � We need to find out what they already know � Example: Does our newly hired bank teller know how to count money? � Design the training program to build on what the trainees already know 16

Design & Develop Training Program �Preconditions for learning (more): �Trainee motivation: Are the trainees motivated to learn? � Involve employees in the needs analysis � Show trainees how the training will enhance their job performance & their careers � Use goal setting: � Establish specific, concrete, & measurable training goals � Make the goals difficult but achievable � Set intermediate & end goals � Build strong self-efficacy expectations: beliefs about success � Persuasion: “You can do it!” � Modeling: show trainees successful previous trainees � Enactive mastery: lead trainees to early success in training 17

Design & Develop Training Program �Practice: “practice makes perfect” �One critical key to moving to Stage 3 of learning is providing the trainees with the right kinds of practice Take into consideration the task complexity: � Simple task: practice the entire task � Complex task: � Break the complex task into simple pieces � Practice each of the simple pieces � As performance improves, combine the simple pieces and practice the entire complex task � Distributed practice sessions work better than a massed practice session: spread the practice sessions out over multiple days with sleep between the practice sessions � Overlearning is good: keep practicing well beyond the point of correct performance of the task � 18

Design & Develop Training Program �Knowledge of results: feedback is important �Provide lots of feedback & encouragement, especially early in training Helps build self-efficacy expectations � Guide the trainee to correct performance � �As performance improves, raise the performance level required for positive feedback � Encourage the trainee to strive for better performance �Show trainees how to evaluate their own performance � Allows trainees to determine for themselves how they’re doing �Gradually shift from trainer-provided feedback to the trainee’s own self-generated feedback � Prepares the trainee to correctly use the training on the job without the close supervision of the trainers in the training program 19

Design & Develop Training Program �Overcome interferences: identify& resolve things that might interfere with learning �Distractions in the training environment � Lighting problems � Noise problems � Temperature problems, etc. �Bad habits that the trainees bring with them into training � Identify the bad habits of the trainees early in training � Correct the bad habits early in training so that the trainees practice the correct way, and not the wrong way 20

Design & Develop Training Program �Transfer of training: structure the training program to enhance the transfer of training from the training program back to the job �Make the training setting similar to the work setting � Use the same equipment & processes in training that are used on the job �Teach both tasks & principles � Both how to do the task and why it is done that way �Overlearning is good: provide lots of practice �Use a variety of job-relevant examples 21

Design & Develop Training Program �Transfer of training (more): �Show the trainees the relevancy of the training to their jobs �Build positive self-efficacy expectations �Ask trainees to develop their own action plan with goals for how they will use the training on their jobs �Relapse prevention: ask trainees to anticipate what might cause them to relapse to their bad habits, and to develop their own plans to avoid the relapse 22

Design & Develop Training Program �Transfer of training (more): �Provide pre-planned opportunities for trainees to use their new skills on their jobs �Supervisors and co-workers should support the new behaviors back on the job �Train a team together as a team �Give homework assignments that require trainees to apply what they are learning in training to their jobs �Provide reminders (job aids) for trainees to take back with them to their jobs 23

Design & Develop Training Program �Training Methods: decide which training method to use �On-the-job training (OJT): training is at the actual work site using the actual work equipment Advantages: � Enhances the transfer of training: the training setting and the work setting are the same � May reduce costs: avoid the cost of a separate training facility � Enhances trainee motivation: job-relevancy of training is more obvious to the trainees � Disadvantages: � May be disruptive to normal operations � May have more distractions that interfere with learning � May have safety concerns � 24

Design & Develop Training Program �Training Methods (more): �Off-the-job training: training takes place off the job at a training facility designed for training Advantages: � Avoids disruptions to normal operations � Minimizes distractions � Avoids safety concerns � Disadvantages: � Transfer of training may be more difficult due to differences between the training setting and the work setting � Costs may be higher due to the cost of the training facility � Trainee motivation may be reduced because the job-relevancy of the training is not as obvious � 25

Design & Develop Training Program �Training Methods (more): �Off-the-job training (more): � Off-the-job training techniques: � Lectures � Discussions � Cases � Role-plays � Simulations �Example: How should we set up a training program for newly hired bank tellers to teach them how to do their job? On-the-job or off-the-job? 26

Training Cycle Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9. 1, p. 377 27

Step 3: Deliver the Training �Deliver the training that was planned 28

Training Cycle Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9. 1, p. 377 29

Step 4: Training Evaluation 4 Levels of Evaluation (Kirkpatrick, 1983) Level 1: Reaction: measure the satisfaction of the trainees with the training program Satisfaction questionnaire Level 2: Learning: measure how much the trainees have learned Written tests Performance tests Simulation tests Source of figure: Fisher, Schoenfeldt, & Shaw (2006), Figure 9. 4, p. 405 30

Step 4: Training Evaluation 4 Levels of Evaluation (more) Level 3: Behavior: measure the trainees’ job performance back on their jobs Performance appraisals Level 4: Results: measure the impact on the organization Profits Costs Productivity Quality Injury rates, etc. Source of figure: Fisher, Schoenfeldt, & Shaw (2006), Figure 9. 4, p. 405 31

Training Evaluation �Evaluation designs: when do you collect data on reactions, learning, behavior, and results? �One-shot posttest-only design: measure when training is finished: TRAIN → MEASURE � Makes sense for Level 1 (Reaction) � Ask the trainees to complete the satisfaction questionnaire at the end of the training program � But it’s a poor design for the other levels of evaluation � There’s no comparison group � We wouldn’t know if learning, behavior, and results have changed for the better because of the training program 32

Training Evaluation �Evaluation designs (more): �One-group pretest-posttest design: measure both before and after training: MEASURE → TRAIN → MEASURE Compute the change in the measures: � Learning: Did the percentage correct on the test go up? � Behavior: Did the employee’s job performance improve? � Results: Did the company improve (profits, costs, etc. )? � Weakness: We’re not sure if the training is the only thing that might have caused the measures to improve � There might be other things that happened at the same time as the training that also affects employee behavior (job performance) and corporate results (profits, etc. ) � 33

Training Evaluation �Evaluation designs (more): �Pretest-posttest control-group design: compare the changes in a control group to the changes in the training group Control: MEASURE → NO TRAIN → MEASURE Training: MEASURE → TRAIN → MEASURE Randomly divide employees into 2 groups: � Control group: does not get training � Training group: does get training � Measure learning, behavior, & results in both groups before and after training is provided to the training group � Compute the changes in the measures for both groups � Did the training group improve more than the control group? � Learning (test scores), behavior (job performance), & results (profits, costs, etc. ) � This is the strongest evaluation design � 34

Training Evaluation �Example: Sales training program to help our salespeople increase sales �Training Group: randomly select some of the salespeople to be in the training program �Control Group: the other salespeople are in the control group that doesn’t receive training (at least initially) �Level 1 Evaluation: Reaction � One-shot posttest-only design: administer in the training group at the end of the training a questionnaire that measures the satisfaction of the trainees with the training program 35

Training Evaluation �Example: Sales training (more) �Level 2 Evaluation: Learning � Pretest-posttest control-group design: Control: MEASURE → NO TRAIN → MEASURE Training: MEASURE → TRAIN → MEASURE � Develop a test that measures the extent to which individuals have achieved the learning objectives of the training program � Before providing the training to the training group, administer the test to both the control and the training groups � After training the training group, administer the test to both the control and the training groups � Compare the average change in the test scores in the control group to the average change in the test scores in the training group 36

Training Evaluation �Example: Sales training (more) �Level 3 Evaluation: Behavior � Pretest-posttest control-group design: Control: MEASURE → NO TRAIN → MEASURE Training: MEASURE → TRAIN → MEASURE � Use the organization’s performance appraisal system to measure the job performance of the salespeople � Example: amount of sales, customer satisfaction ratings, etc. � Before providing the training to the training group, measure the job performance of each salesperson in both the control and the training groups � After training the training group, measure the job performance of each salesperson in both the control and the training groups � Compare the average change in the job performances in the control group to the average change in the job performances in the training group 37

Training Evaluation �Example: Sales training (more) �Level 4 Evaluation: Results � One-group pretest-posttest design: MEASURE → TRAIN → MEASURE � Measure organizational results before training the training group � Measure organizational results after training the training group � Compute the change in organizational results � Organizational results could include anything that the training might affect: profits, costs, productivity, injury rates, quality, employee morale, etc. � Pretest-posttest control-group design might be possible if the organization has multiple business units � Select some of the business units to be the training group that receives training initially 38

Training Cycle Source: Fisher, Schoenfeldt, & Shaw (2006), Figure 9. 1, p. 377 39

Outline �Training & Development �Training Cycle �Step 1: Needs Analysis (Needs Assessment) �Step 2: Design & Develop Training Program �Step 3: Deliver the Training �Step 4: Training Evaluation 40