1. A Systematic Approach To Training Dr. Steve Training & Development INP6325

2. Control learning experiences to achieve objectives Specify Criteria For Acceptable performance Specify Objectives Evaluate Feedback Systems Approach to Training • Systems Theory – Darwinian model applied to organizations • Orgs must adapt to their environment to survive

3. Benefits of Systems Approach • Feedback helps modify and improve training program • Treats training program as a complex system of interacting parts • Forces one to think about how a change in one component affects the other components • Focuses on process rather than outcome • Views training program as a system within a larger system

4. Generic Training Development Model Training Validity Levels Training & Development Needs Assessment Evaluation Org Support Org Analysis Req’ment Analysis Task Analysis Person Analysis Training Validity Transfer Validity • Development • Of Criteria • Reaction • Learning • Behavioral • Results Instructional Objectives Intra-Org’l Validity Selection And Design Of Instructional Programs Inter-Org’l Validity Use of Evaluation Models Training

5. Phase 1: Needs Assessment • Organizational Support • Make friends with P.O.C. • Establish liaison teams/work groups • Gain acceptance by supervisors and employees • Minimize intrusiveness • Follow org’s rules, norms, policies

6. Phase 1: Needs Assessment • Organizational Analysis – Determine the general goals of the organization (not just training) • Determine what org goals are because training may not be the solution • Potential questions (Schuler 1994) • Is there a sufficient supply of people? • How do you attract, retain, and motivate a diverse workforce? • How do you compete for individuals with the right KSAs? • What do your employees need to do for the org to be competitive?

7. Phase 1: Needs Assessment • Requirements Analysis • What jobs are being examined? • Who are the SMEs for each job? • What methods will be used to collect information? • What is the target job?

8. Phase 1: Needs Assessment • Task and KSA Analyses – Analysis of the job for which individuals will be training • Basic Steps • Job Description – Specify duties and conditions in which job is performed. • Task Specification – The what, how, to whom or what, and why of the job. • Professor: Disseminates information through lectures and discussions to college students to prepare them for careers in their profession • KSA requirements – What KSAs are necessary to perform the tasks described?

9. Phase 1: Needs Assessment • Person Analysis – Determine characteristics of group to be trained • What do they already know? • What is the criteria for performance? • Who needs the training? • Everyone? • New employees? • Specific dept? • Those with poor evaluation? • Those using new equipment? • Those needing refresher?

10. Phase 1: Needs Assessment • Instructional Objectives – Specify what trainee should be able to do or know upon completion of training • Use to determine behavioral criteria for evaluation • List the behaviors required for effective performance

11. Phase 2: Training Development • Choosing the training environment • Match the medium to the learning objectives • Common error – using existing training program/technology and simply modifying it w/out considering objectives • Training should be guided by learning principles • Acquisition – knowledge, skills, abilities, attitudes • Transfer – applying what is learned to the job • Learning principles derived from various disciplines (cognitive psych, behaviorism, education, etc.)

12. Phase 3: Evaluation • Determine whether training helped meet goals • Should use systems approach to provide feedback for program improvements/modifications • Process • Establish criteria – how will you know training was successful • Performance standards determined during needs assessment • Behavior req’d to show proficiency & conditions of performance • Ex: typist training – measure improvement in WPM, errors, etc. • Assess improvement and transfer • Separate criteria for training performance & job performance

13. Phase 3: Evaluation • Criteria • Reaction – opinion of trainees (survey) • Learning – mastery of training material (test) • Behavioral – trainee job performance (ratings) • Results – org profit by training ($$$$)

14. Phase 3: Evaluation • Goals – empirical test of whether goals are met: • Training Validity – did trainees learn desired skill? • Transfer Validity – were trainees able to use that skill on the job? • Intraorganizational Validity – do later training groups perform as well as original trained group? • W/in org comparison • Interorganizational Validity – can training program be successfully used in other orgs? • Between org comparison

15. Phase 3: Evaluation • Experimental design – depends on goal you are trying to meet • Individual differences – compare differences in training performance to job performance • Can then use scores as a selection tool • Problem is that doesn’t necessary mean training helped, good trainees may be good workers • Content validity – did training target correct KSAs? • Empirical data then used to determine training effectiveness and needs for modification • Changes in content, medium, transfer, etc.