Professional Documents
Culture Documents
Overview
y Models of Learning
y Reinforcement Theories y Cybernetic & Information Theories y Cognitive Theories & Problem Solving y Experiential Learning Cycle
y The learner and the organisation : transfer y Model of Training Needs Analysis (TNA) :
individual and organisational levels of analysis y Special training and development needs : diversity management
Learning
Training and developmental activities are designed to bring about changes in behaviour Arnold, Cooper & Robertson (1998)
Learning is a relatively permanent change in behaviour that occurs as a result of practice or experience Bass & Vaughan (1966)
y How do we learn ? Psychological theories...
Reinforcement Theories
y Pavlov (1904) Classical Conditioning making dogs dribble y Skinner (1965) Operant Conditioning teaching pigeons ping-pong
y Watson & Rayner (1920) little Albert y Nord (1969) application of Skinner s positive reinforcement principles to org./mgmt practices y N.B. Conditioning by punishment ?
y Kohler (1973) Theory of Insight Learning or Discovery Learning (e.g. Chimps, bananas and sticks or Archimedes Eureka!! )
Signal Learning (classical conditioning) Stimulus-Response Learning (operant conditioning) Chaining (connecting sequence of 2+ S-R units) Verbal Association (learning verbal chains) Discrimination Learning (different responses to similar stimuli) Concept Learning (common response to different stimuli in gp) Rule Learning (a chain of 2 or more concepts I.e. if A then B ) Problem Solving (recombining old rules into new ones)
Experiential Learning
Kolb (1974) : Learning Cycle
Concrete Testing implications of concepts in new situations experience Observations & Reflections
Otto & Glaser (1970) : taxonomy of motivational factors in learning : achievement motivation, anxiety, approval, curiosity, acquisitiveness
y y y
errors in cognitively complex tasks) Welford (1962) older less able to cope with large amounts of information and vocab. and comprehension increase (reasoning and numerical ability test scores decreased) Vernon (1960) rate of decline slowest in originally high scorers. Stimulation Education & Training offset decline in abilities
Transfer
y Training transfer occurs when new learning is used in new settings beyond those employed for training purposes (Arnold, Cooper & Robertson, 1998) y Positive Learning Transfer
when learning that has already taken place on one task assists later learning on another y vertical positive transfer : one subject acts as a basis for another (e.g. maths to statistics) y lateral positive transfer : occurs when the same type of stimulus requires the same response (e.g. flight simulators) y N.B. On- vs Off-the-job Training
y
y Negative Transfer
y
when an old learning or past experience can hinder performance on a new task; when the same stimuli requires a different response (e.g. driving on right hand side)
Individual y Understanding of general principles y facilitated by discovery learning; issue of physical and psychological fidelity y Overlearning y practising beyond the level of minimum competence y Association y getting the trainee to associate new learning with other, previous, learning. Organisational y Supportive culture ? y Congruent norms/values/attitudes
13
Introduction to Training
Training is the systematic process of altering employee behavior in a way that will achieve organizational goals
It should be related to present job skills and abilities It helps employees master the specific skills and abilities needed to be successful
14
Introduction to Training
A training program is an opportunity for employees to acquire skills, attitudes, and knowledge
Learning is the act by which an individual acquires skills, knowledge, and abilities that result in a relatively permanent change in behavior Any behavior that has been learned is a skill Motor, cognitive, and interpersonal skills are training targets
Human Resource Management 15
Intr
ti n
16
High-Leverage Training
y Linked to strategic goals and objectives y Uses an instructional design process to ensure that
training is effective y Compares or benchmarks the company s training programs against training programs in other companies y Creates working conditions that encourage continuous learning
18
Systematic diagnosis Development of a program The mobilization of resources Top-management commitment for success
19
recognition that employees are assets y Importance of training & development y Rapid technological changes cause skill obsolescence y Redesign of work brings need for new skills y Mergers and acquisitions have increased need for integrating employees into different cultures y Globalization of business requires new knowledge and skills
20
y Organization
y Improved bottom line, efficiency and profitability y Increased flexibility in employees who can assume different
21
Employee Training
Determining training needs Specific training goals should be based on:
organizations needs type of work to be done skills necessary to complete the work
drops in productivity increased rejects inadequate job performance rise in the number of accidents
Human Resource Management 22
Principals of Learning
Learner Attention
Importance/Relevance to job
23
Training Process
Identify Training Needs Set Training Objectives
Evaluation Criteria
Needs Assessment
Needs assessment is a process used to determine if, and what type of, training is necessary
Organizational analysis: examining a firms mission, resources, and goals Person analysis: determining who needs training and their readiness for training Task analysis: identification of the tasks, knowledge, skill, and behaviors that should be included in a training program
26
27
Individual Diaries
Attitude Surveys
Observations
Tests
Human Resource Management
Interviews
28
Needs Assessment
The information gathering provides a profile of: What type of training is needed Who should be trained When training should be conducted Whether training is the preferred approach Instructional objectives lead to the selection and design of instructional programs: If assessment and program design are done carefully, training and development can be monitored and evaluated
Human Resource Management 29
30
Instructional Methods
32
33
2.Interpersonal skills
3.Job
kn o w le dge
(c) Understudy
kno w ledg e
On-The-Job Training
This is the most widely used method of training
Although OJT is simple and relatively inexpensive, hidden costs can include: Damaged machinery Unsatisfied customers Misfiled forms Poorly taught workers
35
Computer-Based Instruction
y Benefits y Self-paced y Adaptive to different needs y Can be customized y Easy to deliver y Usually less expensive to administer y Can be conducted when convenient for employee y Drawbacks y Learners must be selfmotivated y Cost of producing online, interactive materials y Lack of interaction with others may work against needs and preferred learning styles
36
Case Method
The case method uses a written description of a real decision-making situation
Identify the problems Analyze the problems Propose solutions Choose the best solution Implement it
More learning takes place if there is interaction with the instructor
37
Role Playing
Each person is assigned a role in a situation and is asked to react to other players role-playing The player is asked to react to the stimuli as that person would Players are provided with background information on the situation and the players A script is usually provided The success of this method depends on the ability of the players to play the assigned roles believably Role-playing can help a manager become more aware of, and more sensitive to, the feelings of others
Human Resource Management 38
In-Basket Technique
The participant is given typical items from a specific managers mail, email, and telephone list Important and pressing matters are mixed in with routine business matters The trainee is analyzed and critiqued on: The number of decisions made in the time allotted The quality of the decisions The priorities chosen for making them To generate interest, in-basket materials must be: Realistic, job-related, and not impossible to make decisions on Resource Management Human 39
Behavior Modeling
There are four steps in this process:
Modeling of effective behavior (films) Role playing Social reinforcement (role playing) Transfer of training to the job
Modeling offers promise for developing leadership skills, if used in conjunction with videotape methods
Research evidence is generally positive
Human Resource Management 40
Programmed Learning
Presenting questions, facts, or problems to the learner Allowing the person to respond Providing feedback on the accuracy of answers
Advantages
Reduced training time Self-paced learning Immediate feedback Reduced risk of error for learner
Human Resource Management 41
42
delivery methods
y Shift toward on-the-job training y Increased efficiency y Exploitation of technology to aid learning y Increased emphasis on teams y Focus on mentoring
Human Resource Management 43
Evaluation
y Integral part of overall training program y Provides feedback on effectiveness of
training program y Evaluation criteria should be established in tandem with and parallel to training objectives
44
45
46