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Training for Organizations

Training for Organizations. Research Skills. Research Skills. Review: One minute elevator speeches: Why do a needs assessment? Why do an evaluation?. Selected Methods. The observation method The interview method The survey method Testing. A Step-by-Step Approach.

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Training for Organizations

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  1. Training for Organizations Research Skills Chapter 4

  2. Research Skills Review:One minute elevator speeches: • Why do a needs assessment? • Why do an evaluation? Chapter 4

  3. Selected Methods • The observation method • The interview method • The survey method • Testing Chapter 4

  4. A Step-by-Step Approach • Step 1. Identify needed data • Step 2. Determine who has the answers to your questions • Step 3. Design the data collection instrument • determine major points, questions, and sequence of the questions • develop a coding or tabulating method to analyze findings Chapter 4

  5. A Step-by-Step Approach (cont.) • Step 4. Have “experts” review the draft instrument • Step 5. Field test the instrument, then distribute it to or interview targets • Step 6. Analyze and interpret responses Chapter 4

  6. The Questions • Categorical questions How many people do you supervise? • Likert-type questions On a scale of 1 to 7….. • Open ended questions Chapter 4

  7. The Observation Method • Types of variables • descriptive • inferential • evaluative Chapter 4

  8. The Observation Method • Recording observational data • elapsed time recording • frequency recording • interval recording • continuous recording Chapter 4

  9. The Observation Form Group work: • Develop an observation form you could use as a guide in observing a newly hired training instructor. Chapter 4

  10. The Interview • Why do it? • Why not do it? Chapter 4

  11. Structured questions “How many performance appraisals did you conduct last month?” Open questions “When conducting performance appraisals, what were your biggest challenges?” Interview Guides Chapter 4

  12. Preparing for the Interview • 1. What do you need to know? • 2. Who has the answers? Chapter 4

  13. Choices at the Design Stage • How many people to interview? • Interview one-on-one or in small groups? • In person or by telephone (video conferencing?) • Location of interview (privacy, comfort, interruptions) Chapter 4

  14. Preparation for the Interview • Will interviewees need to show you something, such as their use of technology? • Audiotape? (questions of confidentiality) • Need for repeated access? (and relationship-building) • Potential problems (e.g., getting them to talk; getting them to stop talking!) Chapter 4

  15. Conducting the Interview • Put the interviewee at ease • Explain why you are there & why the interviewee was chosen • Estimate how long the interview will take • Explain what you will do with responses note-- Questions should be designed to help the client clarify issues rather than provide information for the interview. Chapter 4

  16. The Interview Strategy • Listening is more than hearing One study reported that we spend 70% of our day communicating: • writing 9% • reading 16% • talking 30% • listening 45% Chapter 4

  17. Stages of Interviewing • plan (who, what, when, where) • prepare (template-based questions) • set the stage (“partner” with interviewee”) • collect data (keep in mind the purpose of the interview) • close the interview (summary, thanks) • follow-up (copy of results?) Chapter 4

  18. Preparing for the Interview • What do you need to know? • Who has the answers? Chapter 4

  19. Choices at the Design Stage • How many people need to be interviewed? • Interview one-on-one or in small groups? • Should the interview be in person or by telephone? (videoconferencing?!) • Where should the interview be held? • How long should the interview be? • How should data be recorded? Chapter 4

  20. Choices (cont.) • Will interviewees need to show you something, such as their use of a technology? • Audiotape? (questions of confidentiality) • Need for repeated access? (and relationship-building) • Potential problems (e.g., getting them to talk; getting them to stop talking!) Chapter 4

  21. Stages of Interviewing • plan (who, what, when, where) • prepare (template-based questions) • set the stage (“partner” with interviewee”) • collect data (keep in mind the purpose of the interview) • close the interview (summary, thanks) • follow-up (copy of results?) Chapter 4

  22. The Survey Method • The method has a long history…population counts and surveys of crop production (Why? Taxes!) • Sociologists first linked data collection instruments with statistical procedures for analyzing their data Chapter 4

  23. Designing a Questionnaire • Questionnaire Template • Directions • Body • Ending • Demographic Data Chapter 4

  24. Advantages Low cost Greater anonymity Considered answers Accessibility (wider coverage) Disadvantages Requires simple questions No opportunity to probe No control over who responds Often low response rate The Mail Questionnaire Chapter 4

  25. Group Assignment To assess computing needs of students, write two: • categorical questions • Likert-style questions • open-ended questions Chapter 4

  26. Tests • Measure how well someone does a specific task or what they know about given content • Must be valid and reliable Chapter 4

  27. Types of Tests • Pretests (for placement purposes) • Formative (evaluate learning progress) • Diagnostic (identify learning problems) • Summative (determine that learning occurred) Chapter 4

  28. Creating and Using Tests • 1. Record test items • 2. Review and edit test items • Use a table of specifications to ensure coverage and match with learning objectives • 3. Arrange the items in the test and prepare directions for the test • 4. Administer and score the test Chapter 4

  29. Experimental Methods • Used in training environments to provide evidence of the usefulness of a specific training intervention. In short, is one learning method better than another, and if so, to what degree? Chapter 4

  30. Using Experimental Designs • Post-test Only Design X O1 • Pre-test, Post-test Design O1 X O2 Chapter 4

  31. Two-group Pre-test, Post-test Design O1XaO2 O1XbO2 • Four-group Design O1XaO2 O1 O2 XaO2 O2 Chapter 4

  32. Time series O1O2O3O4 X O5O6O7O8 Chapter 4

  33. Review • The importance of a good data collection instrument • How to write good questions • Important instrument guide design elements • The importance of planning Chapter 4

  34. Exercise: Break into groups again Then, using the sample interview guide one person play the role of the interviewer, one the interviewee Those watching should use the check sheet provided Chapter 4

  35. Summary & Questions • What did you learn? • Any questions? Chapter 4

  36. See you on next week! Chapter 4

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