Industrial Psych Exam 2
Extrinsic motivation
Doing an activity for a reward. Positive and negative reinforcement, punishment -> all extrinsic. An example of extrinsic motivation is a performance bonus offered to sales representatives for achieving specific sales targets. The monetary reward serves as an external incentive, motivating employees to exert effort and meet or exceed their sales goals to earn the additional financial benefit.
Intrinsic motivation
Doing an activity for its inherent satisfaction rather than for a separable consequence. Intrinsic motivation is a strong predictor of performance (both at work and in training) an employee in a tech company might show intrinsic motivation by voluntarily contributing innovative ideas to a project because they are passionate about technology, enjoy creative problem-solving, and find fulfillment in making meaningful contributions to the company's success, even in the absence of immediate rewards or external pressure.
Training Fidelity
Equipment Alignment between tools, technolog, other system features used in training and on the job both Environment Replication of task environment, regarding sensory information, motion cues, other features Psychological Degree to which task cues and consequences mirror what trainees experience on the job
Control groups
A control group is a group of employees similar to your trainees who do not go through the training program Why should I use a control group? Having a control group ensures that the effect of your training program comes from the training and not outside factors Eg. if you provide a training program on how to make salads at panera after people have started their jobs, they might actually learn these skills on the job
Cross cultural training
Expatriate training, focused on preparing individuals for or improving adjustments in international assignment Multicultural training: similar to diversity training focused specifically on preparing people to interact with others from different cultures Tend to be effective Most effective when conducted before expatriates go abroad. For example, a global tech company might offer workshops addressing cultural communication differences for its software development teams in India and the United States. The training would cover diverse work styles, communication norms, and time preferences, fostering a more effective and culturally sensitive collaboration between the geographically dispersed teams.
Self determination theory
Extrinsic and Intrinsic motivation. Social Determination Theory (SDT) may be applied in a workplace wellness program. For example, the organization can enhance employees' intrinsic motivation for fitness by creating a supportive and autonomy-friendly environment. This might include offering flexible workout schedules, providing choices in exercise options, and fostering a sense of community through group activities. SDT suggests that when individuals feel autonomous and connected, their motivation to engage in wellness activities is more sustainable and self-driven.
How do extrinsic rewards impact intrinsic motivation?
Extrinsic rewards tend to undermine intrinsic motivation When extrinsic rewards are introduced people feel controlled by the rewards (low autonomy), prompting a shift from an internal to external locus of causality
Errors in staffing decisions
False negative, True negative, false positive, true positive
Stimulus Generalization
General principles are applicable to many different work situations. Work environment is unpredictable and highly variable. The type of transfer is far transfer.
Why do we need multiple sources of information on candidates?
High performance on one assessment can compensate for low performance on another Jobs require many different knowledge skills, abilities to promote performance
How does criterion related validity impact errors?
Higher criterion related validity reduces errors. Lower numbers of false positives and false negatives. Higher number of true positives and true negatives.
Large Scale hiring
Hiring lots of employees for the same position. TJ Maxx store employees- may be worthwhile to invest in tailored assessments for these positions. We're hiring for high level employees E.g. TJX employed battery of assessments only for applicants for VP-level positions and above Recommendations for large scale hiring efforts Cost of testing many applicants is high, But if the validity of a new procedure is higher than the validity of an old procedure cost savings can be late Good to use standardized well established and feasible selection strategi
Random Assignment
Ideally trainees should be randomly assigned to a control group Random assignment is the most difficult component of training evaluation in practice - close is better than nothing!! Why should I randomly assign participants? If assignment is not random the gains from training could be due to other characteristics about trainees
What is team training?
Individual training is typically focused on training an individual for their role within a team A team of experts does not make an expert team! Team training focuses on Training an individual for their role within a team Training a team on how to work effectively with each other Team tasks, goals, and processes.
Kirkpatrick's model of training evaluation
Kirkpatrick's Model: Four levels of training evaluation—Reaction, Learning, Behavior, and Results. Example in Industrial Psychology: In a customer service training: Reaction: Feedback on training. Learning: Assessing improved skills. Behavior: Observing skill application. Results: Analyzing customer satisfaction and performance metrics.
Beware
Positive reactions are important but dont always lead to results.. You might enjoy a class and learn a lot more because you like it and found it useful But you might like a class because it is easy and therefore gain less from the class Despite this, many organizations only measure reactions Be wary of this - an effective program needs to do more than lead to positive reaction Many consulting organizations may also only provide reaction data
Cut scores
Cut scores are used to determine a minimum cutoff for selecting employees. For instance, if a company sets a cut score of 80% on a technical skills test, only candidates scoring 80% or higher would be considered for further interviews. This approach helps organizations efficiently screen and select candidates based on predefined criteria.
How do cut scores impact errors?
Cut scores impact the number of positive vs. negative decisions made, which indirectly impacts errors. Lowering a cut score leads to higher number of true positives and false positives. Also lowers number of false negatives and true negatives.
Difference between cut scores and criterion cut scores
Cut scores, in a general sense, are used to differentiate between groups of individuals based on performance. Criterion-referenced cut scores specifically link performance to predetermined criteria or standards, ensuring that individuals who meet or exceed these criteria are identified as proficient or competent. Cut scores are used to determine a minimum cutoff for selecting employees. Criterion cut scores find the test score that corresponds to the desired level of performance.
False negative
Decided not to hire someone who would have performed well. False: Indicates error. Negative: hiring decision. An example is seen with an introverted candidate with strong sales skills being incorrectly labeled as unsuitable for a sales position based on a personality test that erroneously indicates low extraversion. This error could lead to the candidate being overlooked for a role they are well-suited for.
true negative
Decided not to hire someone who would not have performed well. An example is seen when a pre-employment integrity test correctly identifies an individual with dishonest tendencies as unsuitable for a position involving financial responsibility. This outcome protects the company from hiring a potentially problematic candidate, demonstrating the accuracy of the test.
false positive
Decided to hire someone who did not perform well.
true positive
Decided to hire someone who did perform well.
Training considerations
Design Features: -Attendance policy, mandatory vs. voluntary (motivation) -Spacing effect - massed vs. spaced (cognitive load) -Training instructor - internal vs. external (motivation) -Administration - self administered vs. instructor led (motivation)
Training system framework
Design, Delivery, Evaluation
Small Batch Hiring
Develop a job readiness justification based on judgment and rationality rather than on numbers and data analysis (use a job analysis to inform criteria for assessment) Consider the utility gain - very costly assessment procedures might not pay off Make sure every candidate is exposed to the same assessment procedures - you can't "wing" it without comparing the same data across applicants. For example, a technology company focusing on niche expertise may employ small batch hiring when recruiting cybersecurity specialists. This targeted approach allows for more personalized assessments and thorough evaluations of candidates' specific skills relevant to the specialized role.
Results
Did training have an impact on meaningful business outcomes Outcomes used to determine benefits of training to the company Reduced costs Increased employee retention Increased sales Improved quality Customer service
Social Learning Theory
Directly experiencing the consequences of using a behavior or skill Watching others demonstrate a behavior or skill Many components to social learning theory, most relevant to training → Self efficacy For instance, new employees observe and learn from experienced colleagues, imitating their behaviors and adopting best practices. This social learning approach facilitates skill acquisition, knowledge transfer, and cultural assimilation within the workplace.
Purpose of organization analysis
Does training support the company's strategy? Determine whether the training can align with the strategy of an organization (or an entrepreneur) What are strategic objectives of the organization (to ensure bounty is a household name) What skills are needed to achieve these strategic objectives? (e.g. to ensure bounty is a household name) What skills are needed to achieve these strategic objectives? (knowledge of marketing, market research) Who needs to be trained to implement this strategy? (e.g. individuals in the marketing department)
What is leadership training?
Programs designed to specifically to enhance leaders KSAs Leader training development is more focused on individual level concepts Leadership training/development is more focused on interplay between leaders and followers and more socially relevant concepts Overwhelmingly, research find that leadership training is effective in improving training outcomes. A company may implement a program focusing on effective communication skills. For instance, through workshops and simulations, leaders could practice clear and empathetic communication to enhance team collaboration. Regular assessments and feedback loops would be integrated to measure progress and refine the training approach, ensuring leaders develop and apply improved communication strategies in the workplace.
Experimental design
Proper training program evaluation should use a repeated measures, experimental design What does this mean? Repeated measures: pre-post test Experimental: Randomly assigns participants to a control group
Methods used in needs analysis
Observation Surveys Interviews Focus groups or crowdsourcing Documentation Technology Historical data
Self Efficacy
One's belief that they are capable of achieving their goals General self efficacy Task self efficacy Career self efficacy Training self efficacy and self efficacy for the task individuals are being trained on are both important in this context. self-efficacy can be observed in a sales training program where participants are encouraged to set challenging but achievable sales targets. As individuals experience success in meeting these targets, their self-efficacy—the belief in their ability to perform well—increases. This heightened self-efficacy can positively impact motivation, effort, and persistence in achieving future sales goals
Development in Employee
Ongoing throughout an employee's career May be more employee tailored Focused on self-reflection, improving outside of learning alone
Is team training effective?
Overwhelmingly, yes Research indicates that team training improves team outcomes by at least 20% Training teams on specific teamwork skills is most effective approach Communication skills Team coordination Team decision-making skills How to run a debrief
Outputs
Performance Employees must understand the need to perform, how to perform, what level of performance in training will yield success Analysis of current performance helps understand if there is miscommunication regarding performance expectations Expectations for performance regarding training should be clearly communicated Measuring outputs: Historical data Employee performance records (particularly useful if training related) Surveys Surveying managers about employees performance Observation Observing employees in a performance context to assess current levels of performance and determine expected performance
Component of person analysis
Person characteristics Input Output
Cognitive outcomes
Type of learning outcome that includes declarative knowledge or knowledge of rules, facts, and principles Declarative knowledge: Understanding facts or information that is static in nature The type of knowledge you would demonstrate on a pencil and paper test Naming the organization's strategic priorities Identifying menu items at a restaurant Correctly answering questions about organizational rules or policies
Training in employee development
Typically a program focused on teaching specific knowledge, skills, behaviors, attitudes, etc. May be conducted over time, but with a start and an end date
Training industry
US training expenditures passed the 100 billion mark in 2021-2022 Job growth for training and development specialist is faster than average
Forms of Adverse Treatment covered by EEOC
Unfair treatment - Because of your identity or genetic information Harassment - In your workplace, because of your identity or genetic information Denial of a reasonable workplace change - That you need because of your religious beliefs or disability Improper questions about or disclosure - Of your genetic information or medical information Retaliation - Because you complained about job discrimination or assisted with a job discrimination proceeding, such as investigation or lawsuit
Compensatory system example:
Universities ask for many pieces of information to make a holistic decision: -High school GPA and transcripts -ACT or SAT scores (now optional) -Personal essays -Letters of recommendation -High GPA could compensate for low ACT or SAT scores, or a strong essay could help explain low GPA in one semester of high school
The science of training
Well designed programs based on the science of training yield important outcomes in organizations. - Preparing employees to perform specialized tasks (improving bottom line) - Improving employees ability to interact with each other and their environment (improving intergroup relations and teamwork) Example: Health care team training -> saving patients lives.
Design
What information is being used to design a training, and what are the structural features of the training? For example, during the design phase, instructional designers would create detailed training materials, including interactive modules and assessments, based on the identified needs and objectives from the analysis phase. This methodical approach ensures that the training program is well-structured, aligned with organizational goals, and effective in addressing specific learning outcomes.
Delivery
What is the content of the training? For instance, a company might choose to use a blended learning approach, combining in-person workshops with online modules to train employees on a new software system. This method caters to different learning styles, provides flexibility, and allows for interactive sessions alongside self-paced learning.
Evaluation
What outcomes is the training improving and how are we measuring these outcomes. For example, a company might assess the effectiveness of a leadership development program. This could involve gathering feedback from participants through surveys, analyzing post-training performance metrics, and conducting follow-up interviews to measure the program's impact on leadership skills and overall job performance. The evaluation method aims to ensure that the training program aligns with organizational goals and produces tangible results.
Data driven approach
You have a toolkit for the most reliable assessments Use job analysis to ensure the assessments chosen to make selection decisions align with job demands
Adverse Impact
-Employment practices that appear neutral but have a discriminatory effect on a protected group -Not limited to hiring - can occur in promotion, training and development, transfer, layoff, and even performance appraisals -If a test results in adverse impact, organizations have the burden of proving that the test is valid and reliable
Methods for conducting a task analysis
- Existing documentation - The Onet -Interviews - Observation - Surveys
Prediction errors
- Higher validity coefficients = increased confidence that higher scores will be high performers - The result of low criterion related validity True positives False positives True negatives False negatives
Training without a needs assessment
- No organizational analysis -> training isn't linked with strategy - Wasting organizational resources, no clear benefit to organization from training - No person analysis -> Employees aren't ready/motivated for training - Employees don't have basic knowledge/prerequisites for training - Trainees are not engaged in content or process - No task analysis -> Wrong skills are trained - Training employees on skills or competencies that aren't relevant to their role
The IDP Model of Training Delivery
-Information-based: to deliver information (lecture or text-based info) -Demonstration-based: To demonstrate skills and abilities being trained (providing examples) -Practice based: to offer practice opportunities (role play, simulation) -Feedback: providing trainees with feedback on their performance throughout the training A pharmaceutical company may implement a training program for its research scientists. The process involves analyzing the specific skills and knowledge needed, designing targeted training modules, and planning the delivery method. For instance, scientists might receive hands-on laboratory training, workshops on new research methodologies, and online modules for continuous learning, aligning with the IDP model's systematic approach to training development
Additional notes about Adverse Impact
-Sometimes especially in small sample cases, legal teams will determine whether a difference in selection ratios is statistically significant -Adverse impact can occur to the majority or dominant group E.g. a company measures fine motor skills by asking applicants to dress a doll.. Female applicants will probably get hired at a higher rate
Underpinnings of training
-Training must be focused on helping employees reach their instructional and training goals or objectives -Training programs require measurable learning objectives -Evaluation is extremely important and must be considered at all phases of the training design process
Steps in a Task Analysis
1. Select the jobs for analysis 2. Develop a preliminary list of tasks 3. Collect additional data about the tasks at hand
Developing a Compensatory System with Regression
1. Use data from a subset of incumbent employees to predict actual performance 2. Use these regression weights to "cross validate" in another sample of incumbent employees to determine how well it predicts performance 3. Use these results to determine how to weight scores for job applicants
Calculating Adverse Impact
1.Calculate the selection ratio for each group 2.Determine which group has the highest selection rate 3.Calculate the impact ratios by comparing the selection rate for each group with that of the highest group (divide the selection rate for the highest group) 4.Observe whether the selection rate for any group is substantially less (i.e, usually less that four fifths or 80 percent)than the selection rate for the highest group. If it is, adverse impact is indicated in most circumstances.
Types of development activities
Assessment Centers (identifying leaders, personality and leadership skills assessments) Multiple raters assess employees in a number of exercises Typically used to identify personality characteristics, administrative skills, and interpersonal skills for managerial jobs Common exercises: Leaderless group discussions Interviews In-basket exercises Role plays 360 Feedback (may discuss feedback with a supervisor or coach) Feedback is obtained from subordinates, peers, customers, and employees themselves Individuals complete questionnaires rating the employee on a number of different dimensions Feedback is complex - may want to review with a trained facilitator or a coach Coaching (focus on improving leader behaviors through self reflection, discussing challenges the leader has encountered, etc.) Coaches meet with employees, teams, or work units to discuss their experiences at work, especially through changes Coaching focuses on facilitating change and improvement Coaches are trained in reacting and responding to their coaches, which shapes the coaching interaction Coaches are often brought in to help guide leaders in a 1:1 capacity through changes in the organization
Person characteristics
Basic skills: Cognitive ability, reading level Help determine what training is needed to get employees up to speed, how training should be delivered to cater to the abilities of trainees Self-efficacy: The extent to which an individual believes they can be successful in training or at a task Influence trainee motivation and performance in training Interventions can be incorporated in training to help build trainee self-efficacy Awareness of training needs, career interests, goals Influences trainee motivation, whether the training can help the employee further their career Age and generation May influence preferences for generation, pre-existing skills (e.g familiarity with technology) Measuring person characteristics Biodata: information about employees background (employment history) and demographic characteristics age , generation, previous knowledge (job experience) Surveys Self efficacy, goals, career interests, etc. Interviews Self efficacy, goals, career interests, etc.
Diversity training
Broadly aimed at improving intergroup interactions preparing individuals to interact with people who are different then they are Diversity training is more effective when accompanied by other diversity initiatives Targeted at awareness and skills development Conducted over a significant period of time More women in a training group → More favorable reactions
Training Transfer
Close transfer: applying skills you've learned in training during the training program in a context that resembles work environment (e.g. simulation) Far transfer: applying skills learned during training in the work environment outside of training Far transfer is much more difficult to achieve than close transfer, but both are important close transfer is evident when employees directly apply newly acquired software skills from a training workshop to their everyday tasks in the office, enhancing their job performance. far transfer occurs when employees apply problem-solving techniques learned in a leadership training program to address complex challenges beyond their usual job scope, contributing to organizational innovation and effectiveness.
Criterion related validity and prediction errors
Cognitive ability has a higher criterion related validity than interviews. As a result using cognitive ability for selection would yield more true positives and true negatives. Using interviews would yield more false positives and false negatives.
Training outcomes
Cognitive outcomes, skill-based outcomes, affective outcomes
Assessment Best practices
Consider the sources of contamination for the assessments you use Align assessment methods with the content you need to measure
Criterion- Referenced cut scores
Considered by the desired level of performance for a new hire. For instance, in a certification exam for IT professionals, a criterion-referenced cut score might be set at 70%. This means that individuals scoring 70% or higher are considered to have met the established standard of competence, allowing them to receive the certification.
criterion-related validity
Correlation between a test score and criterion (job performance) Combining predictors can result in higher criterion related validity (combining interview scores, conscientiousness, and college GPA). A job performance test accurately predicts the success of employees in a sales role. For example, if a sales aptitude test is administered to new hires and those who score higher consistently achieve better sales results over time, the test demonstrates good criterion-related validity for predicting job performance in the specific context of sales. Cognitive ability has the highest criterion validity with .50, following biodata .37, interviews has the least with .14.
State and local protections
Marital Status Hair texture or style Legal off duty conduct, such as smoking Whistle blowing Taking leave to serve on a jury or vote
Massed vs. Spaced Practice
Massed training programs: all content delivered at once → week long, intensive, training programs, day long program, etc. Spaced training programs: Content spread apart → once a week sessions, one hour a day, etc. -Cognitive load theory tells us that people can only process a limited amount of information at a time -Training evaluation research overwhelmingly supports spaced over massed training programs
Cognitive Theory
Meaningful material and coding schemes enhance storage and recall of training. All types of training and environments. The type of transfer is near and far.
Measuring G results
Measuring results typically happens some amount of time before and after a training program Needs to be long enough after training program Decide how long you would expect to see an impact on results-related outcomes E.g the day of training you might not see results, but a week or two later you might measure customer satisfaction
Statistical Decision Making
Method that combines information according to a mathematical formula Can still use a statistical decision making approach for choosing a single applicant for a role! For instance, using statistical techniques to assess whether employees who underwent a specific training intervention showed a statistically significant improvement in job performance compared to those who did not, informing decisions on the program's overall impact and potential adjustments
Clinical decision making
Methods that use judgment to combine information and make a decision about the relative value of different candidates or applicants. For instance, an industrial psychologist might use a combination of employee interviews, performance data, and psychological assessments to diagnose and address interpersonal conflicts within a team. The clinical decision-making process involves identifying the root causes, recommending interventions, and monitoring progress to enhance team dynamics and productivity.
Compensatory systems
Model in which a good score on one test can compensate for a lower score on another test An example is seen by Screening a resume and concurring a structured interview and using both to come to a decision Combining scores from a cognitive ability and personality test to rank applicants.
Comprehensive Staffing model
Model that gather enough high quality information about candidates to predict the likelihood of their success on the varied demands of the job. For instance, in a tech company's hiring process: Application and Resume Review: Initial screening of applications and resumes to shortlist candidates based on their qualifications and experience. Cognitive Ability Test: Administering a cognitive ability test to assess problem-solving and critical thinking skills. Structured Interview: Conducting a structured interview to evaluate communication skills, technical knowledge, and cultural fit. Work Sample Test: Assigning a work sample test or a coding challenge to assess candidates' practical skills and ability to perform job-related tasks. Personality Assessment: Using a personality assessment to understand candidates' traits and how well they align with the company's culture and the demands of the job. Reference Checks: Contacting previous employers or references to gather insights into candidates' past performance and work behavior. Final Interview: A final interview with key decision-makers to assess overall fit and alignment with the company's values and goals. This comprehensive staffing model incorporates various assessments and stages, allowing the organization to make a well-informed hiring decision by considering different aspects of the candidates' qualifications, skills, and fit with the company culture.
Compensatory systems and regression
Multiple regression can help determine how to weight assessment scores in a selection system For example: Instead of weighing biodata, personality test scores, and structured interviews scores equally, regression can help us determine weights that better predict our criterion Perhaps interview scores should account for 50% of a final score, biodata for 30% and personality test scores 20%
Hurdle System
Non compensatory strategy in which an individual has no opportunity to compensate at a late assessment stage for a low score in an earlier stage of the assessment process. a hurdle system might be used in the hiring process for a law enforcement agency: Initial Application Review: Candidates submit applications, and the initial review ensures they meet minimum educational and experience requirements. Physical Fitness Test: Only candidates passing a predetermined fitness level proceed to the next stage. Written Exam: Those who pass the physical test then take a written exam to assess knowledge and problem-solving skills. Background Check: Candidates with satisfactory exam results undergo a thorough background check. Panel Interview: Only candidates with clean backgrounds proceed to the panel interview. Final Assessment: The remaining candidates undergo a final assessment, considering their overall fitness, written exam performance, and interview results. This hurdle system ensures that only candidates meeting specific criteria at each stage progress to the next, streamlining the selection process.
Norm-referenced Cut scores
Norm referenced cut scores are established by considering the average scores of test takers. Norm referenced cut scores do not consider how scores relate to anticipated performance Often used when trying to cut down an application pool (e.g. keep only the applicant pool (e.g. keep only the applicants who scored in the top 25% of an entrance exam.
Selection ratios
Number of jobs available (or applicants selected)/Number of people assessed. 10 selected out of 1000 applied=.01. Lower selection ratios are considered because they mean you're able to be more selective.
Purpose of the IDP Model of training
Purpose of practice is to provide trainees with opportunities for hands on learning Practice must be structured to be effective Objectives for practice: what should the trainees focus be for practice (quantity vs quality) Appropriate stimulation: employees should be alerted when they make errors, be provided with feedback Feedback must teach the right lessons: otherwise, reinforcing bad behavior
EEOC protected groups
Race/Color Ethnicity/national origin Sex Sexual Orientation Gender Identity or expression Pregnancy Religion, Belief, and spirituality Age Disability Use of family and medical leave Military status Genetic information
When to measure reactions
Reactions are typically measured via survey at the end of a training program Typically there is not a pre-post measure of reactions How do we use reaction data? To market the program To improve the program and presentation of materials To tailor content for future sessions, determine which crops did not like/felt it was useful
Adverse treatment
Requires intent. Intent is shown by direct or indirect "mosaic" of evidence. For instance, if a supervisor consistently assigns less challenging tasks to employees of a certain gender, assuming they are less capable, it constitutes adverse treatment and violates principles of fair employment practices.
Adverse Impact
Requires no intent Typically requires statistic to carry the initial plaintiff burden. For instance, if a company implements a new testing method for job applicants that unintentionally results in significantly fewer members of a certain ethnicity being hired, this would be an example of adverse impact, raising concerns about potential discrimination in the hiring process.
Selection ratios and prediction errors
Selection ratios impact the number of positive vs. negative decisions made, which indirectly impacts errors Lower selection ratios are more selective leads to Lower number of false positives and true positives. Also, Higher number of true negatives and false negatives
Input
Situational constraints Is the organization providing necessary resources for the employee to fully engage in training? Social support Do managers and peers provide the necessary feedback and encouragement to perform well in training? Measuring inputs Interviews Situational constraints, social support Focus group/crowdsourcing Situational constraints, social support
Unconscious bias training
Specific type of diversity training aimed at making people aware of their unconscious biases. Limited evidence of success. However, can backfire as people are told their bias is unconscious and they are less concerned about it. Unconscious bias training are used in isolation, systematic bias still penetrates organization. For example, a financial institution could implement a program targeting hiring managers. The training involves identifying and addressing biases that may influence candidate evaluations, ensuring fair and objective hiring practices. Interactive modules and real-world scenarios are used to enhance awareness and promote unbiased decision-making in the recruitment process.
Multiple Hurdle system:
Strategy conducted from multiple hurdles so that candidates who who do not exceed each of the minimum dimension scores are excluded from further consideration.
Behavior
Supervisors observe employees applying the newly learned skills in real customer interactions, measuring the transfer of training to the workplace.
Task analysis
Task analysis provides an overview of work activities including the KSAs required to perform each task Helps to clearly identify which tasks are a) relevant and b) might be difficult given a trainees current KSAs. For example, in a manufacturing setting, a task analysis might examine the steps involved in assembling a product, detailing each action from raw material handling to the final product packaging. This analysis helps identify key skills, potential challenges, and training needs associated with each task for improved job performance.
Taskwork vs Teamwork training
Task work training: Focuses on preparing a team to perform specific tasks Complex tasks that may require a team to complete them Training members on their contributions to training Teamwork training: focuses on preparing a team to work together Focused on the specific skills that a team needs to work together communication , backup, conflict management, etc.
Other events that undermine intrinsic motivation
Threats Surveillance Evaluation Deadlines
Identical Elements theory
Training environment is identical to work environment. Work environment features are predictable and stable. The type of transfer is near.
Pre-post tests
Training evaluation should provide evidence of a before and after effect Typically this is done by measuring an outcome before the training session and after the training session Why should I use pre-post tests? If you only measured knowledge or skills after the training program, you have no comparison point Cant claim that outcomes were improved based on training if you don't know where people stood to begin with
Training Site and Transfer
Training fidelity may be easier to achieve on site High equipment, environment, and psychological fidelity Convenient location of on-site training programs can also improve trainee motivation Drawback of on-site: Trainees may be distracted by the work they have on-site Generally, research supports on-site training compared to off site training, but organization-specific nuances may change decisions
Transfer
Transfer is focused on trainees ability to apply their new skills in their work environments Creating conditions for transfer Trainees must: Have a desire to change Know what to do and how to do it Work in the right climate Be rewarded for changing Preventing Forbidden to use the learning Discouraging Changes in current way of doing things is not desired Neutral Learning is ignored Encouraging Receptive to applying new learning Requiring Change in behavior is mandated
Skill-based outcomes
Type of learning outcome that concerns the development of motor or technical skills Often characterize things you can do as a result of training Running a cash register Driving a car Making pivot tables in excel
Affective outcomes
Type of learning outcome that include attitudes or beliefs that predispose a person to behave in a certain way Concerns how you feel Support for a new organization policy Support for diversity and inclusion initiatives Increased positive feelings about your organization