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TRAINING & DEVELOPMENT (Training (Transfer of Training
Ultimate goal…
TRAINING & DEVELOPMENT
Training
Transfer of Training
- Ultimate goal of training
- Transfer of training: trainees effectively and continually applying what they learned (KSAs) in training on their jobs
--> effectively picked up skills and using these skills and knowledge on their jobs
Principles of Learning
- Communicate learning objections clearly
- Present info in distinctive and memorable ways
- Link subject matter to jobs
Instructional System Design
- Assess needs for training
- Ensure readiness for training
- Plan training programme
--> objectives
--> trainers
--> methods
- Important training programme
--> principles of learning
--> transfer of training
- Evaluate results of training
must have *FEEDBACK along the way
DSF Case Study
- What issues should DFS consider before developing a successful e-learning platform?
- Needs --> org, person, task
- Readiness for training
- Planning --> training objectives
Training: a planned effort by a co. to help employees acquire job-related knowledge, skills, abilities, and behaviours, w the goal of applying these on the job
- Helps employees acquire these skills to help performance
- To provide for deficiency in these skills
- Performance can be abt ability and motivation
- Training addresses shortfall in abilities but may not address motivation
Needs Assessment
Needs Assessment: process of evaluating the org, individual employees, and employees' tasks to determine what kinds of training, if any, are necessary
Causes and Outcomes of Needs Assessment
Reasons/ Pressure Points
- Legislation
- Lack of basic skills
- Poor performance
- New technology
- Customer Requests
- New Pdts
- Higher performance standards
- New jobs
Org analysis <What is the context in which training will occur?>
Person Analysis <Who needs the training>
Task Analysis <In what do they need training?> Outcomes
- What trainees need to learn
- Who receives training
- Type of training
- Frequency of Training
- Buy vs build training decision
- Training vs other HR options such as selection or job redesign
- How training should be evaluated
refer to table 10.1
Org Analysis: process for determining appropriateness of training by evaluating characteristics of the org
- org's strategy --> growing or shrinking personnel, broad or narrow cust base
- resources available for training --> budget, time, expertise
- management's support for training activities --> helping trainees apply new skills
Person Analysis: process of determining individuals' needs and readiness for training
- do performance deficiencies result from a lack of knowledge, skill, or ability?
- who needs training?
- are these employees ready for training?
--> have to fulfil this before sent for training. if it's other issues, training wouldn't address it
Task Analysis: process of identifying and analysing tasks to be trained
Need to unds:
- job's equipment and environment
- time constraints e.g. deadlines
- safety considerations
- performance standards
Training Methods
DFS Case Study
- What aspects of training and development are suitable for e-learning, and which are not? Why?
- Classroom vs digital
- IQ vs EQ knowledge
--> pdt knowledge vs cust service
- Assessments vs coaching/mentoring
--> not possible to be done on e-learning platform
Choosing a Training Method
- Identify the type of learning outcome that you want training to influence
- Consider the extent to which the learning method facilitates learning and transfer of training
--> assess trainee comfort w technology (digital literacy)
- Evaluate the costs related to development and use of the method (show costs benefits)
- Consider the effectiveness of the training method
refer to table 10.2
Methods
- Presentation Methods: trainees receive info provided by others
- Hands-on methods: trainees are actively involved in trying out skills
- Grp-building methods: trainees share ideas and experiences, build grp identities, learn abt interpersonal r/s and the grp
Techniques
- Lectures, workbooks, videos, podcasts, websites
- On-the-job training, simulations, role-plays, computer games
- Grp discussions, experiential programmes, team training
Applications
- Conveying facts or comparing alternatives
- Teaching specific skills; showing how skills are related to job or how to handle interpersonal issues
- Establishing teams or work grpsl managing performance of teams or work grps
Training Evaluation
Evaluation Methods: Training Outcomes
- Affective Outcomes
--> Trainee and supervisor satisfaction w training programme
--> Changes in attitude related to training content
refer to table 10.3
- Cognitive Outcomes
--> Info such as facts, techniques, and procedures that trainees can recall after training
refer to table 10.4
- Skill-based Outcomes
--> Skills that trainees can demonstrate in tests or on the job
refer to table 10.5
- Results
--> Improvements in individual, grp, or co. performance
-
Career Management
Career: sequence of positions within an occupation or org
Protean career: career that is frequently changing based on changes in the individual's competencies, interests, and values, and changes in work environment
Comparison of Traditional Career and Protean Career
Traditional Career
- moving up the co.
- impt for employers to recognise what is needed to take on this role
- a lot of development org by co.
- vertical movement
Protean Career
- shift in industries (career switches e.g. teacher to banker, accountant to yoga teacher)
- how are employers supposed to train employees for their goals and needs
- only can train as far as what the co. needs, can allow flexibility of learning outside the co.
- e.g. provide masters for employees by contributing $10-$20k w a bond of 2yrs w the co.
refer to table 10.8
Steps in the Career Management Process
Data gathering --> Feedback --> Goal setting --> Action planning & Follow-up
refer to table 10.9
Readiness for Training: a combination of employee characteristics and +ve work environment that permit training
- Necessary employee characteristics:
--> ability to learn subject matter
--> favourable attitudes toward training
--> motivation to learn
--> incentives (cash), opportunities (ability to be promoted)
- A +ve work environment encourages learning and avoids interfering w training, characterised by situational constraints and social support
--> situational constraints are limits on training's effectiveness that arise from the situation or the conditions within the org (e.g. lack of $ for training, failure to provide proper tools and materials for learning)
--> social support are the ways the org's ppl encourage training, give trainees praise, share info abt training programmes)
Planning the Training Programme
- Planning begins w establishing objectives for the training programme
- Based on those objectives, planner decides:
--> who will provide the training?
--> what topics will the training cover?
--> what training methods to use?
--> how to evaluate the training?