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Step 1

Conduct training
needs analysis
Review available
training methods
Implement
training program
Measure training
results
Develop training
objectives
Design/select
training methods
Design training
evaluation approach
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Adapted from T. C. Parker, Statistical Methods for Measuring Training Results, in
Training and Development Handbook, 2
nd
ed., ed. R. L. Craig (New York: McGraw-Hill,
1976). Copyright 1976. Used by permission.
Training Model
Organizational Analysis
(Where is training needed?)
Identification of deficits (e.g., skill-based, attitudinal)
Introduction of new technology, procedures, systems
Address staffing needs (e.g., strategic planning efforts,
projected personnel needs)
Task Analysis
(What needs to be trained?)
Use of job analysis information (e.g., specific tasks and/or
KSAs to be trained)

Person Analysis
(Who needs to be trained?)
Use of performance appraisal information (objective and
subjective data) to help determine employee strengths and
weaknesses

Needs Analysis
Training
Objectives
It is best if objectives are:

Specific (regarding what needs to be learned)

Measurable (regarding how will learning be
assessed)

Sequenced for optimal learning

Consistent with the organizations needs, goals,
and capabilities (e.g., resources)
Basic Learning
Principles
1) Feedback (best if it is specific and immediate)

2) Transfer of Training (e.g., transfer what is learned back
to the job)

3) Reinforcement (use of desired rewards for proper
performance)

4) Practice (opportunity to apply what is learned during
training to the job)
Hands-on Training
Methods
On-The-Job Training (OJT)
One of the most frequently used training methods (especially with
regard to skill acquisition)
Training is specific to the job tasks (e.g., use of actual tools,
equipment, procedures)
Easy transfer of training back to the job
Training is dependent on the skill/knowledge and time availability and
motivation level of the trainer
Often unstructured regarding such things as: what is taught, how
things are taught, the timing and sequencing of what is taught, and the
time spent (focus) on what is taught
Difficult to determine when, or if, mastery of skills has been achieved
Vestibule Training
(Conducting training sessions on actual job equipment in an area away
from the job site)
No damage to equipment, or stoppage of processes, if mistakes are
made
Allows the observation of employees performance in a controlled
environment before they are allowed to work on actual job equipment
Easy transfer of training back to the job
Sometimes used as an assessment of ability during a probationary
period
Hands-on Training
Methods (cont)
Job Rotation (or Cross-Training)
Employees can perform more that one set of job tasks (allows
for easier coverage of jobs in case of absences)
Employees are more able to assist others in specific job duties
Difficult to match employees skills and abilities to one job, let
alone several ones
Jobs usually need to be relatively similar in the KSAs that they
require
Apprentice Training
(Learn job skills from a qualified employee across time)
Information Presentation Training
Methods
1) Lectures
Relevant to groups of various sizes
Difficult to tailor to individual needs
2) Workshops/Seminars/Conferences
Transfer of training can be problematic
3) Audio-visual (e.g., videotapes, CDs, DVDs, films, slide
presentations)
Ensures consistency of content and presentation
Some methods are not easily revised (e.g., costly)
After initial cost of production, relatively cheap to use
Allows the review of performance
Videos are difficult to modify
Making videos can be quite expensive
4) Computer-Based Instruction (or Computer Assisted
Instruction) and Web-Based Training
Can be individually tailored to match individual needs
or ability level (& individualized assessment possible)
Use of realistic graphics
Assessment and feedback can be provided quickly


Simulations
1) Behaviorally-based (e.g., flight simulator training, police
officer training)
Computer-based, physical equipment
Permits practice and the introduction of events,
obstacles, situations
Saves training time
Allows the review and evaluation of performance
2) Role Playing (individual or group)
Types of training include assertiveness, conflict
resolution (e.g., customer complaints), sales
approaches
Evaluate performance and provide feedback
Actual behavior and performance assessment can be
unstructured
3) Simulation Exercises (e.g., Assessment Center-type)
4) Behavior Role Modeling
Observe proper behavior
Perform behavior
Receive feedback regarding performance of behavior
Receive reinforcement for proper behavior
Have an opportunity to practice behavior on the job if
feasible (transfer of training)
Recent Training Topics
Cultural Diversity Training

Increase awareness and appreciation of
differences in customs, norms, preferences, etc.

Diversity in ideas, skills, interests creates the
potential for more creative and better decision-
making

Increasing importance of this due to globalization
Mentoring Programs
Mentor Protege
Mentor teaches a protg how to perform specific
tasks; develop within the organization; grow as a
person

How should the mentor and protg be paired?
Assigned versus non-assigned
Cross-gender/race versus same gender/race
Sexual Harassment (Types)
1) Quid Pro Quo (sex as a condition of employment or
basis for employment decisions)

2) Environmental harassment (behavior of a sexual
nature that is unwelcome and that unreasonably
interferes with ones work performance or creates an
intimidating, hostile, or repressive work environment)
Sexual Harassment
Sexual Harassment Awareness Questions
1) If a consensual relationship already existed
between two employees, than no grounds exist
for sexual harassment
2) An employee must follow a companys sexual
harassment complaint procedure before filing a
suit of harassment
3) A company is not liable for harassment that
occurs outside of the work environment
4) An organization can be responsible for
harassment of its customers/clients
5) The law protects men against sexual
harassment by females
6) Only a manager or supervisor can sexually
harass an employee
7) A company that takes immediate corrective
action regarding harassment is less likely to be
found liable for the violation
8) A company that has a written policy against
sexual harassment has little to worry about in
terms of legal liability
Sexual Harassment (Some Key Factors)
Investigating the record as a whole

Viewing the totality of the circumstances (e.g.,
nature of the relationship, nature of the sexual
advances, context in which the behaviors occurred)

Examining the evidence on a case by case basis

Conduct is potentially illegal if the organization
knew or should have known of sexual behavior

Sources of harassment:
Supervisors (company responsibility; agent of the
company)
Co-workers (corrective action)
Clients (extent of company control)
Sexual Harassment Training
1) Establish a written policy prohibiting harassment
Define sexual harassment
Outline complaint procedures
Ensure confidentiality of complaints
Guarantee protection of those who complain
Outline disciplinary action against harassers
Tie policy to mission statement of
organization
Training Program Components
a) Introduction and support from top management
Establish a shared understanding &
agreement regarding acceptable and
unacceptable behavior
Mandatory attendance (management and non-
management personnel)


Sexual Harassment Training (cont.)
b) Definition of sexual harassment
Use of scenarios, vignettes
Role playing
Group discussion exercises
c) Communicate nature and extent of the problem
d) Explain individual, institutional, and legal solutions
Sexual Harassment Training (cont.)
3) Establish effective complaint procedures

a) Have multiple designated officials to whom
complaints can be made

b) Train designated officials in intake and
investigative interviews

c) Train 1
st
line supervisors (crucial)
Selection interview
Orientation
Performance appraisals

d) Develop complaint process
Stop harassment immediately (if exists)
Address victims needs
Discipline harasser (if necessary)
Vignettes
1. A group of male sales representatives come to see you. They say
they no longer want to be sent on out-of-town assignments with
female colleagues because they are afraid of sexual harassment
charges.

Do you assure the men they dont have to travel with women?
Tell the men their fears are groundless?
Arrange for a sexual harassment training session?
Call a department meeting to discuss the matter?

2. Barb just lost a lot of weight. She starts coming to work in very
short, tight skirts and clinging tops.

Do you ask nothing?
Call Barb in to tell her to dress more appropriately?
Send Barb a memo asking her to dress more appropriately?

3. XYZ Company is your biggest account. The buyer has been making
unwelcome sexual advances to several women in your office.

Do you ask the women to ignore it?
Tell the buyer not to come back?
Tell the buyer to change his behavior?
Call the buyers boss?


4. Ann, a female supervisor, has recently complained to management
about the ongoing sexual advances and innuendo to which she is
exposed on the plant floor. The Plant Manager reminded her that
she was informed about this climate before she accepted her
position. She has been told that she is going to have to be more
assertive and learn to deal with this if she expects to keep her job.

5. Richard and Janet have worked together for several years. Richard
grabbed Janets behind when she was drinking from the water
fountain. When Janet objected, Richard apologized and has never
repeated this behavior again.
Vignettes (cont.)
Training Evaluation
Criteria
1) Reaction criteria (e.g., via Participant Reaction Forms)
Assessment of how participants felt about the
training program (e.g., adequacy of content
coverage, usefulness of material, how material was
delivered)
2) Learning criteria (assessment of what was learning
immediately following training)

3) Behavioral criteria (did learning that occurred during
training transfer back to the job)

4) Results criteria (did the training lead to positive
organizational outcomes e.g., increased profit, better
output, less injuries/accidents)

Measuring Training Effectiveness
1) Did any change occur?

2) Was the change due to training? (Internal
validity)

3) Was the change consistent with the
organizations goals?

4) Can the change that occurred generalize
to other people and locations? (External
validity)

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