CHAPTER+7

Chapter 7: Training and Development

Training, Learning, and Performance

• Training: Systematic acquisition of skills, concepts, or attitudes that improve performance in a different environment.

• Learning: A permanent change in behavior and capabilities due to experience and practice.

• Learning Outcomes:

  • Cognitive Outcome: Knowledge of rules, facts, and principles.

  • Skill-based Outcome: Development of motor or technical skills.

  • Affective Outcome: Changes in attitudes or beliefs influencing behavior.

• Performance: Actions relevant to organizational goals, assessed by individual proficiency.

Training Needs Analysis

• A comprehensive analysis is required to understand training requirements, focusing on what, where, and who needs training.

• Three-Step Process:

  1. Organizational Analysis: Identifies broad goals and areas needing training.

  2. Task Analysis: Evaluates the required tasks and necessary KSAOs (Knowledge, Skills, Abilities, and Other Characteristics).

  3. Person Analysis: Evaluates current knowledge, skills, and performance to identify who needs training.

Components of Training Needs Analysis

• Organizational Analysis: Analyzes goals, resources, and environment for targeted training.

• Task Analysis: Details specific tasks required for proper job performance.

• Competencies: Behaviors learned through experience that aid in achieving organizational outcomes.

• Person Analysis: Identifies individuals needing training and the type of instruction needed.

Task Clusters for Train Operators

1. Preoperation Responsibilities: Prepare for duty and gather necessary information.

2. Preoperation Equipment: Check train for defects and safety measures.

3. Train Operations: Operate the train safely considering environmental factors.

4. Maintaining Schedule: Ensure time management and operational communication.

5. Emergency Situation Activities: Address emergencies and maintain passenger safety.

The Learning Process in Training

• Training Design Characteristics:

  • Objectives, principles of learning, readiness, motivation, work environment, and opportunities for transfer.

• Learning Outcomes:

  • Cognitive, skill, and affective outcomes.

Trainee Characteristics

• Readiness: Presence of personal characteristics for effective learning.

• Performance Orientation: Focus on positive evaluation in training.

• Mastery Orientation: Emphasis on competence growth and learning from mistakes.

• Trainee Motivation: Interest in learning and applying new skills.

• Expectancy Framework: Relationship between effort, performance, and motivation.

Reinforcement Theory

• B.F. Skinner's Contributions: Highlights the role of reinforcement in enhancing motivation.

• Positive Reinforcement: Rewarding desirable behavior increases its likelihood of repetition.

Cognitive and Social Learning Theories

• Cognitive Theories: Focus on information processing and interpretation.

• Social Learning Theory: Learning through observation and rehearsal of tasks.

• Behavioral Modeling: Observing positive behaviors, role-playing, and feedback foster learning.

Social Learning Theory Components

• Self-Efficacy: Confidence in performing tasks.

• Goal Setting: Specific, challenging objectives enhance performance.

• Feedback: Knowledge of results enhances learning.

Practice and Overlearning

• Active Practice: Involvement in tasks to enhance learning.

• Overlearning: Continued practice leads to automaticity in task performance.

Fidelity in Training

• Fidelity: Degree to which training tasks mimic real job tasks.

• Physical Fidelity: Similarity in physical features.

• Psychological Fidelity: Development of KSAOs required for job performance.

Learning Approaches

• Whole Learning: Practice of the entire task at once.

• Part Learning: Subtasks are practiced individually before combining.

Massed versus Distributed Practice

• Massed Practice: Continuous practice without rest.

• Distributed Practice: Practice with rest intervals over time.

Learning Organizations

• Peter Senge's Concept: Promotes continuous learning, knowledge sharing, and personal mastery.

• Corporate Universities: Developed to promote organizational learning.

Modules on Content and Methods of Training

• On-the-Job Training: Learning by engaging in actual job tasks, observing colleagues.

• Apprenticeship: Structured program for mastering skilled trades.

• Job Rotation: Movement across jobs or departments to broaden skills.

Off-Site Training Methods

• Classroom Lecture: Efficient presentation of information through spoken word and audiovisuals.

• Programmed Instruction: Trainees learn at their own pace through written/computer materials.

• Simulators: Training tools replicating real-world scenarios safely.

Distance Learning and Computer-Based Training

• Distance Learning: Interactive learning from remote locations using technology.

• Blended Learning: Combination of distance and face-to-face instruction.

• Computer-Based Training: Interactive learning using various multimedia formats.

Training Critical Thinking

• Importance in Modern Workplace: Technology advancements increase the need for critical thinking skills.

Transfer of Training

• Transfer of Training: Application of learned skills to the job.

• Horizontal Transfer: Skill application across different contexts at the same organizational level.

• Vertical Transfer: Application of training outcomes at higher organizational levels.

Positive Transfer of Training Climate Characteristics

• Indication of training importance, continuous learning culture, peer support, access to necessary resources, and positive reinforcement.

Evaluating Training Programs

• Training Evaluation: Systematic collection of data to inform training decisions.

• Kirkpatrick's Model: Categorizes training evaluation into reaction, learning, behavioral, and results criteria.

Utility Analysis

• Factors Influencing Utility: Number trained, performance differences, duration of impact, and variability in untrained performance.

Training Evaluation Designs

• Pretest-Posttest Control Group Design: Random assignment, control groups, and measurement before and after training.

Specialized Training Programs**

• Development: Comprehensive process involving education, experiences, mentoring, and personality assessments.

Management and Leadership Development

• Assessment Centers: Evaluation methods using multiple assessors.

• 360-Degree Feedback: Feedback from various sources to provide holistic performance insights.

• Coaching: A personal approach to enhancing performance and managing change.

Coaching Assumptions**

• Remedial Approaches: Focus on fixing problem behaviors and often dwell on past issues.

• Positive Proactive Coaching: Encouragement of growth and motivation, focusing on future performance improvements.

Informal Training

• Informal Training: Learning through experiences outside official training programs.

• Learning from context, challenges, and job experiences fosters development.

Sexual Harassment Awareness Training**

• Sexual Harassment: Unwelcome sexual advances that impact employment or work performance.

• Quid Pro Quo Harassment: Direct requests for sexual favors tied to job security.

Cross-Cultural Training**

• Expatriates: Managers assigned abroad may face culture shock, impacting their performance.

• Cross-Cultural Training Goals: Enhance understanding of cultural differences, improve communication, and adaptability.