Chapter 5 Training and Development PDF

PSYCH 12: INDUSTRIAL – ORGANIZATIONAL PSYCHOLOGY CHAPTER 5: TRAINING AND DEVELOPMENT Training and Development (T & D) – the heart of a continuous effort designed to improve employee competency and organizational performance. Training - provides learners with knowledge and skills needed for their p...

PSYCH 12: INDUSTRIAL – ORGANIZATIONAL PSYCHOLOGY CHAPTER 5: TRAINING AND DEVELOPMENT Training and Development (T & D) – the heart of a continuous effort designed to improve employee competency and organizational performance. Training - provides learners with knowledge and skills needed for their present job systems, procedures, and practices usually get outdated due to technological, managerial, and behavioral developments. To address these problems, different organizations try to impart updated knowledge, skills, and abilities through the process of training. It refers to the process of imparting or enhancing employees' knowledge, skills, and attitudes to increase efficiency and effectiveness in the present job and expected future jobs. The primary objective of the training is to achieve a change in the behavior of those trained. Employees are expected to apply this learning to aid the organization in achieving its goals. Systematic acquisition of skills, concepts, or attitudes that result in improved performance Compensates for the inability to hire desired applicants Is oriented on broadening an individual’s skills for future responsibilities Development - involves learning that goes beyond today's job and has a more long-term focus. Prepares employees to keep pace with the organization as it changes and grows Benefits of T&D: o Higher employee engagement and productivity o Better conformance to performance and quality standards o Greater customer satisfaction o Increase sales and profits o Enhancement of corporate image Principles of learning – throughout the years, many psychologists from different parts of the world have devoted considerable efforts to study and understand human learning processes. Their researches are mostly conducted and are applied to academic settings however, these findings and principles may guide training within the organization. Although they may serve as general guidelines, training officers may reconsider following them as specific rules. o Individual differences – people differ in their ability to profit or learn from instructions. To identify these differences, trainers must consult past or pre-employment cognitive test results as predictors of their performance for the training. By identifying these differences, the organization can save a lot of money by clearing out those individuals who have insufficient ability to profit from the training. o Motivation – aside from their ability to learn and profit from training, their motivation to learn and attend training programs may influence their learning processes. Trainers are the ones in charge of keeping them motivated to learn throughout the training program. o Active practice of materials –to maximize training effectiveness, participants need to actively participate in each activity. The program must provide sufficient opportunity for participants to actively practice the skills required to perform a certain job or task. o Mass versus distributed practice –to maximize the training efficiency, trainers must also identify the best possible way to teach a certain material. ▪ Mass practice periods - may be too long, would bore participants, and would forget too much information from the beginning. ▪ Distributed practice periods - may be too short, which may decrease the participant’s interest and motivation. fbp/psych12iopsych/2024-2025  o Whole versus part learning – this refers to the length of the material that is to be learned. Trainers must decide whether to teach it as a whole or divide it into different parts. An appropriate teaching style may improve and enhance learning; on the other hand, an inappropriate style may lead to disastrous and useless training. o Transfer of training – trainers must ensure that the things these employees were able to learn during their session will be applied and utilized in the real work environment. o Knowledge of results –to motivate participants, trainers must let them know the progress being made so far. It tells them what they are doing wrong and in what areas they ought to improve. Without this knowledge, participants may continuously learn and practice inappropriate and inadequate behaviors. o Reinforcements – generally refer to the consequences of behaviors. Reinforcements, whether positive or negative, aid in enhancing learning processes. Factors that influence T&D: o Top Management Support o Shortage of Skilled Workers o Technological Advances o Global Complexity o Learning Styles ADDIE Training Model Analysis - Identify the problem you are trying to solve in the organization. Design -Translate your goal into a learning design, with a thorough outline. Development - Determine the delivery method, and instructional strategies, develop the learning product, and evaluate product quality. Implementation - Deliver the training. Evaluation - Collect feedback, formally evaluate the training, and implement improvements. Stages in a Training Program 1. Determining the training needs / Conducting TNA –to develop an effective training program, the organization must then first assess their needs, choose the best method possible, and evaluate it after the program. o Needs analysis – the initial step in developing a training program. This step determines the type of training needed for a certain organization, as well as the extent to which the training takes place. ▪ Organizational analysis – analysis of different organizational factors that might be affecting the organization’s ability to reach its goals. sources of data: personnel and skill inventories, exit interviews, management by objectives (MBO), organizational survey, company profile ▪ Job/Task analysis – analysis of the tasks performed by each employee and other conditional considerations that might be affecting their performance. sources of data: job description, performance standards, job specification, interview, and observation ▪ Individual/Trainee/Person analysis – analysis of each employee’s performance where one could identify who should be trained. It may be assessed through the following methods: sources of data: job description, performance appraisal, participant’s profile, survey, interview, and observation, critical incident reports fbp/psych12iopsych/2024-2025  o A Training Need exists when a work performance can be traced directly to a skill deficiency. This suggests that there is a GAP between the trainee’s level of competence and a target performance level defined by himself/herself. o Importance of Identifying Training Needs ▪ Avoid training programs for training program’s sake. ▪ Makes evaluation easier. ▪ Easier to sell programs to management and trainees. ▪ Basis for future development activities. o Training Need Indicators ▪ Organizational Plans – e.g. changes in structure, personnel, technology, and/or procedures, and projected changes in objectives and programs. ▪ Employee Records – e.g. high personnel turnover, absenteeism, sick level rates, and low performance ratings. ▪ Work and Work Flow – e.g. production bottlenecks, fluctuation in production, reports on public dissatisfaction with services, backlogs, and records of high costs, wastes, and excessive errors. ▪ Staff Selection Policy – e.g. qualification of staff at a functional level, experience and training background of present staff. ▪ Morale Factors – e.g. personnel friction, excessive complaints, poor leadership ▪ Job Knowledge– e.g. technical phases, administrative phases, supervisory phases ▪ Communication Failures– e.g. poor written and oral communication, failure of information to flow-up, down, and across, semantic difficulties ▪ Supervision– e.g. assignment of work, planning and scheduling, handling grievances, poor coordination 2. Establishing goals and objectives – after needs analysis, the organization must set training objectives to reach training goals. It should concretely state: ▪ What learners are expected to do ▪ What conditions are they expected to do the tasks ▪ What level are they expected to perform tasks o Includes designing the training program by setting learning objectives, creating a motivational learning environment, making the learning meaningful, making skill transfer obvious and easy, reinforcement, and ensuring the transfer of learning o It is important to determine what the organization wants to accomplish given the time and resources allocated to the training. o Goals and objectives should state the following: ▪ Desired behavior or skill ▪ The conditions under which it has to occur. ▪ The level at which they are expected to do it. o Purposes of setting objectives: ▪ provide direction and focus ▪ level-off expectations ▪ participant selection ▪ content identification and selection ▪ guidelines for evaluation ▪ selection of appropriate methods/techniques and learning support structure 3. Select T&D Methods and Delivery Systems – developing the course o Considerations: o Group composition fbp/psych12iopsych/2024-2025  o Program objectives and content o Character of the subject o Available leadership o Available facilities/resources o Time frame o Cost o Choosing the best training methods – various training methods were utilized by different organizations; they usually choose what would best suit their organizational needs and the employees involved in the training. ▪ Classroom Method – the instructor physically stands in front of the students instructors may convey a great deal of information in a relatively short time common training method seminar, lecture, workshop ▪ E-Learning – online instruction using technology-based methods such as DVDs, company intranets, and the internet ▪ Case Study – trainees study the information provided in the case and make decisions based on it; provide trainees with the opportunity to sharpen critical thinking skills ▪ Behavior Modeling and Tweeting – permits a person to learn by copying or replicating the behavior of others tweeting = Twitter ideal behavior rather than the behavior they might normally perform ▪ Simulation – allow the trainee to practice newly learned skills and work with equipment under actual working conditions ▪ Role Playing – participants are required to respond to specific problems they may encounter in their jobs by acting out real-world situations and learning by doing the task perform necessary interpersonal skills by acting out simulated roles practice what is being taught ▪ Training Games – games are cost-effective means to encourage learner involvement and stimulate interest in the topic, thereby enhancing employees’ knowledge and performance Business Games: permits participants to assume roles such as president, controller, or marketing vice president of two or more hypothetical organizations and compete against each other ▪ In-Basket Training – asked to establish priorities for and then handle several business papers, e-mails, tests, memoranda, reports, and telephone messages that would typically cross a manager’s desk ▪ On-The-Job Training – informal T&D that permits an employee to learn job tasks by actually performing them to transfer knowledge from a highly skills experienced worker to a new employee while maintaining the productivity of both workers ▪ Apprenticeship – combines classroom method with OJT ▪ Team Training – focuses on imparting knowledge and skills to individuals who are expected to work collectively toward meeting a common objective Team Coordination Training: educates team members on how to orchestrate the work they do to complete the tasks Cross-Training: educates team members about the other members’ jobs so that they may perform them when a team member is absent, which could raise flexibility, communication, morale, and interdepartmental relations ▪ Coaching – takes two forms: experienced employees and professional coaches ▪ Mentoring – a veteran in the organization takes special interest in a new employee and helps him not only to adjust to the job but also in the organization o Deciding the best delivery method ▪ Corporate University – provided under the umbrella of the organization fbp/psych12iopsych/2024-2025  ▪ College and Universities – a primary delivery system for training professional, technical, and management employees ▪ Online Higher Education – formal educational opportunities, including degree and training programs that are delivered, either entirely or partially, save employees time because it reduces their need to commute to school ▪ Vestibule System – takes place away from the production area or equipment that closely resembles equipment used on the job ▪ Video Media ▪ Simulators – comprised of devices or programs that replicate actual job demands ▪ Social Networking 4. Implement T&D Programs – a perfectly conceived program will fail if management cannot convince participants of its merits. o Thus, participants must believe that the program has value and will help them achieve their personal and professional goals. o Motivating employees to attend training – every trainer must make the training as interesting as possible. The organization may also provide incentives and free meals to increase employee participation. 5. Evaluate T&D Programs o it is essential to evaluate training outcomes, for training may cost a considerable amount of money. These evaluation techniques may estimate the appropriateness and effects of the training conducted. o Reactions – the extent to which the trainees liked the training program related to its usefulness and quality of conduct o Learning – the extent to which the principles, facts, and techniques were understood and retained in memory by the employee o Behavior Change – changes in job-related behaviors or performance that can be attributed to training ▪ Transfer of Training: the extent to which an employee generalizes knowledge and skill learned in training to the workplace, as well as maintains the level of skill proficiency or knowledge learned in training. o Organizational Results – refer to such outcomes as enhanced productivity, lower costs, and higher product or service quality. ▪ ROI is an important results criterion ▪ Benchmarking: the process of monitoring and measuring a firm’s internal processes, such as operations, and then comparing the data with information from companies that excel in those areas o Methods of evaluating training results ▪ Case Study – evaluating the training after the whole training program. It assesses each employee involved and evaluates whether their performance improves or not. ▪ Pre-test/Post-test Comparison – A pretest is conducted before the training, which would act as the norm, where the results of the post-test after the training will be then compared. Pretest Training Posttest ▪ Pre-test/Post-test Control Group Design – almost the same as the pretest/post-test comparison design, however, this time, it is composed of two groups: the experimental group and a control group. Experimental Group o Pretest Training Posttest fbp/psych12iopsych/2024-2025  Control Group o Pretest Posttest ▪ Solomon Four Group Design – requires four groups in which participants are randomly assigned and would follow the given diagram. Different organization recommends this kind of evaluation. Group 1 Training Posttest Group 2 Pretest Training Posttest Group 3 Pretest Posttest Group 4 Posttest * If the post-test scores of the experimental groups are considerably higher, then the improvement in the program can be attributed directly to the training program. o Criteria that can be used for the Pre and Post Tests ▪ Content Validity - KSA ▪ Employee Reactions – ask the participants ▪ Employee Learning – create a test ▪ Application of Training – check the Supervisor’s rating ▪ Business Impact – evaluate if the goals were met ▪ Return of Investment – did the organization save money? References/Sources: Aamodt (2016), Levy (2017), Dessler (2017), Cummings & Worley (2009), Mondy & Martocchio (2016), TOTP (2007) fbp/psych12iopsych/2024-2025