Training
Overview
When and why is training necessary?
How should a training program be conducted?
How are training needs determined?
What goes into the design of an effective training
program?
What are some of the commonly used training
methods?
How can we determine whether training has been
effective?
Employee Training
Why?
Provide knowledge and skills required to perform
effectively.
When?
New hires (to complement selection)
Change of jobs (e.g., transfer, promotion)
Change to jobs (e.g., new technology; realignment)
Performance deficiencies detected
Employee Development
Why?
Prepare employees for future positions
Upgrade general skills for personal growth
When?
Internal promotion policy
QWL programs
Team building
Developing/changing organizational culture
The Training Process
Step 1
Conduct training
needs analyses
Step 3
Review available
training methods
Step 2
Develop training
objectives
Step 4
Design/select
training methods
Step 5
Design training
evaluation approach
Step 7
measure training
results
Step 6
Implement
training program
Needs Analysis
Levels of Analysis
1. Organizational Analysis
�� Identification of short- and long-term goals
�� Identification of human resource needs
�� Evaluation of methods of meeting HR needs (e.g.,
selection, training)
�� Assessment of resource availability
�� Evaluation of support for transfer of training
Needs Analysis
Levels of Analysis
2. Task (Job) Analysis
�� Identification of: tasks
standards
optimal procedures
Needs Analysis
Levels of Analysis
3. Person Analysis
�� Evaluation of individual against standards
�� Identification of deficiencies
�� Identification of causes (e.g., motivation vs. ability)
Needs Analysis
Levels of Analysis
4. Demographic Analysis
�� Assess the specific training needs of various
demographic groups (e.g., the disabled, or those
protected by civil rights legislation).
Other Common Reasons
for Training
Poor performance (without analysis)
Theyre not performing, therefore they must need
training
Fad
Everyone else is doing it
Reward
They deserve it
Habit
Weve always done it. Besides, we have a budget for it
Types of Training Programs
On-Site Training
On-the-job training
Apprentice training
Coaching/mentoring
Job rotation
On-line help (as needed)
Types of Training Programs
Off-Site Training
Lectures/seminars
Multi-media presentations
Programmed/Computer-assisted instruction
Simulation
Cases studies/management games
Role-playing
Behaviour modelling
Selection and Development of
Training Methods
Factors to Consider
1. Purpose (based on needs analysis)
Common objectives include
�� Information acquisition
�� Skills development (e.g., motor, interpersonal,
problem solving, decision-making)
Selection and Development of
Training Methods
2. Principles of Learning
i. Motivation to learn
�� Relevance and meaningfulness
�� Adequate preparation & self-efficacy
�� Choice/participation (e.g., time, content)
�� Clear goals
�� Reinforcement
ii. Feedback
iii. Opportunity to practice
Factors to Consider
Selection and Development of
Training Methods
3. Transfer of Training
Facilitated by:
�� Similarity of setting and task
�� Overlearning
�� Teaching of general principles
�� Reinforcement of transfer
Factors to Consider
Selection and Development of
Training Methods
4. Individual Differences
Should accommodate differences in:
�� Readiness to learn
�� Motivation to learn
�� Preferred learning style
Factors to Consider
Selection and Development of
Training Methods
5. Trainer Qualifications
Trainers should:
�� Have knowledge of the organization
�� Be knowledgeable about content
�� Be motivated to train
�� Understand principles of learning
6. Cost
Factors to Consider
Evaluation of Training
Criteria (based on Kirkpatrick, 1976)
Reaction
�� Did employees like the training, think it was useful, feel
more confident in their abilities?
Learning
�� Did employees learn anything new?
Behavioural
�� Do trainees behave any differently back on the job?
Results
�� Did the training have the desired outcome?
Designing an Evaluation Study
Issues to Consider
1. Internal Validity
�� accuracy of inference concerning effect of training
2. External Validity
�� accuracy of inference regarding generalizability
3. Construct Validity
�� accuracy of inference about why the training worked
Research Designs
Pre-experimental Designs
One-group Posttest Only Design
T X
One-group Pre-test / Post-test Design
X T X
Key
X = measure T = training R = random assignment
Threats to Internal Validity
Threats controlled by Random Assignment
History
Maturation
Selection
Testing
Instrumentation
Attrition (Mortality)
Statistical Regression
Research Designs
Experimental Designs
Pre-test / Post-test Control Group Design
R X T X
R X X
Pre-test Only Control Group Design
R T X
R X
Key
X = measure T = training R = random assignment
Research Designs
Experimental Designs
Solomon Four-Group Design
R X T X
R X X
R T X
R X
Key
X = measure T = training R = random assignment
Threats to Internal Validity
Threats not controlled by Random Assignment
Local history
Diffusion or imitation of treatment
Compensatory equalization of treatment
Compensatory rivalry
Resentful demoralization
Research Designs
Quasi-experimental Designs
Pre-test / Post-test Nonequivalent Groups Design
X T X
X X
Alternate Treatments Design
X T X X
X X T X
Key
X = measure T = training R = random assignment
Research Designs
Quasi-experimental Designs
Time-series Design
X X X X T X X X X
Key
X = measure T = training R = random assignment
Time
Outcome
1 2 3 4 5 6 7 8
x
x
x x
training occurs
x
x x x
Threats to External Validity
Examples
Interaction of testing and treatment
Interaction of setting and treatment
Interaction of history and treatment
etc.
Threats to Construct Validity
Examples:
Placebo effect
Hawthorne effect
Pygmalion effect
Evaluation of Training:
An Example
Purpose: Evaluate the effectiveness of behaviour
modelling as a training technique
Source: Latham & Saari (1979)
Evaluation of Training:
An Example
Focus of Training:
Orienting new employees
Giving recognition
Motivating poor performers
Correcting poor habits
Discussing potential disciplinary action
Reducing absenteeism
Handling a complaining employee
Reducing turnover
Overcoming resistance to change
Evaluation of Training:
An Example
Length of Training: 2 hrs/wk for 9 weeks
Training Procedure:
Initial instructions (learning points)
Videotape of model
Role-playing
Feedback
Monitoring and reinforcement
Evaluation of Training:
An Example
Research Design:
Participants were male first-line supervisors
Randomly divided into two groups
�� Experimental (training)
�� Control (waiting list)
Evaluation of Training:
An Example
Dependent Measures and Results:
Reactions - Survey of attitudes immediately following
training & 6 months later
- Ratings were found to be uniformly high
Learning - Multiple choice test administered 6 months after
training
- Expt > Control
Behaviour - Role playing 3 months after training
- Expt > Control
Results - Performance appraisal (standard and BOS)
- Pre-training: Expt = Control
- Post-training: Expt > Control
Compiled by Kiran Srinivas K.
Regards
M. Peer Mohamed Sardhar
093831 93832
From India, Coimbatore
733Overview
When and why is training necessary?
How should a training program be conducted?
How are training needs determined?
What goes into the design of an effective training
program?
What are some of the commonly used training
methods?
How can we determine whether training has been
effective?
Employee Training
Why?
Provide knowledge and skills required to perform
effectively.
When?
New hires (to complement selection)
Change of jobs (e.g., transfer, promotion)
Change to jobs (e.g., new technology; realignment)
Performance deficiencies detected
Employee Development
Why?
Prepare employees for future positions
Upgrade general skills for personal growth
When?
Internal promotion policy
QWL programs
Team building
Developing/changing organizational culture
The Training Process
Step 1
Conduct training
needs analyses
Step 3
Review available
training methods
Step 2
Develop training
objectives
Step 4
Design/select
training methods
Step 5
Design training
evaluation approach
Step 7
measure training
results
Step 6
Implement
training program
Needs Analysis
Levels of Analysis
1. Organizational Analysis
�� Identification of short- and long-term goals
�� Identification of human resource needs
�� Evaluation of methods of meeting HR needs (e.g.,
selection, training)
�� Assessment of resource availability
�� Evaluation of support for transfer of training
Needs Analysis
Levels of Analysis
2. Task (Job) Analysis
�� Identification of: tasks
standards
optimal procedures
Needs Analysis
Levels of Analysis
3. Person Analysis
�� Evaluation of individual against standards
�� Identification of deficiencies
�� Identification of causes (e.g., motivation vs. ability)
Needs Analysis
Levels of Analysis
4. Demographic Analysis
�� Assess the specific training needs of various
demographic groups (e.g., the disabled, or those
protected by civil rights legislation).
Other Common Reasons
for Training
Poor performance (without analysis)
Theyre not performing, therefore they must need
training
Fad
Everyone else is doing it
Reward
They deserve it
Habit
Weve always done it. Besides, we have a budget for it
Types of Training Programs
On-Site Training
On-the-job training
Apprentice training
Coaching/mentoring
Job rotation
On-line help (as needed)
Types of Training Programs
Off-Site Training
Lectures/seminars
Multi-media presentations
Programmed/Computer-assisted instruction
Simulation
Cases studies/management games
Role-playing
Behaviour modelling
Selection and Development of
Training Methods
Factors to Consider
1. Purpose (based on needs analysis)
Common objectives include
�� Information acquisition
�� Skills development (e.g., motor, interpersonal,
problem solving, decision-making)
Selection and Development of
Training Methods
2. Principles of Learning
i. Motivation to learn
�� Relevance and meaningfulness
�� Adequate preparation & self-efficacy
�� Choice/participation (e.g., time, content)
�� Clear goals
�� Reinforcement
ii. Feedback
iii. Opportunity to practice
Factors to Consider
Selection and Development of
Training Methods
3. Transfer of Training
Facilitated by:
�� Similarity of setting and task
�� Overlearning
�� Teaching of general principles
�� Reinforcement of transfer
Factors to Consider
Selection and Development of
Training Methods
4. Individual Differences
Should accommodate differences in:
�� Readiness to learn
�� Motivation to learn
�� Preferred learning style
Factors to Consider
Selection and Development of
Training Methods
5. Trainer Qualifications
Trainers should:
�� Have knowledge of the organization
�� Be knowledgeable about content
�� Be motivated to train
�� Understand principles of learning
6. Cost
Factors to Consider
Evaluation of Training
Criteria (based on Kirkpatrick, 1976)
Reaction
�� Did employees like the training, think it was useful, feel
more confident in their abilities?
Learning
�� Did employees learn anything new?
Behavioural
�� Do trainees behave any differently back on the job?
Results
�� Did the training have the desired outcome?
Designing an Evaluation Study
Issues to Consider
1. Internal Validity
�� accuracy of inference concerning effect of training
2. External Validity
�� accuracy of inference regarding generalizability
3. Construct Validity
�� accuracy of inference about why the training worked
Research Designs
Pre-experimental Designs
One-group Posttest Only Design
T X
One-group Pre-test / Post-test Design
X T X
Key
X = measure T = training R = random assignment
Threats to Internal Validity
Threats controlled by Random Assignment
History
Maturation
Selection
Testing
Instrumentation
Attrition (Mortality)
Statistical Regression
Research Designs
Experimental Designs
Pre-test / Post-test Control Group Design
R X T X
R X X
Pre-test Only Control Group Design
R T X
R X
Key
X = measure T = training R = random assignment
Research Designs
Experimental Designs
Solomon Four-Group Design
R X T X
R X X
R T X
R X
Key
X = measure T = training R = random assignment
Threats to Internal Validity
Threats not controlled by Random Assignment
Local history
Diffusion or imitation of treatment
Compensatory equalization of treatment
Compensatory rivalry
Resentful demoralization
Research Designs
Quasi-experimental Designs
Pre-test / Post-test Nonequivalent Groups Design
X T X
X X
Alternate Treatments Design
X T X X
X X T X
Key
X = measure T = training R = random assignment
Research Designs
Quasi-experimental Designs
Time-series Design
X X X X T X X X X
Key
X = measure T = training R = random assignment
Time
Outcome
1 2 3 4 5 6 7 8
x
x
x x
training occurs
x
x x x
Threats to External Validity
Examples
Interaction of testing and treatment
Interaction of setting and treatment
Interaction of history and treatment
etc.
Threats to Construct Validity
Examples:
Placebo effect
Hawthorne effect
Pygmalion effect
Evaluation of Training:
An Example
Purpose: Evaluate the effectiveness of behaviour
modelling as a training technique
Source: Latham & Saari (1979)
Evaluation of Training:
An Example
Focus of Training:
Orienting new employees
Giving recognition
Motivating poor performers
Correcting poor habits
Discussing potential disciplinary action
Reducing absenteeism
Handling a complaining employee
Reducing turnover
Overcoming resistance to change
Evaluation of Training:
An Example
Length of Training: 2 hrs/wk for 9 weeks
Training Procedure:
Initial instructions (learning points)
Videotape of model
Role-playing
Feedback
Monitoring and reinforcement
Evaluation of Training:
An Example
Research Design:
Participants were male first-line supervisors
Randomly divided into two groups
�� Experimental (training)
�� Control (waiting list)
Evaluation of Training:
An Example
Dependent Measures and Results:
Reactions - Survey of attitudes immediately following
training & 6 months later
- Ratings were found to be uniformly high
Learning - Multiple choice test administered 6 months after
training
- Expt > Control
Behaviour - Role playing 3 months after training
- Expt > Control
Results - Performance appraisal (standard and BOS)
- Pre-training: Expt = Control
- Post-training: Expt > Control
Compiled by Kiran Srinivas K.
Regards
M. Peer Mohamed Sardhar
093831 93832
From India, Coimbatore
Dear Sardhar,
you have done a very useful & helpful work for those who are in training & development area. your great work is to help to clearly systemize the training process.
Thank you and hope to exchange the ideas and point of views in T&D with you.
regards
Sonnguyen
From Vietnam, Ho Chi Minh City
you have done a very useful & helpful work for those who are in training & development area. your great work is to help to clearly systemize the training process.
Thank you and hope to exchange the ideas and point of views in T&D with you.
regards
Sonnguyen
From Vietnam, Ho Chi Minh City
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