Module 3

Literacy

Ability to use printed and written info to function in society to achieve goals and to develop ones knowledge potential.

competency training (employee development)

KSA and behaviors that are essential for successful performance describes what need to know and be able to do in order to execute effectively

andragogy (adult learning theory)

adults learn different that children 5 principles 1. learning is experienced based 2. learning is problem centered 3. learning is enhanced by active participation 4. learning is collaborative 5. learning requires involvement

Post Test eval of training

aka case study design data collected after training complete poor - no standard for comparison cannot show created change in behavior

vicarious learning (sc theory)

aka imitative learning refers to learning by observing others

time series

aka multiple baseline design consists of periodically measuring something and introducing change during series of measurements

transfer & diffusion of change

all organizational development interventions must contend w/2 problems that limit usefulness

branching format (CBT)

allows additional info to be determined on learners responses

conceptual & admin skills (managerial skills)

analyzing functioning of org such as examining business environment, diagnosing problems - generally relevant to all mgr levels conceptual skills are most important for top managers

Training methods and processes

appropriate training method depends on what is being taught

client appraisals

are occasions when client and customers should be asked for observations

cooperative education (OJT)

combine both education and work, work under both supervisor and school student interns must be paid minimum wage unless qualify as unpaid by DOL

linear sequencing (CBT)

concepts can be organized to logical sequence as building blocks

4 situations possible to determine effect

conditions to determine results depend on similarity of stimulus and response 1. strong = stimulus and learned response are same in both training and job 2. when stimulus is similar but learned response is different = negative transfer - the response learned is inappropriate for new situation 3. stimulus is different but the response is the same = slightly positive transfer occurs 4. stimulus and response are different - no transfer will occur

intergroup interventions

conflict and tension b/w 2 groups typically produce undesirable consequences typically conflict b/w management and unions

career lattice

involves advancing to higher levels w/lateral moves to different occupations/departments

performance mgmt

involves all hr functions associated with evaluating and rewarding employee performance process of improving job performance through perf. planning, eval, mentoring and feedback ANSI - American national standards institute - publishes guidelines on how should be implemented effective = goal setting, reviews, improvement plans

Need for Training

1. New employees 2. Continual retraining of experiences workers Do not occur in isolation. Related to and influenced by other HR activities - especially performance evals, compensation, and employee relations

Accessibility (ADA)

ADA requires reasonable accommodations, training and restrooms included consider hearing and sight accommodations

On the Job training methods

on the job more frequent than off the job focus on increasing immediate productivity

culture shock (expats)

usually 3 phases 1. excitement and curiosity 2. disillusionment 3. adjustment

team appraisals

usually involve 2 kinds of appraisals 1. measures how well member contributes to team 2. measures how well team meets goals focus - usually developmental team must be evaluated as unit and rewarded as unit

Role of the Brain

brain is not hard wired to retain - must move info in brain each neural synapse requires energy - why feel mentally exhausted retention of info - greatly facilitated by reviewing again before sleep

subordinate appraisals

can be carefully used in some circumstances 3 good reasons 1. if it provides unique info 2. creates incentive to change 3. reduces power differential sub's can only eval what they see; unfavorable sup decisions can negatively affect

audio-visual materials

can be used to supplement other methods carefully selected & should not replace all other methods

Training Materials - Handouts

help trainees learn main points serves purpose 1. presentation outline 2. supplemental info 3. presentation highlights

mobile learning

download to mobile device and watch/listen any time/place ex)podcast

goal setting (performance mgmt.)

effective goals should involve mgmt. and employee in development be documented be specific be measurable be challenging and attainable be relevant include time frame flexible to account for changes be monitored flow top down

facilities (presenting training)

effectiveness = increased if environment is conducive to methods and content distractions - dilute/destroy space - depends on actions - need sufficient space seating 1. theater 2. classroom 3. banquet 4. chevron 5. conference 6. u-shaped

Lecture

efficient means of transmitting large amounts of data to relatively large number of people at same time traditional method and used by many utilizes the least number of principles of learning - one way communication processing, no practice, no feedback

Microlearning

emerging trend towards breaking training content into small units that can be completed quickly each lesson = one learning objective; often at own pace

feedback (principle of learning)

performance feedback is necessary prerequisite for learning feedback improves not only by helping learners correct mistakes but is also reinforcing learning must tell trainee why they are wrong to avoid mistakes in the future sooner provide feedback - better

mgmt. development programs

plan to ensure that those who are id'd as possible replacements are prepared successful transitions require orgs to identify high potential replacements, analyze development needs, and provide relevant learning ops for success

SPC - statistical process control

popular TQM that is used to improve quality involves carefully measuring the production process and using the data to identify problems and monitor quality improvements

classification procedures (evaluation procedure)

possible easiest to do - also most unreliable and biased unless carefully developed simply organize into categories usually rate overall performance major problem = defining each category of eval best solution = establish general guidelines showing "typical" distribution

performance contract

recent adaptation - use of contracts as a part of appraisal process purpose - increase employee motivation by rewarding behaviors - employees expected to identify measurable obj's approved by manager

peer group influence (theory on change)

recognizes influence of social norms at group level normative re-education - based on assumption change occurs as people learn new normative orientations, that result in new attitudes, values, interpersonal relationships peer pressure - subtle powerful impetus for change group discussions = most frequent used methods in OD

common enemy

strategy of OD to find outside obj/group that both groups dislike to focus/coordinate efforts on ex)government regulations

Dimensions of Literacy (3)

1. Prose - requires ability to search and use info from continuous texts such as news articles and instructional materials 2. Document - requires ability to search and use info from documents such as completing job application, locating street on map 3. Quantitative - requires ability to perform computations using #'s in printed materials - such as balancing a checkbook

Kirkpatrick Model of Evaluation (4)

1. Reactions - how well liked program 2. learning - to what extent did learning & retain 3. behavior - what extent did behavior change 4. measurable results - what final results were achieved - reduce cost? primary reason for most training - improve org performance - is org performing more effectively after training

effective coach (4)

1. act as good model 2. set of specific goals to guide behavior 3. provide timely feedback 4. provide reinforcement and encouragement

professional career model (4 stages)

1. apprentice 2. independent contributor 3. mentor 4. sponsor

Systems Model of Training Phases (3)

1. assessment phase - includes assessing the training needs and resources, identifying obj's and developing criteria 2. T&D phase - pretest for trainees, selection of training methods, learning principles and the training itself 3. evaluation phase - training is monitored and training outcomes are compared to criteria in order to provide feedback

3 basic types of behavior (performance appraisal)

1. attracting/holding people in org - minimize turnover, absenteeism, tardiness 2. dependable task accomplishment - min levels of quantity and quality must be obtained 2. org citizenship behaviors - spontaneous & innovative behaviors that cannot be built into task requirements ex) cooperation, protective acts

guidelines for orientation/onboarding

1. begin w/most relevant info 2. provide sponsors/mentors 3. gradually introduce new employees to members of work group 4. space orientation 5. both oral and written info provided

5 core values for innovation

1. curiosity 2. risk taking 3. openness 4. patience/tenacity 5. trust/sense of security

Skill acquisition (3 phases)

1. declarative knowledge - trainee acquires basic understanding of what is required to perform the task ex) lecture and demonstration 2. knowledge compilation - trainees integrate sequence of activities to perform the task & develop cognitive understanding of process ex) practice skill 3. procedural knowledge - occurs when learner has overlearned skill and performance becomes rapid and accurate, can be performed w/minimal attention to the task

5 building blocks contribute to learning org

1. systematic problem solving 2. experimentation 3. learning from past 4. learn from others 5. transferring knowledge

performance eval criterion problems

1. deficiency - should measure whatever is job related - if impt behaviors omitted - eval deficient in deciding what to evaluate - impt issue = focus on outcomes (results) or behaviors (activities) primary obj = produce results not behaviors whether to focus on outcomes or activities depends on intended use compensate - results personal development - activities 2. contamination - should be contamination free - should measure each employee performance w/o being contaminated by factor that employee cannot control 3. biases - performance procedure should produce consistent and repeatable evals same behavior rated quite different by same rater = not reliable problems w/inflated ratings can be reduced through supervisor training - often inflate to avoid conflict

3 kinds of org change

1. developmental - usually small adjustments 2. transitional - evolve slowly from old state to new state; new processes, new activities - usually occurs in defined steps 3. transformational - most dramatic, radical reconceptualization of mission, product, leadership, or structure

data can be gathered through (4) ways to assess training needs

1. discussions 2. workgroups 3. reviewing evaluations 4. succession plans

3 primary principles for TQM

1. doing things right the first time 2. striving for continuous improvement 3. being responsive to interest of customers continuous improvement seldom comes from dramatic innovations - most from small, incremental improvements

4 information cues (self efficacy)

1. enactive mastery - refers to the repeated performance/practicing of task; most effective info cue contributing to development of self efficacy 2. vicarious experience - observing behaviors - modeling 3. verbal persuasion - less effective than 1 & 2 - can be source if source is highly credible, expertise and if multi sources agree 4. perceptions of psychological state - influenced by momentary levels of arousal ex) - we are ready for them

stages of re-energizing (4)

1. entrepreneurial stage (beginning) - identify and develop new products - dominant issue = establishing self in business 2. collectivity or growth - change challenge = need for leadership; dominant issue = how to delegate and provide clear direction 3. formalization/maturity - change challenge = need for delegation; dominant issue = selecting most appropriate control systems 4. elaboration - change challenge = need to control inefficiencies; no dominant issue

3 phases of MBO

1. eval performance against measurable obj's, administer exclusively by HR dept, attempt to clarify responsibilities and focus on results 2. MBO programs are integrated into org's planning and control processes; becomes tied to org planning and budget 3. fully implemented MBO - all major functions and key mgmt. processes are integrated in logical and consistent manner - includes eval, budget, planning, goals, staffing emphasis is on team work

Working career models (4 stages)

1. exploration (15-24) - completing school - looking for first employment; primarily concerned with finding and securing ideal job 2. establishment (25-44) - employee strives to create permanent position w/in chosen occupation 3. maintenance (45-64) - individuals try to protect themselves and secure their position 4. decline (65 and over) - approach end of employment years & retiring

principals of MBO (4)

1. goal setting - most distinctive characteristic is formation of tangible measurable verifiable key objectives of performance 2. delegation - characterized by focus on results rather than activities - delegate results = personal responsibility effective delegation = sup to carefully decide results need to be delegated and to whom 3. feedback reviews - periodic reviews should be scheduled to evaluate progress and to provide assistance if necessary 4. evaluation - at completed/periodic intervals - final eval occurs - should be positive experience, success should be recognized and rewarded, does not have to be confrontational

4 popular group interventions

1. group diagnostic meeting - held by family group; purpose - not to solve problems but to identify and decide which are crucial 2. team building meeting - goal - build better functioning team, most involve group away from workplace 3. role analysis technique - org role consist of task assignment and responsibilities of a particular job; designed to reduce uncertainty surrounding tasks 4. responsibility sharing - helps clarify who is responsible for what decisions and actions; uses matrix and assign w/in matrix

7 factors crucial to success of change

1. have change sponsor 2. create shared need 3. create shared vision 4. mobilizing commitment 5. change systems and structures 6. monitor progress 7. make lasting change change requires cycling through repeatedly

Common explanations for plateaus (3)

1. hierarchy of habits - plateau will be reached when a task requires a series of habits to be learned - remain until new habit is acquired ex) learning to type 2. motivation decline - learner experiences decline in motivation - newness wears off 3. unlearning incorrect responses - new learning is occurring but that is not evident b/c incorrect learning is being eliminated at same time - until incorrect responses are extinguished - new learning and skill improvement will not occur

7 common targets of change in orgs

1. individual personality 2. dyad - relationship b/w 2 people 3. group 4. work teams 5. entire org/divisions 6. org structure 7. org strategy

2 force field change stages

1. unfreezing - when people see need for change, status quo disturbed 2. change - action oriented stage - situation is diagnosed, improvement selected, new equilibrium is reached - develop new values, attitudes and behaviors 3. refreezing - stabilize change - solidify new patterns

rating errors (performance eval)

1. individual threat - person dislikes being evaluated - often low performer (who needs it most) 2. threat to supervisor - feel threatened by having to explain evals; many sups do not have interpersonal skills needed to handle eval interviews 3. defining performance - difficult to define especially for jobs that do not produce product 4. Halo/Horn effect - one characteristic pos/neg strongly influenced all others - attitude about person + = halo - = horn 5. leniency/strictness effect - some more favorable, some more unfavorable for same behavior evaluating 6. central tendency effect - giving all avg ratings to avoid conflict 7. inter-rater reliability - 2 evaluators observing same behavior disagree and give different ratings or agree and give same ratings 8. sequencing/contrast error - eval of one indiv. perf may be influenced by relative performance of preceding individual - when follows poor perform or follows outstanding performer 9. zero-sum problem - number of above avg has to = number of below avg - good performer gets below avg rating undeservingly 10. numbers fetish - excessive focus on numbers only 11. regency effect - recent events tend to have unusually strong influence on evaluation 12. biased subjective eval - some are largely subjective and rest rely on impression of sups. = perceptual bias - based on what perceive/know of employee

OD interventions major targets

1. interpersonal relationships 2. group processes 3. intergroup processes 4. the total organization

levels of learning (6) - blooms taxonomy

1. knowledge - learner can recall specific facts 2. comprehension - learner is able to grasp significance of facts and perceive their importance 3. application - learner is able to apply info to practical problems 4. analysis - learner is capable of understanding why the phenomena exists 5. synthesis - learner is capable of drawing from related sources of info to gain broad understanding and reach conclusions 6. evaluation - learner is capable of making judgments of value and worth

3 dimensions of self efficacy (sc theory)

1. magnitude - level of task difficulty person believes can attain and is related to concept of goal setting 2. strength - refers to amount of confidence in ability to perform 3. generality - degree to which ones expectations are generalized across many situations or restricted to an isolated instance

kinds of learning (4)

1. motor response - physical acts involving various muscle groups; some simple, some complex 2. rote learning - refers to memorizing arbitrary associations b/w words, symbols, objects, events (poem) 3. learning ideas - process involved in learning ideas is not open to observation - difficult to describe - may be confronted w/complex situation & expected to make a response 4. Value Internalization - process of acquiring personal values involves more than simply learning new information - moral behaviors

3 prominent socialization ops

1. new employee orientation 2. T&D programs 3. performance appraisals need to achieve balance w/ over and under socializing under-socialization - behavior violates social norms 1. poor performance 2. rule violations 3. rebelliousness 4. unacceptable conduct over-socialization - behavior is excessively rigid and conforming

types of training analysis (3)

1. org analysis 2. task analysis 3. personnel/individual analysis

performance eval sources (3)

1. production data 2. personnel data 3. judgement of others

Phillips Criteria for eval training effectiveness (5)

1. reaction and perceived value 2. learning and confidence 3. application and implementation 4. impact and consequences 5. return on investment Philips approach emphasizes focusing on application objectives (how skill gained will be applied) and impact objectives (describe how the application of new skills impact org)

revitalizing an org (5 stages)

1. restructuring - first stage - downsizing or delayering 2. bureaucracy bashing - remove inefficiencies that waste effort or impede productive work - work that adds no value 3. employee empowerment - employees should feel free to ID better work procedures 4. continuous improvements - after steps 1-3 efforts should focus continuous improvements to value chain - involve better relationships upstream to suppliers and downstream to customers 5. cultural change - consequence of previous stages if they have been successful

Suggestion for Reporting training ROI (4)

1. review org mission - what major issue facing org was addressed in training 2. describe training functions, goals, and obj's for past year and the indicators used to measure success/failures 3. provide overall realistic assessment against budget 4. offer conclusions and give recommendations for improvement

2 best methods for helping supervisors (perf eval)

1. role playing 2. behavior modeling

role transition process (socialization)

1. separation - of the person from formal role 2. initiation - into new role 3. assimilation - to new environment as move from 1 role to next experience identity change 2 processes occur b/w stages 1. anticipatory socialization 2. reality shock

sources for gathering data for assessing training needs

1. surveys/questionnaires 2. interviews 3. performance data 4. observations/audits 5. tests 6. assessment centers 7. focus groups/group discussions 8. document reviews 9. advisory committees 10. competency modeling

Strategic Training Issues

1. why should org sponsor T&D program - how does it further strategic objectives 2. what T&D should be offered - appropriate type, which improves employee performance 3. who will be trained - those who need it, those who have gap between what should do vs doing 4. who will supply T&D - in house or external 5. how is T&D evaluated - mist informally - careful eval should be made based on obj and goals 6. what incentives will motivate - when mandated = incentive to keep job

Workforce Innovation and Opportunities Act

2014 - improve basic education and specific job skills of the workforce Focuses on primarily providing relevant job training for at risk, high school dropouts and vets

Good behavioral obj's possess 3 attributes

3 basic attributes for good behavioral obj's 1. obj described in specific behavioral terms - using active verbs "to make", "to construct" 2. specifies standard of performance, should be expressed in terns of #, degree, accuracy 3. specifies the relevant constraints and time limitations for performing the behavior

Evaluating Training effectiveness (3 phases)

3 phases for assessing training effectiveness 1. assessing training needs 2. developing & presenting training 3. evaluating

ADDIE model of training

A - assessment D - design D - development I - implement E - evaluate

Ericksons life stages model (stages of career development)

8 developmental stages on way to maturity childhood development 1. oral 2. genital 3. anal 4. latency 5. adolescence 6. young adulthood 7. adulthood 8. maturity according to Erickson individual behave differently depending on stage are in and how well resolve crisis and task of earlier stages

effective talent mgmt

= adoption of active mgmt. succession plan = at least 2 or more potential replacements id'd for all key mgmt. positions w/analysis of capabilities and readiness

behavior anchored rated scales (perf eval)

BARS similar to graphic rating scales - except the scales are described more accurately by specific behaviors typically developed by using critical incidents technique less biased than other scales - characteristics more carefully selected focus on behaviors not outcomes

behavioral expectation scales

BES similar to BARS anchors = behaviors expected of employees essential behaviors from critical incidents often used to diagnose behavior needs

behavior observation scale

BOS newer method similar to BARS ask rater to only describe frequency of behviro rather than eval quality records how frequent various behaviors were observed - selections = always, frequently, seldom, ect w/o having to decide good v bad

force field analysis (theory on change)

Kurt Lewin derived from laws of physics = state position of obj and its direction are determined by forces operating change on it change occurs by forces pushing in one direction are greater than forces in opposite direction balance = restraining forces acting to prevent change are equal to the driving forces attempt to produce change equilibrium point - determined by the resultant forces operating in different direction

Education

More general than training Attempts to provide individual with general knowledge that can be applied in many different settings Broad range of responses so that individual who have general education will respond in a variety of ways.

outdoor experimental training

OET - intended to improve effectiveness of managers in team work problem solving - include wilderness courses, ropes courses

Training Development

Process that enables people to acquire new knowledge, learn new skills, and perform behaviors in a new way

Training

Refers to acquisition of specific skills/knowledge Attempt to teach employees how to perform. Tends to be narrow range of responses so all employees who are trained will make same response in specific situations.

SMART (developing training objectives)

S - specific M - measurable A - action oriented R - realistic T - Timely useful for writing good behavior objectives

Successful Strategic Alignment of T&D

Successful if achieve 1. Improve quality and quantity of productivity 2. Reduce learning time to reach standard of performance 3. Create more favorable attitudes, loyalty, and cooperation 4. Satisfy HR planning requirements 5. Reduce accidents 6. Help w/personnel development and advancement 7. Help orgs respond to dynamic market conditions and changing consumer demands

Illiteracy

The inability to read or write at all Those who cannot read or write well enough to function - functionally illiterate

Strategic Alignment of T&D

Training = strategic HR activity because plays a large part in determining effectiveness and efficiency of org training programs do not cure all orgs problems training activities do not occur in isolation - influenced by other HR activities especially performance evals, compensation and employee relations

performance eval guide org functions (5)

a performance evaluation helps guide 5 important org functions 1. guide hr decisions 2. reward and motivate employees 3. promote personal development 4. identify training needs 5. integrate hr functions

interpersonal relationship skills (managerial skills)

ability to interact w/others ex)providing positive reinforcement and feedback - generally relevant to all mgr levels

5 reinforcement contingencies (operant conditioning)

according to operant conditioning - behavior is a function of its consequences reinforcement contingencies explain relationship b/w behavior and consequences 1. positive reinforcement contingency 2. punishment contingency 3. avoidance contingency 4. escape contingency 5. extinction contingency

education (theory of change)

based on assumption new info creates change people expected to behave differently after acquire new attitudes, insights, or self awareness reasonable to assume will adopt a proposed change if can rationally justify - show what they will gain new info not always effective in changing behavior changing attitude does not change behavior

Job instruction training (OJT)

before learning occurs JIT requires careful analysis of job to be performed, assessment of trainee, training schedule trainer describes work training describes and practices work as proceeds supervision is discontinued; follow up with periodic checks

Forgetting (4 theories)

being able to remember what has been learned is impt part of learning 4 theories will offer explanations 1. passive decay - forgetting sometimes due to fading or passive decay of memory traces in brain - material once learned tends to fade and eventually disappear 2. retroactive inhibition - new learning interferes w/recall of old learning ex)learning new names replaces old names 3. proactive inhibition - companion to retro old learning interferes w/new learning greater similarity - harder to learn 4. motivated forgetting - occurs b/c learner wants to forget info - may not want to remember info threatening to self esteem or ego or the info is no longer useful

Cost/Benefit Analysis of Training

careful cost accounting procedure can be used to measure cost - includes indirect and direct costs cost can be fixed or variable fixed - do not change w/number of trainees variable - changes w/number of trainees cost per trainee = total cost of training/number of trainees

chaining (operant conditioning)

chaining - combining a series of simple responses into a complex response pattern example - changing tire - raising car becomes stimulus for loosening lugnuts as training continues reinforcements gradually withheld eventually all steps are performed before reinforcement

environment (presenting training)

consider 1. temperature 2. lighting 3. ventilation 4. sound 5. comfort of chairs tolerance for each as well - if exceeded cannot concentrate/listen effectively

forced choice (performance eval)

consist of number of statements arranged in pairs, for each pair, evaluator must check one statement that is most descriptive of the person evaluating (or least if negative statement) weight of score kept secret least biased method than the other methods

sensitivity training (OD)

consist of unstructured group discussions by smaller F2F group focus on here and now, mostly feelings and emotional experiences primary obj = greater self insight & self awareness, greater sensitivity to feeling of others, and behaviors of others and greater awareness of the processes that facilitate or inhibit group functioning

classical conditioning (learning theory)

consists of connecting or pairing neutral stimulus w/reflective response reflective response - consist of responses controlled by autonomic nervous system (bp, saliva, adrenaline) - normally caused by specific unconditioned (unlearned) stimuli can be controlled response (Pavlov and dog) - conditioned responses are innate, reflexive responses - emotion and stress reactions are classically conditioned responses; increase heart rate, increase adrenaline

process consultation

consultants are frequently asked to help diagnose org problems and evaluate alternate solutions help client perceive, understand and alter processes more task oriented than w/sensitivity

peer appraisals

coworkers may be in better position to evaluate each other found valid and reliable conditions 1. high level of interpersonal trust 2. noncompetitive reward system 3. opportunities for peers to observe others performances conditions not met = severely restricted

S-R Bond (operant conditioning)

creates stimulus environment getting correct response reinforcing it S = stimulus R = response can be very long chain of stimulus before response

simulations/business games

creating artificial learning environments that approximates the actual job as much as possible inbasket simulation - simplest form trainee asked to assume role of manager confronted w/set of instructions describing job and series of memos outlining problems that need to be resolved games - provide learning ops for making business decision as if managing company - tend to be highly motivating computer simulations - allow participants to examine long term effects of business decision in relatively short period of time

criteria for evaluation of training

criteria for eval determined by training objectives ex)designed to disseminate new info - effectiveness = how well disseminated info

coaching/counseling (OJT)

critical training activities - requires systematic feedback on performance, encouragement by trainer and explanations on how to perform effective - proper relationship b/w trainee and trainer; takes time, requires time

Hawthorne Effect

danger of assessing effectiveness of training by observing the behavior of employees is that the behavior might be change b/c of the hawthorne effect rather than the result of the training program - the employees behavior is different only because being observed not because of training

task complexity

deciding on whether whole task or part depends difficulty of each subtasks

performance evaluation criteria

deciding what to evaluate = most difficult competency models = excellent source of criteria - identify KSA, behaviors, essentials to perform job well

task organization

degree of integration among set of sub tasks

principles of learning (5)

design and presentation of T&D should be based on principals of learning; proposed by operant & social theories 1. motivation - active participation by the learner 2. feedback - knowledge of results 3. stimuli - meaningful organization of materials 4. response - practice & repetition 5. stimulus response - most favorable conditions for transfer of training

skinner box (operant conditioning)

developed by BF Skinner w/pigeon and rats - involves creating stimulus response associations by reinforcing response that is made in presence of stimulus to change behavior - identifies desired response and selectively reinforces it

Social cognitive theory (learning theory)

developed primarily from research of Bandura, who recognized need to consider cognitive though processes in understanding human behavior developed as reaction against operant conditioning aka - social learning theory behavior is influenced by consequences of behavior - responses - rewarded likely to occur in the future; punished = likely terminated behavior is influenced by environment and at same time environment Is influenced by individual behavior

hierarchy of managerial skills

difficult to design generic curriculum previously - organizing, planning, motivating and controlling KSA's not same for top, middle, line managers

interpersonal interventions (OD)

directed primarily toward individual learning and skill building designed to improve effectiveness of individual and to contribute to personal growth and adjustment

improvement plans (performance review)

employees who have persistent performance problems need performance improvement plans documents what needs to improve constant feedback vehicle for open dialogue - helps those willing to improve and protects for disciplinary actions

reciprocal determinism (social cognitive theory)

environment, behavior, personal factors interact to influence each other

Experimental Design & Control Group

essential element = standard for comparing evaluation results - most convenient way = control group

research methods for evaluations

evaluations can use any and all criteria; reactions, learning, behavior and results

individual analysis (for training)

examines how well individuals are performing at job training should be for those that need it requires careful exam of each individuals skills and abilities to identify deficiencies that could be corrected through training

org analysis (for training)

examines kinds of problems in an org is experiencing and where located specific areas to examine 1. org effectiveness indices - labor cost, quality, accidents, turnover 2. HR succession planning - consideration of job openings presently existing and those that may occur and how they will be filled 3. org climate - examine feelings, opinions, beliefs and attitudes members of org have about org - all training should be consistent with the climate

effective orientation/onboarding

expectations of success are created in the minds of trainers 1. kind of info& ideas given 2. output expected 3. type of feedback received 4. encouragement & reinforcement

mentoring

experienced employee serve as mentor who teaches valuable skills, help develop contacts & provides support carefully selected and trained

quasi experimental design

experiments that occur in natural setting where researchers do not have complete control of setting recommended when cannot randomly assign

2 types of knowledge

explicit and tacit Explicit - knowledge that can be formalized, codified, and communicates. Tactic - knowledge that is personal knowledge that is based on individual experience and is much more difficult to explain to others. Tactic - transmitted through interpersonal interaction, experiences, not found in most formal training.

structural change (OD intervention)

fastest way for org to change often suggested as part of problem solving and action planning of other OD interventions can have significant and immediate impact on orgs effectiveness

developing training objectives

first step in developing training objectives - translate training needs into behavioral objectives

behaviorally based appraisal method

focus on individual accountability through a results oriented approach to performance evals less emphasis on what should do, more emphasis on results expects of employees

contributions appraisals

focus on past performance w/objectives improving future performance through effective reward contingencies concentrates on what employee contributed usually a confrontational interview evaluator = judge and evaluate employee = passive/defensive

operant conditioning (learning theory)

focuses on learning voluntary behaviors that are under the control of the muscle system of the body individuals learn to emit certain behaviors b/c they are rewarded by the environment voluntary behaviors = operant responses - focuses strictly on behavior (observable) rather than motives, feelings or other internal processes behavior is environmentally determined - if environment is changed - behavior will change

6 stages of moral reasoning (Kohlberg)

from cognitive development stage theory 3 major levels 1)pre-conventional 2)post conventional 3)conventional pre = right or wrong defined by authority conv = right/wrong defined by social norms post = right/wrong defined by universal moral principals

comprehensive interventions

generally involve entire org and implementation in entire company most widely known 1. survey feedback 2. knowledge management program

learning curves (4)

graphs that show % of correct responses during successive learning periods 1. negative - aka decreased returns - probably occurs most frequently - rapid at the beginning, successively smaller later ex) learning to walk 2. positive - aka increasing returns - proceeds slowly at first and then gradually improves - ex) swimming 3. s-shaped - combines positive at beginning and negative at end - probably most situations - slow at beginning when learning and slow at end when mastering 4. Plateau - period where no learning occurs - level remains constant - regardless of additional practice

joint activities

groups are required to interact w/each other effective training for reducing conflict when there is a goal that both groups desire to achieve that cannot obtain w/o help of another group

career pathing

id'ing sequence of jobs which can expect to progress toward high levels of mgmt

performance evaluation

important HR function basic part of employment exchange - employees held accountable for performance hr expected to help line managers identify appropriate criteria and develop procedure

response (principle of learning)

important to provide practice and repetition learned behavior must be overlearned to ensure smooth performance highest levels of learning are achieved by 1)organizing and 2) rehearsing modeled behavior

goal of talent mgmt

increase workplace productivity by developing improved processes for attracting, developing, retaining & utilizing good = proactive v reactive

Sources of data for evaluation of training effectiveness

large variety available ideal - data that specifically measures each variable 1. Archive data - info stored in HR files; do not influence behavior - already exists w/o having to collect ex) accident reports 2. Questionnaire/Surveys 3. Performance test 4. Interviews 5. Simulations 6. Ratings/Checklist 7. Critical incidents - essay descriptions of times trainer does something especially good/bad 8. observations 9. performance appraisals

Job rotation/cross training (OJT)

learned techniques that are usually reserved for manager and tech occupations cross training gives series of job assignments in various parts of organization for specific period of time idea - exposure

independent study (off the job training)

learning is individual responsibility & training works best when employees are internally motivated frequent kinds = reading books/professional magazines more convenient and inexpensive

Principles of T&D - learning theories

learning occurs when practice/experience leads to relatively permanent change in potential behavior aka motivational theories - known as reinforcement theories since the theories explain behavior in terms of the reinforcing consequences of behavior

promotions (linking perf eval)

linking performance eval to employee decisions 2 most impt criteria = seniority and merit real promotion = new job, new title quasi promotion = title only merit promotion = formal eval should play part, most are not included

personal development and training (linking perf eval)

linking performance eval to employee decisions during eval kinds of traiing and learning experiences employees need for personal development should be assessed good time for employee to request special training

pay increases/incentive contributions (link perf eval)

linking performance eval to employee decisions pay increases are based on performance, performance eval convenient time to recommend pay increase all members are eval'd at same time increasingly popular especially when can be assessed against defined job objectives

discipline/performance improvement (linking perf eval)

linking performance eval to employee decisions pooer performance needs to be carefully documented PIP w/specific measurable goals and objectives developed defense against claims regarding terminations

task analysis (for training)

list the different task an employee performs, identifies the kind of skills and behaviors required to perform them serves as basis for deciding which activities they should be taught to perform value - helps identify training objs and also indicate what will be criteria for judging effectiveness

indirect cost of training

lost production time

employability training (3 strategies)

making ones self employable in future with multiple firms 3 strategies 1. managing ones identity 2. self training and networking 3. voluntary and marginally paid work

expatriate

managers assigned to work in foreign nation = expatriate manager & face special challenges

personal branding

managing ones career create own brand - based primarily on reputation and social networking encouraged to prove worth through competent performance and make sure get proper credit

Comparison of Training Techniques

many different techniques selection of technique determined by primary objectives ideal training consistent w/principles of learning

socialization of talent

maslow = effect of ones career on personal identity is especially strong among highly self actualized people process of molding attitudes and behaviors of people to socially acceptable standards individuals acquire kinds of attitudes and behaviors needed to participate as members of an org

massed practice v distributive practice

massed - consecutive 12 hours distributed practice - 12 weeks, 1 hr per week (evidence suggest this is better)

self appraisals

may: 1. led to more satisfying and constructive eval interviews 2. less defensiveness regarding eval process 3. improved job performance through commitment to org goals must be used carefully valuable for personal development and ID of training needs

Daltons' change model

most change efforts do not produce lasting change even when succeed in reaching target rare to last more than 6 months Dalton - explains what has to happen for change to be lasting unless sufficient pain/tension = no motivation for change - people need to feel need for change also change needs to be supported by credible source 2 precursors for change 1. feel need 2. support from significant others identified sub-processes to move from one state to another state 1. generalized goals - specific goals 2. former social ties - new relationships 3. self doubt - heightened self esteem - unless feel tension will not be motivated to change 4. external motives - internal motives

Funding of T&D (3 ways)

most companies fund 3 ways 1. allocated fixed amount to training department who provides training w/in budget 2. decentralized in operating departments - cost not specifically allocated - trainers work w/ops managers and cost comes from operating budged 3. contract - pay as you go, often sell services as would outside to other departments (less likely to use)

paradigm change (transformational org change)

new pattern of behavior or new way paradigm changes in industry often affect every org in that industry - cannot/do not change = usually org dies

graphic rating scales (evaluation procedure)

most frequently used for eval of performance appear in number forms and used to eval performance related characteristics and personality characteristics 2 steps 1. select characteristics 2. scaling characteristics - can use continuous or discrete scale continuous - any point b/w 2 extremes discrete - usdefined scale of categories best descriptors - behaviorally anchored descriptions - that tell eval what behavior describes each point - easy to understand fairly simple to use rated ranking - combines graphic rating and ranking

Solomon Four Group Design

most highly recommended research design requires 4 groups - randomly assigned 2 groups - pretest; 2 post test; one of each receives training = all 4 evaluated

behavior modeling (sc theory)

most human behavior is learned through modeling - both desired and undesirable usually involves extensive participation by providing opportunities to observe performance of skills

appraisers

most immediate supervisor is responsible for evaluation others should be included too = peers, clients, subordinates performance appraisals are more useful when come from sources closest to person being rated

supervisor appraisals

most instances = shared expectation between both parties that superior has right and obligation to perform eval essential supervisor skill - ability to perform eval and provide feedback most common complaints = sups do not establish clear performance standards w/people

methods of appraisals interviews

most popular - sandwich; positive, negative, positive alternative - problems and praise - ID and discuss problems, express appreciation for good behavior - very direct approach

rotating membership

moving members from one group to another group expectation = transfer members be able to explain other group to new group employee attitudes are strongly influenced by group membership

group interventions

much of todays work is accomplished directly/indirectly through groups effective group = norm of cooperation and teamwork - communicate openly - decisions are based on consensus 4 group popular group interventions

Types of needs analysis for assessing training needs

need for training is indicated only if performance deficiency is caused by inadequate job knowledge or skill good assessment includes analysis of 1. how well org is achieving its goals 2. what are skills needed to accomplish goals 3. what are strengths and weaknesses of current employees

asynchronous learning network (aln)

networks of people designed for any time any where learning use computer to work w/remote learning sources requires rapid computer based interactivity w/other participants ex)web based courses not teletraining - b/c ALN requires learners and instructors to be available at same time not video courses - b/c they do not require interaction w/others

performance review

no set standard 4 processes recommended for effective reviews 1. feedback continuous and timely 2. provide specific feedback measured against specific goals and expectations 3. outcomes reviewed and ack 4. F2F at least once a year

legal constraints (performance eval)

not legally obligated to conduct performance eval w/o cannot defend decisions to fire, promote, discipline

ranking (evaluation procedure)

obj - order groups of employees highest to lowest w/ some dimension - usually overall performance 1. straight - consider all rank 1 - whatever 2. alternate - given list rank best and poorest - then move to new list 3. paired comparison - const of eval to consider 2 indiv at same time which is better

career plateau

occurs when probability of a person moving up is low 3 kinds 1. structural - reach end of promotional ops - have to leave to find new 2. content - person has mastered job & becomes bored w/daily activities 3. life - person lacking meaning and purpose in life

Transfer of Training (3)

occurs when trainees can apply KSAO learning into jobs - if not transferred training fails 3 situations 1. positive transfer 2. negative transfers 3. no observable effect conditions to determine result depends on similarity of stimulus and response numerous factors influence transfer of training - design of training, how presented, factors w/work and environment

literacy training (employee development)

offers special training for basic education

critical incidents (performance eval)

one of the best techniques for identifying most important dimensions of job simply descriptions by qualified observers of behaviors that are especially effective or ineffective use involves 2 steps 1. identifying which categories of behaviors are related to effective performance 2. give each eval a list of general categories to use eval performance along w/sample behaviors that describe each category evaluator records + or - on incidents that occur aka - free form essay

Corporate Universities

org developed university where can attend class on corporate campus through e-learning instructors - company trainers, executives, subject matter experts, university professors

re-energizing mature org

orgs evolve through a life cycle each stage is characterized by dominant issue and specific change challenge that must faced before moving to next stage

change agent

orgs live in an ever changing environment, survival depends on ability to adapt most change efforts fail to bring lasting change

learning orgs

orgs need to develop and acquire new skills, technology to survive = creating new environment that facilitates change and development defined as an org skilled at creating, acquiring and transferring knowledge and at modifying its behavior to reflect new knowledge and insights

Org change

orgs require change b/c of broad variety of forces - internal or external common mistake - org can change by changing each individual - wrong org problems are seldom problems of isolated individual, most groups for success = involve many

orientation and onboarding

orientation can have positive influence - can reduce turnover and alleviate anxiety to be effective - carefully designed; begins before employees are hired when designing - determine what need to know now - basic survival information

role playing

participants assume specific characterizations act out particular situations/problems usually creates higher level of participation effective use = facilitate attitude change - effectiveness increased when use video recordings or freeze frame

self-regulatory (sc theory)

people are able to effectively control behavior by arranging environmental rewards, generating cognitive supports, and by producing consequences for actions

learning styles (3)

people differ in preferred learning styles 1. visual - learn best through seeing 2. auditory - learn best through hearing 3. kinesthetic - learn best through touching

reinforcement (theory on change)

people do what they are reinforced for doing method = power coercive - involves applying power in which people w/less power are forced to comply tend to change quickly b/c of reward/punishment

behavior modification (operant conditioning)

people tend to do what they are reinforced for doing - to change reinforce different response

coaching and counseling (OD)

performance appraisal provides feedback regarding performance - but often lacks what to do differently can used skill observers who observe and knows inappropriate behavior = consultant

benchmarking

practice used in some companies to improve production process helps learn strengths and weaknesses HR plays central role = by collecting info and monitoring improvements

cross cultural training (expatriate training)

prepare/train for living abroad include language, cultural classes and customs cultural assimilator - presents cultural training most effective = needs to be based on principles of social cognitive theory - must attend, learn, remember, visualize, demonstrate from experience of others

management by objectives

primary focus that espouses positive, proactive way of managing v reactive each manager has clear objectives that reflect and support objective of higher mgrs. mgrs. monitor own performance and take corrective action when necessary measurement should be clear and rational

MBO's major processes

processes that combine to form MBO = goal setting, performance feedback, participation, delegation, budgeting, and reinforcement

employee performance mgmt

program by computer software to monitor performance of employee employee records personal goals and objectives can facilitate timely monitoring and rewards

action learning (OJT)

project assignments and committee assignments - assigning trainees to real projects of committee assignments and having them learn while doing it - allowing them to work on real business problems

Pre-Test/Post-Test

provide comparison for post test, give pre test poor - improvements may not be from training - may have competing explanations 1. History 2. Maturation 3. sensitizing effects internal referencing strategy = method proposed to improve usefulness of pre-test/post test - tries to detect presence of competing explanation by using combo of relevant or irrelevant questions to see increased learning - only useful to eval criteria of learning

internship/assistantships (OJT)

provide training similar to apprenticeship typically refer to occupations that require higher level of formal education

leader guides

provided when presented by someone other than person who designed should provide insight and suggestions

TQM - total quality management

purpose - to reduce errors to zero and improve quality of service unique to each org but share common elements - customer focus, strategic planning, continuous improvement and empowerment

reward schedules (operant conditioning)

refer to timing of reinforcement and how often correct response is rewarded 3 major schedules 1. continuous - each time correct = reward 2. intermittent - only portion of correct are rewarded - aka ratio schedule - can be fixed ration or variable ratio 3. interval - only received after specific interval time; can be fixed or variable reward schedules have impact on frequency of responding

Talent Mgmt

refers to all activities associated with ensuring company has competent workforce that is capable of performing more than just training - integrated series of activities - recruiting, selecting, motivating, training, promoting, retaining

Computer based training

refers to any form of interactive learning b/w computer and learner in which computer provides majority of stimulus and learner is required to make some form of response during learning

modeling

refers to example that individuals observe in others behaviors; example set for others

career development

refers to helping individual plan future career w/in org obj - help individual achieve max self development and help org achieve its obj's

apprenticeship (OJT)

refers to process of having new worker work along side and under direction of skilled tech sometime mandatory - plumber, electrician orgs can sponsor programs - have 5 core components 1. direct business involvement 2. on the job training 3. related instruction 4. rewards for skill gains 5. completion w/credentials regulated under national apprenticeship act

career

refers to sequence of work related experiences individuals acquire during span of work lives individual concept - everyone has own not same as profession

self - efficacy (sc theory)

refers to the belief in ones capability to perform specific tasks - similar to the concept of self esteem - task specific rather that generalization - important variable in predicting individual performance several studies say better predictor than past behavior

diffusion

refers to the extent to which the initial change spreads through the org and produces complementary changes in other programs limited diffusion may occur b/c of resistance w/in other parts

shaping (operant conditioning)

refers to the process of acquiring a unique response by reinforcing closer and closer approximations of it aka - method of successive approximations during early stages anything that remotely resembles a correct response is reinforced as training continues, only close approximations are reinforced used extensively in animal training

reinforcers (operant conditioning)

reinforcers can be classified according to several different categories 1. positive v negative 2. primary v secondary 3. intrinsic v extrinsic primary = food, water, sex, rest secondary = social approval, money intrinsic = self administered, pride, satisfaction extrinsic = administered by others, praise, gifts, recognition

inspiration of ones personal example (theory on change)

relies on inspiration of change agent who creates change in others by modeling appropriate behavior consistent w/transformational leader emphasizes first change yourself

Training ROI and Reporting ROI

return on investment training should be viewed as investment - managers should recognize long term benefits HR can demonstrate impact of training by conducting ROI analysis and reporting as do for others as capital investment reporting serves 2 functions 1. justifies training function by showing value of training to bottom line 2. helps training department assess self no rules for reporting

conflict resolution

series of steps that bring groups together to shake feelings/engage in joint problem solving number of steps = influenced by degree of conflict should focus on relevant issues - should include problem solving and negotiation

organizational development interventions

set of structured activities (planned) designed to improve some aspect of org functioning most = loosely defined sequence of activities that are adapted to situations

evaluation phase of training

should assess whether learning is being transferred to the actual job

stimulus (principle of learning)

should be easily perceived and meaningfully organized

T&D phase of training

should contain activities and learning that satisfy obj's from assessment phase

assessment phase of training

should include who should be trained - what training is needed and how training benefits org final step includes creating criteria to be used in evaluations

Vestibule Training

similar to on the job - except occurs in separate training area - like actual production area emphasis on learning typical for teaching specific job skills major adv = positive job transfer b/c environments are similar

transfer of training

similar to transfer of training problem, w/individual improvement - may teach new skills if fail to use = ineffective training OD interventions and training need to be designed to reduce negative training of transfer

narrative appraisal methods - essays

simplest form - asked to write free form essay describing performance usually useful for personal development b/c it contains specific performance feedback not easily compared

tech and professional skills (managerial skills)

skills needed to perform particular job ex)operating a machine, actions involve accomplishing direct work

career planning and development

some do elaborate plans - others no plan at all belongs to each individual - every person should be responsible for managing own plans

dimensions of performance evaluations

some forms have several scales that sum to form composite eval composite scales have adv of simplifying personnel decisions

change agent role

someone who acts a catalyst for change w/in an organization HR = internal change agent - advantage = familiar with organization

programmed group exercises

sometimes called experimental group exercises, involve trainees working together in discussion groups to solve specific problem interact if in real problem solving situation valuable learning during exercise and with follow up discussion useful in id'ing potential managers and providing training

two separate appraisals

supervisors complain and want 2 separate appraisals 1. contributions appraisals - focus on outcome and results 2. personal - development appraisal on behavior and personal development

personal development appraisal

supportive v confrontational focus on improving future performance through self learning and growth eval = offer guidance, help, counseling and accurate feedback important piece for HR planning - advancement and promotion should be addressed

onboarding

systematic approach to fully integrating new employee into org and its culture focus - provide employee w/relationship tools and info necessary to becoming successful member of organization

realistic job previews

tells recruits favorable and unfavorable aspects of job balanced presentation

teletraining/e-learning

trainer at one location and learners in another requires higher level of skills for trainers, cannot observe how ideas are received

learning strategies (4)

training can use different combos of inductive and deductive reasoning to help learning 1. funnel - applies to general theories to specific situations using deductive reasoning 2. inverted - opposite of funnel 3. hourglass - uses combo of deductive reasoning followed by inductive reasoning 4 - tunnel - involves the systematic presentation of info that must be committed to memory

negative transfer of training

training inhibits performance in new situation

Training & Difficult times

training is often viewed as discretionary expense some training cannot be eliminated - in a rush to save money - forget that cannot be eliminated some orgs view economic slowdown as ideal time to increase training and skill level - rather than furlough have employees report to training sessions consider funding with grants and workforce initiatives during tough economic times

direct cost of training

training personnel salaries, cost of materials, cost of facilities

double loop learning

training program that trains mgrs. to change assumptions about behavior (value of openness & feedback), by making them aware of different b/w what do v what think they do Argyris presents 2 models that focus on underlying assumptions uses 8 step process to change assumptions and create greater self awareness

motivation (principle of learning)

training program will fail if training is not receptive or if have no reason to learn adequate motivation is essential most programs are intrinsic reinforcing but that alone is not enough to change behavior; need to provide other rewards and punishments

Training materials - Manuals

typically schedule, articles, reports, copies of slides allows reading w/presentation helps organize content

utility analysis

ultimate measure of training effectiveness is the return on investment - how much did training cost and what are the financial returns answers found in utility analysis

symbolic thinking (sc theory)

use of symbols as words, pictures, mental images - greatly facilitates learning use of symbols also contributes to effectiveness of imitative learning

Conferences/Discussions

used extensively for making decisions provide forums where individuals are able to learn from one another major use = change attitudes and behaviors

case studies

used extensively in many business classes designed to promote trainee's discovery of underlying principals success depends largely upon skill of discussion leader

action learning (al theory)

useful form of collaborative learning - involves bringing sets of people together to find solutions to org problems

action research model (6 basic steps)

useful model describing basic approach of most org change activities; relies on data gathering and analysis to solve problems consistent w/scientific method 6 basic steps 1. data gathering 2. feedback 3. data discussions/diagnosis 4. action planning 5. action 6. recycling a change agent in the action research model collaborates extensively w/client groups gathering and analyzing data

360 degree appraisals

uses feedback from multiple sources designed for more comprehensive feedback expected to provide broader perspective regarding performance including feedback primary goal = development - not appraisal

television and video

visual training, teleconferencing; many forms ex)athletes watching game film adv = editing to maximize learning shows observing behavior of others is powerful learning tool

checklist (performance eval)

weighted checklist consist of list of behaviors that evaluators use to describe performance of employee after compiled - group of judges, sups, or job incumbents evaluate each statement on a zero to 10 scale regarding favorability and contribution to organizations effectiveness good performance eval - when well developed b/c statements = observable behaviors

appraisal interview

when - typically work cycle some changing annual in favor of ongoing feedback frequent appraisals reduce impact errors and provide timely data effectiveness can be enhanced by: 1. evaluator develops own style for comfort 2. carefully prepare 3. clarify purpose at the beginning - what type are you discussing neither party should dominate interview should focus on behaviors and results not personality factors

Positive transfer of training

when training enhances performance in new situation

innovative work teams

work teams are being increasingly relied upon orgs can increase creativity by establishing an environment that fosters innovation org requires 5 core values for innovation to occur