BMAN10872 Training 2024 PDF

TRAINING DR LINA SIEGL [email protected] Lecture Outline Part 1 Why is training important? What is training? Training vs Development Benefits of training Part 2 The Training Cycle Needs analysis Design Evaluation Part 3 Training transfer Individual factors Organisational fac...

TRAINING DR LINA SIEGL [email protected] Lecture Outline Part 1 Why is training important? What is training? Training vs Development Benefits of training Part 2 The Training Cycle Needs analysis Design Evaluation Part 3 Training transfer Individual factors Organisational factors Intended Lecture Learning Outcomes ❑ Identify, describe and explain the three components of the training cycle ❑ Use the training cycle to identify when training is most effective ❑ Use the training cycle to identify when training is least effective ❑ In seminar: Review case study and practice evaluating leadership training Why is training important? Great benefits if done well Costly if done badly One of the most popular subjects with organisational psychology An employee expectation http://www.onrec.com/news/news-archive/two-in-three-workers-quit-due-to-a-lack-of-learning-and-development-opportunities "Why Top Young Managers Are in a Nonstop Job Hunt" "We asked young managers what their employers do to help them grow in their jobs and what they'd like their employers to do and found some large gaps…… they're not getting much in the way of formal development, such as training, mentoring and coaching - things they also value highly." Why is training important? The world is changing ◦ New technologies, new strategies, new cultures ◦ Organisational and team restructuring ◦ Training encouraged by governments (Arnold et al., 2009) A huge market, companies willing to spend $$$ to train staff: ◦ USA: 109 million USD (2006); 162 billion in 2012 (American Society for Talent Development); ◦ UK: £39-49 billion (Learning Skills Council, 2012) Retain Staff Attract new and better candidates Defining Training “The organised efforts by organisations to provide employees with structured opportunities to learn and develop within their work role” (Arnold et al., 2010, p. 404) Defining Training (ll) “A planned and systematic effort to modify or develop knowledge, skills, and attitude. [...] Its purpose, in the work situation, is to enable [the worker to] perform adequately in a given task” Buckley & Caple (2007) Methods of training ⚫ ⚫ Formal training ⚫ e.g. training courses, training videos Informal training ⚫ e.g. job rotation, coaching / mentoring Paris, C. R., et al. (2000). Teamwork in multi-person systems: A review and analysis. Ergonomics, 43(8), 1052-1075. Training vs Development Training … and development!? Often used together, or interchangeably, but are differences (see: Fitzgerald, 1992) Training Development Specific knowledge General capabilities Existing challenges Future challenges Task-focused, a means to an end Example: How to use Microsoft Excel Person-focused, enriches organisation Example: Analytical and reasoning skills Training & Development (T&D) goals The three goals of T&D (Wexley & Latham, 1991): 1) To improve an employee’s level of awareness; 2) To increase an employee’s skill in one or more areas of expertise; 3) To increase an individual’s motivation to perform. What are the benefits of T&D?– Individual (Aguinis & Kraiger, 2009) Overall positive effect compared to no-/pre-training groups ◦ Effect sizes vary (Arthur et al., 2003) ◦ Most effective programmes: cognitive & interpersonal skills Fewer mistakes made in future Increase in self-efficacy and self-management skills (Frayne & Geringer, 2000) ◦ Never underestimate the influence of confidence! What are the benefits of T&D? – Individual (Aguinis & Kraiger, 2009) Increased innovation ◦ Barber, 2004: ◦ Trained mechanics learned to build 2 Jeep bodies using homemade hammer, chisel, welders! Increase in teamwork skills ◦ Better collaboration ◦ Better communication ◦ Better planning What are the benefits of T&D? – Organisation (Aguinis & Kraiger, 2009) Usually measured in productivity, sales, revenue, etc Not as well-studied – why? ◦ Effectiveness depends on type of training given ◦ Existing meta-analyses show moderate improvement at organisational level (d =.39) (Collins & Holton, 2004) ◦ Reduced cost ◦ Improved quality of work What are the benefits of T&D? UK Learning and Development (L&D) report 2018 found: UK companies who spent >£300 per employee on training had retention rate of more than six months Companies spending above average (£200) on training per employee employees twice as likely to report as highly satisfied 63% of companies with increased turnover in the last year reported leadership and management development as their top priority Is there a dark side of training? For the organisation, at least … Turnover may increase! ◦ Tech companies funds a degree for employees ◦ More employees quit after obtaining degrees and realising that they were not getting promoted What are the benefits of T&D? – Society (Aguinis & Kraiger, 2009) Training increases human capital, the intangible skills/knowledge to produce economic value (Becker, 2008) Economic advantage over foreign competition ◦ If employers receive ~₤15/employee trained, the country would spend ₤ 11 mill but GENERATE ₤ 114 million in revenue from acquired skills Economic power → negotiation, increased foreign relations Your experiences with training What are your experiences with training? When do you learn more? When is it harder to learn? End of part 1 THE TRAINING CYCLE The Training Cycle Training itself is not beneficial The training cycle helps practitioners create successful programmes by going through series of integral steps: 1) Training Needs Analysis 3) Training Evaluation 2) Training Design The Training Cycle (Arnold et al., 2010) Training Needs Analysis (TNA) Training Evaluation (TE) Training Design (TD) 1. Training Needs Analysis (TNA) Ultimate aim: To identify training objectives Develop Knowledge, Skills, and Abilities (KSAs/KSAOs) Organisational analysis Task and role analysis Person analysis Organisational Analysis “What are the training needs of the organisation?” Link training objectives to the organisation’s strategic aims and policy statements Organisational TNA can be used to identify if training or other interventions best suit the organisational development needs, and which parts of the organisation would benefit from training Organisational TNA is often performed by Human Resources Management systems for proactive TNA Reactive TNA, such as Critical Incident Analysis, can be performed by core management team Task Analysis HIERARCHICAL TASK ANALYSIS Divide jobs or job components into tasks and subtasks, forming a hierarchy Best suited for tasks with stable, clear, and observable components Less suited for capturing cognitive tasks COGNITIVE TASK ANALYSIS Examine mental activities necessary to perform a role Use methods including interviews, focus groups, and simulations where the subjectmatter expert details how they analyse information, make decisions, and cope with unexpected problems Best suited for jobs with predominantly cognitive tasks Person Analysis “Who needs training?” “What kind of training do they need?” Often part of performance appraisals, identified between the individual and their manager Increasingly, individuals now take a more active role, seeking out opportunities for continued professional development Such opportunities can be available within the employing organisation, or outside such as through professional bodies or specialised training organisations The Training Cycle (Arnold et al., 2010) Training Needs Analysis (TNA) Training Evaluation (TE) Training Design (TD) 2. Training Design (TD) Training design relates to the content and delivery of training Effective training design needs to: Set training aims and objectives Determine an appropriate learning strategy Plan and implement the training Wide variety of methods and forms training can take: Formal vs Informal In-house vs Out-of-House 2. Training Design – Formal vs Informal Formal training: ◦ Planned, structured material ◦ Usually done by trained professional ◦ Wide range: Bespoke (via consultancy) or off-the-shelf? ◦ Examples: Training videos, manuals, classes Informal training: ◦ Usually developed by the organisation ◦ More flexible, delivered by ‘anyone’ ◦ May not be labelled as training ◦ Examples: job rotations, mentoring Techniques for formal training Yukl (2010) discusses three key techniques: Behaviour role modelling ◦ Trainees observe someone demonstrating a skill then practice through role play and feedback Case discussion ◦ Trainees analyse a detailed case study of a business situation and use management principles to work out how to deal with it Business games and simulations ◦ Trainees analyse complex problems and have to deal with consequences of their actions in the simulation 2. Training Design In-house vs Out-of-house In-house: ◦ Done by an internal trainer ◦ Can be specific to the organisation ◦ More cost-effective, flexible ◦ No variety? Only meet the same people, discuss the same things Out-of-house: ◦ Bring in outsider to train ◦ Expensive, but more likely to be given by expert ◦ Lack of flexibility, may not get money’s worth in transfer 2. Training Design Different models of training making different assumptions of learner, trainer (see: Milward, 2005) Model Trainer role Trainee role Instruction Shapes skills using behavioural methods Compliant blank slate Apprenticeship Role modelling Observe/participate Inquiry Facilitates/guides Explores/take risks Self-evaluation Coaching/goal-setting Self-reflection Situated learning Collaborates Performs tasks, reflects Instructional Design Classroom settings Self-directed learning programmes Simulated work settings Distance learning Interactive multimedia Web-based training Apprenticeship model Inspired by craft/trades tradition -> master teaches young apprentice through modelling over a long period of time ‘On the job’ learning, copying master Combines formal and informal learning Modern example: medical students Inquiry model Learning by experience is best! Trainee solves real life tasks while trainer steps in only when necessary Could be a form of coaching or mentoring Risky for organisations -> can you really afford to make mistakes? Limited use in most organisations Self-evaluation model A variant of the inquiry model, but with a focus on professional supervision or mentorship Trainee sets goals, gets feedback, updates mentor continuously More informal training Emphasis on reflection, self-awareness, and the uniqueness of each individual (e.g., learning styles) Situated learning model Emphasis on social and physical aspect of learning Learning should take place within the complexity of actual job ◦ Therefore! You learn on the job Trainers change from instructors to facilitators as trainees become more skilled Brings in the wider community (i.e., other colleagues) into training Overlearning Present learners with extra learning opportunities, even after they have demonstrated learning mastery on the task Particularly important when the task is not likely to be practiced often on the job, or when it is necessary to maintain peroformance during periods when there will be few opportunities to practice (Goldstein & Ford, 2002) End of part 2 The Training Cycle (Arnold et al., 2010) Training Needs Analysis (TNA) Training Evaluation (TE) Training Design (TD) 3. Training Evaluation (TE) Training evaluation is concerned with establishing the effectiveness of training Has the training fulfilled the intended aims and objectives? What did the participants think? Any outcomes? Identify strengths and weaknesses Perform cost/benefit analysis Build job performance database Barriers to Evaluation Most ignored part of the training cycle Only 20% of UK organisations measure training transfer, and only 7% evaluate wider impact of training (CIPD, 2015) Top management does not value training evaluation Trainers do not have the skills to conduct training evaluation It is unclear to trainers what should be evaluated and what questions should be answered by an evaluation Existing organisational view of training as risky and expensive Kirkpatrick’s Model (1967) Arnold and Randall (2020) 1: Reactions Collect data about the trainees’ view of the training Can give valuable information regarding the training But not necessarily training effectiveness Beware of placebo effect! 1: Reactions Diary Interview Focus group “Happy sheet” Written reports Other formal and informal verbal reactions to training 2: Learning Whether or not the trainees show evidence that they have attained the immediate learning objectives Test knowledge, skills, attitudes, and other attributes (KSAOs) before and after training Like reaction data, learning data can be valuable, but limited 3: Transfer Refers to the extent to which the trainees demonstrate the KSAOs acquired in training when they get back to work Data collected similarly to how you collect job performance data Objective assessments, including information about number of mistakes made, quality of job performance, and/or customer complaints Classic Approach to Transfer In order to determine transfer effects, researchers compare an experimental group who only learns one task and then transfers to a second task with a control group that performs only the second task Experimental group: Task 1 + Task 2 Control Group: Task 2 only Classic Approach to Transfer We call it positive transfer if the experimental group performs better than the control group on the second task If the experimental group performs worse on the second task than the control group, negative transfer has occured No difference in performance of either group is referred to as zero transfer 4: Results The extent to which the training has had an impact on organisational effectiveness Can be incredibly challenging to measure ROI: Return on Investment Criticism of Kirkpatrick’s Model Is it appropriate to measure the success of training with a hierarchy? Learning does not depend on liking the training Learning can be achieved without being expressed Model not specific enough Psychological Fidelity If training is provided for the exact tasks that exist on the job, the training system would have very high physical fidelity Would require a lot of time and money Simulated tasks that calls forth the KSAs that needs to be learned, which gives high psychological fidelity (Goldstein & Ford, 2002) Transfer in Action Only 10% of training experiences are transferred from the training environment to the job (Baldwin & Ford, 1988) More recent research argue that 40% of trained content is transferred immediately after training, but only 25% after 6 months, and 15 % after 1 year (Wexley & Latham, 2002) Five Ways of Enhancing transfer 1. We must have a system that unites trainer, trainee, and manager before the transfer process 2. Before training, the expectations for the trainee and the manager must be clear 3. We must identify obstacles to transfer and provide strategies to overcome these problems (Goldstein & Ford, 2002) Five Ways of Enhancing Transfer 4. We must work with managers to provide opportunities for the maintenance of trainee’s learned behaviour in work organisations 5. Many people believe that we will need to develop a continuous learning climate so that an atmosphere emerges where employees feel it is important to continually learn and develop. This probably includes support for situations where formal training does not even exist (Goldstein & Ford, 2002) Recommended Reading Core reading: Work Psychology: Understanding Human Behaviour in the Workplace. (Arnold et al., 2020). Chapter 7: Training and development (pp. 200-227) What are your questions? [email protected] End of part 3