HR Quiz 4

Discussion method

- 2 way communication to increase learning opportunities - short lecture (20 min or less) to provide basic info and followed by discussion - verbal and nonverbal feedback allows trainer to determine if desired learning has occurred. If not, trainer knows to spend more time on topic possibly in a diff manner - questions/discussions enhance learning through clarification and keeps trainees focused on the material - stimulates thinking about key learning points - more effective than pure lecture - if skill needs work, discussion and lecture are not appropriate - lecture/discussion are useful for changing/developing attitudes though discussion is more effective - provides new insights, facts and understanding.

Apprenticeship training:

- Apprenticeship programs are partnerships between labor unions, employers, schools and the government - Most often found in skilled trades and professional unions - Programs typically require 2 years of on the job experience and 180 hours of instruction - Must be able to demonstrate mastery of skill and knowledge before being allowed to graduate to journeyman status - Formal apprenticeship programs are regulated by governments

Training delivery method can be derived into ___ and ___ approaches:

- Cognitive: provide info orally or in written form, demonstrates relationships among concepts, or provides roles on how to do something. associated most closely with changes to knowledge and attitudes. Lecture, discussion, e-learning, and to some extent, case studies are cognitive methods. Its not their strength to influence skill development - Behavioral methods allow trainee to practice behavior in real or simulate fashion. stimulate learning through experience and are best at skill development and attitude change. equipment simulations, business games, role plays, the in-the-basket technique, behavioral modeling, and to some extent, case studies. Both methods can be used to change attitudes though they do this through different means On-the-job training is a combo of many methods and is effective at developing knowledge, skills, and attitudes but is best at the latter 2

3 types of knowledge objectives:

- Declarative: persons factual info - Procedural: understanding of when and how to apply facts - Strategic: used for planning, monitoring and revising goal directed activity

E-learning

- Encompasses diff types of tach assisted training such as distance learning, computer based training (CBT), or web based training (WBT) - Distance training is for people in separate locations and provides same pros and cons as the lecture method. Can be less expensive than paying for trainees elsewhere out may reduce motivation - The diff between CBT and WBT is that CBT info is stored on a hard drive, a CD-ROM, or diskette, meaning its not easy to update and may be difficult to access - WBT is housed online through co intranet or www. Increases accessibility of training; can even train from home. Updates are quick and relatively easy

Questions evaluation process should answer (step 9):

- How much did it improve competencies targeted? - How much did it improve employees actual job performances? - How much did it improve the meeting of the positive objectives? - How much did it improve result in positive return on its investment?

3 categories of learning objectives:

- Knowledge - Skills - Attitudes

Lecture method

- Most useful when trainees lack knowledge or have conflicting attitudes - Best used for general understand of topic Variations make it more or less formal or interactive - One way oral presentation in pure lecture - Begins with info, body and summary/ topics should be sequenced in body - Useful in situation with large # of people with limited info in relatively short period - Not effective for large amounts of info in short time - Pure effective for large amounts of info in short time - Pure lectures provide only info so its limited in usefulness but cheap and effective with specific, factual info by putting it into text - Benefits: credibility may be attached to lecture or focus/emphasis provided by trainer presentation skills -its interactive so trainees can ask questions or request change in pace

Advantages of e-learning:

- Reduce learning time/trainees can go at their own pace - Reduce cost of training through travel/location costs - Instructional consistency worldwide - Reduce boredom/anxiety through individuals pace work - Safe method for learning hazardous tasks with computer simulations - Increased access to training worldwide - Effective at developing declarative and procedural knowledge - Useful in developing some skills and modifying attitudes - Develops declarative knowledge through repeated presentation of facts and using variety of formats and presentation styles - Procedural knowledge to various situations stimulated by software/automatically documents trainees response, interprets them and provides appropriate practice modules to improve areas of weakness - Skill development is limited by software's ability to mimic environment and context - E-learning is appropriate for computer based training effective for developing/modifying attitudes but emotional or affective sides may not be activated - Preference for e-learning to be combined with faced to face training to monitor, direct and reinforce discussion

More about simulations:

- Simulations are not good at developing declarative knowledge - Other methods besides simulations are also better for knowledge development - Simulations do a good job at developing skills because: -They simulate conditions that occur on the job -They allow trainees to practice the skill -They provide feedback about appropriateness of their actions - Each skill and the type of skills they are more appropriate: - Mechanical- machine operations and tool usage skills - Business games- day to day and strategic business decisions making skills and problem solving - Case studies- analytic skills, higher level principles, and problem solving strategies. Focuses more on what to do (strategic knowledge) than how to get it done (skills) - Role plays- interpersonal skills and personal insight: interactions with others and receiving feedback. Attitude change/ allows trainees to experience feelings about their behavior and others reactions to it

How to ensure transfer of training:

- learning investments must be appropriately managed if you expect a benefit. You need to manage the learning process to ensure the training results into performance and results or else there is no benefit - Organizations must treat training as change initiative and not an isolated event - Most co. could be better served by focusing their resources not on measuring training, but by managing and fully implementing their training initiatives in alignment with their key strategic priorities by: 1) Begin with the business objective in mind - The more learning is aligned with critical business drivers, the greater the impact. Without alignment, organizations can only hope their training makes sense 2) Support individuals/teams through the learning transformation

On-the-job training (OJT)

- most common training method, uses more experienced and skilled employees to train less skilled and experienced employees - Job instruction technique, apprenticeships, coaching, and mentoring -Typically conducted by employees with instructional techniques and superior knowledge and skill - Train-the-trainer training is required for OJT trainers as well as need to develop sequence of learning events for trainees

Role play:

- simulation of event or situation. Trainees play actor's after given description of situation and roles -Structured role plays provide much details and may even provide scripted dialog: this is used to develop interpersonal skills - Spontaneous role plays are loosely structured: used to develop interpersonal skills - Single role play- group of trainees perform while other group observes and tries to determine learning points; can cause embarrassment and lack of observation by other group - Multiple role play- trainees move into groups which act out scenario simultaneously. Each group identifies learning points; everyone gets experience but trainer has hard time seeing all if not recorded - Role rotation method- begins as either single or multiple role play and is stopped, discussed, and then actos are switched out with other trainees; frequently interrupted

In basket technique:

- stimulates types of decisions that would typically can handled in a particular position like an operations manager. Asses and or develops decision- making skills and attitudes. - To start, trainees are given description of their role; info about situation then are given packet of materials which make up the in basket. They are asked to respond to material in specific time frame. When done, trainer asks trainee for processes used and discuss in appropriateness.

Case study:

- used to simulate decision making situations rather than day to day - Trainee is presented with history of situation and asked to respond to set of questions or objectives; responses are typically in written form. Some cases require trainee to gamer info behind the case - Once at solution, it is discussed in small groups, large groups or both - No right or wrong solution but many possible solutions - Solutions are not as important as principles and logic used to get them

Appropriate data collection method

-Post-test self-report survey -Cambell and Stoney one shot case study -One group pre-test/post-test design (eliminates many threats to internal validity) -Single group designs -Two group designs -Untreated control group designs -Post-test design with nonequivalent group

Training processes/ need analysis:

-design -development -implementation -evaluation - phrases are sequential

How to conduct a training needs analysis:

1) Determine desired business outcome 2) Linked desired business outcome with employee behavior 3) Identify trainable competencies 4) Evaluate competencies 5) Determine performance gaps 6) Prioritize training needs 7) Determine how to train 8) Conduct cost-benefit analysis 9) Plan for training evaluation

Guidelines for transfer activities

1. Make certain the individual who has attended training has a chance to practice their new skills 2. The training provider, trainee, and supervisor all need to understand that a learning curve is involved in every attempt to apply training on the job 3. Tie the employee development goals closely into an organization wide performance management and development process 4. Trainee should work with the supervisor to plan additional needed training or coaching based on their experience of applying the learning on the job 5. Testing at stated intervals after training can assist with transfer 6. The person who attended training should make use of all training manuals, resources, and job aids 7. Make it a norm to have trained employees be expected to train other employees and share the knowledge 8. Provide supervisory staff with job aids or follow up lessons and brief readings to reinforce and support training concepts 9. Follow training, those who attended can form an informal network for support and encouragement

If you want transfer learning and have the new skills "stick" ensure everyone can answer 5 key questions:

1. Relevance: how does the skill development apply directly to an individual's role and the groups purpose compared to other priorities? 2. Resource: how is the necessary time, tools, technology, information, supporting processes, and structures being made available to produce the desired result? 3. Reinforcement: How is your environment supporting the application of the new skills for participants and their bosses? 4. Renewal: how is the organization ensuring continuous improvement through coaching, mentoring, follow-up and refreshers? 5. Review: how are you measuring the efficacy of the intervention at individual and group levels?

Competencies deemed critical need a ___ or higher

4

Which source of information is most likely to yield information that informs the behavior level of Kirkpatrick's model of training evaluation?

A performance appraisal conducted on trainees 6 months after they return to work

Affection reaction and Utility reaction

A: assess likes/dislikes of program U: assess perceived usefulness of program

Which of the following would be best able to yield specific information about how well employees perform certain job tasks?

Ability tests

Research has shown that characteristics of the work environment to which trainees return after training is completed influence the extent to which training transfer occurs. According to the training transfer materials you read, all of the following are characteristics of the work environment that facilitate transfer of training EXCEPT:

CHARACTERISTICS: - Providing job aids to remind trainees of the skills and knowledge acquired in training - Providing feedback to trainees regarding how effectively they are exhibiting skills acquired in training - Ensuring trainees have the opportunity to practice skills acquired through training NOT: Ensuring that trainees who don't use the skills acquired in training are subject to the progressive discipline policy

Declarative learning and Procedural learning

D-: acquisition of facts and info. - most frequently assessed learning measure P: org. Of facts and info into smooth behavioral sequence

You are the director for training and development for C3P0. Recently you noticed a decrease in customer service ratings within your customer service department, even though your current customer service training was recently recognized by the local chapter of the Association for Talent Development (ATD) as the best customer service training for small to medium-sized companies in Central Florida. Research you conducted about this problem revealed the following information. 1. New employees continue to rate the customer service training as superb. 2. Post training assessments are positively correlated (+.67) with successful performance and subsequent customer satisfaction ratings. 3. On-time deliveries have decreased by 2.3% over the last few months, which is your busy season, but are still slightly higher than the current period in previous years. 4. The majority of low customer service ratings have been given to customer service representatives with over 5 year's experience in that job. Based on (not off) the information you collected, what is the most appropriate action to take to address the recent drop in customer service ratings?

Design and implement a performance-based system to improve the customer service of those receiving low ratings.

Simulations:

Designed to mimic processes, events, and circumstances of trainee's job - Equipment simulators: mechanical devices that incorporate the same procedures, movements and/or decision processes that trainees must use with equipment on job. To be more effective it must replicate it as closely as possible. Equipment operators and supervisors should be involved in design and pre-testing.

What of the following is a purpose of conducting training evaluation?

Determining whether the benefits of training outweigh the costs

The ability to provide instructional consistency by offering the same training content to employees worldwide was suggested in your class preparation materials as an advantage of which training method?

E-learning

During/after program evaluations

L1, L2 During L3,L4 after

All of the following are levels of evaluation according to the Kirkpatrick model of evaluation EXCEPT:

LEVELS: - behavior - results - learning NOT: - self efficacy

Which level of training evaluation addresses the question, "To what extent did trainees improve their knowledge and skills?"

Learning level

Which of the following training methods would be most useful when a trainer needs to deliver a limited amount of information to a large number of participants in a short period of time?

Lectures

All of the following are points made about the relationship between performance and training needs in the preparation materials for this module EXCEPT:

POINTS: - there are many other ways to address performance gaps in addition to training - training needs should be considered from a variety of perspectives - training should be considered only after performing a thorough needs analysis NOT: - a training intervention is always the preferred option when a performance gap is observed

Areas of assessment

Participants perception of usefulness, quality, and satisfaction thoughts on training

Your office staff will be using a new electronic calendaring system designed to make it easier for them to share their schedules with each other. Which of the following data collection methods would most appropriately assess whether your employees have a lack of skill with regard to this system?

Perform a work sample test in which each employee is asked to accurately schedule an upcoming meeting using the new system.

Individuals retain most if they ___ themselves and then second most when they ___

Perform, discuss

Barriers to evaluation

Pragmatic ■ Requires specialized knowledge- can be intimidating ■ Data collection can be costly and time consuming ○ 2. Political ■ Potential to reveal ineffectiveness of training evaluations may be distinguished from each other with respect to: ● 1. The data gathered and analyzed ● 2. Fundamental purpose of the evaluation ○ 1. A. trainee perceptions, learning, and behavior at conclusion of training ○ B. assessing psychological forces that operate during training ○ C. info about the work environment ■ Transfer climate and learning culture ○ 2. A. formative- provide data about various aspects of a training program ○ B. summative- provide data about worthiness or effectiveness of a training program ○ C. descriptive- provide info that describes the trainee once they have completed a training program ○ D. casual- provide info to determine if training caused the post- training behaviors

Which research design used to evaluate the effects of training compares the performance of participants who were NOT randomly assigned to two groups; one that received the training and one that didn't?

Quasi-experimental design

According to your class preparation materials, all of the following are reasons to conduct evaluation of training EXCEPT:

REASONS: - to determine whether the training program was cost effective - to identify areas of improvement in the training program - to determine whether the training program has achieved expected results NOT: - to assist in creating the learning objectives of your training program

According to your course preparation materials, all of the following are reasons why training evaluation, especially evaluation at the higher levels, is not conducted EXCEPT:

REASONS: - training evaluation has the potential to reveal ineffective training - TE can be costly and time consuming - TE requires specialized knowledge NOT: - TE is typically not necessary to assess the effects of training

Which of the following accurately depicts the order in which types of training evaluations are conducted according to Kirkpatrick's Hierarchical Model?

Reaction, learning, behavior, results

According to the materials on transfer of training that you read for class, all of the following are things you should consider when trying to engineer transfer into your training programs EXCEPT::

SHOULD CONSIDER: - relevance of training to the job - how learning and skills from training will be reinforced in the job - the presence of supporting resources when participants return to work NOT: - the relevance of the training to the job

In the videos about training needs analysis you watched to prepare for class, all of the following were used as sources of performance standards EXCEPT:

SOURCES: - job descriptions - competency frameworks - person specifications NOT: - performance reviews

In the videos about training needs analysis you watched to prepare for class, all of the following were used as sources of information about employees' current performance EXCEPT

SOURCES: - psychometric testing - ability testing - performance appraisals NOT: - job descriptions

Which type of evaluation provides data about the worthiness or effectiveness of a training program.

Summative

One of your employees has twice sent somewhat sexually inappropriate jokes via email to the entire office. Which of the following would be the best evidence that training might be an appropriate intervention to solve this problem?

The employee is from a culture that has very different standards regarding what is sexually appropriate in the workplace.

Learning level

The most common method of evaluating the degree to which training participants understand and absorb training concepts is a single-subject pre/posttest design. Campbell and Stanley (1963) refer to this approach as the One-Group Pretest-Posttest Design. The strength of this design is that it obtains a baseline measure of the criterion variable, which addresses internal validity issues related to selection and mortality. Specific areas of knowledge to be assessed at this level may be: 1. Indicators of violence exposure; 2. Community resources to serve children who are victims/witnesses of violence; 3. Ways to access services; 4. Cultural dimensions to violence; 5. Gender differences in views of violence; and 6. Any other training objectives that may be added to this design as applicable

Behavior level

This criterion requires that we examine whether training recipients, including both referring agencies (e.g., law enforcement agencies, child protective agencies, day care workers, etc.) and Safe Start sites themselves, are able to utilize their training in their work with children exposed to violence. The majority of Safe Start training goals fall into this category. Single-Group Design - The first method involves using measures of workplace behaviors to assess the extent to which participants were able to successfully apply the training information to their work with children exposed to violence. Two Group Designs - The second method involves methodologically stronger designs involve assessing carryover of training to the workplace by comparing the performance of the referring agencies receiving training with a comparison group (e.g., a group not receiving training or another training group). Each of these approaches uses nonequivalent groups - Separate-Sample Pretest-Posttest Sample; - Untreated Control Group Design with Pretest and Posttest; - Posttest Only Design with Nonequivalent Groups.

What is the primary purpose of conducting a training needs analysis?

To identify the causes of a performance gap and those who should attend training

Business games:

attempts to reflect the way an organization operates. - Reflect set of relationships, rules and principles derived from appropriate theory. -Some focus on functional responsibilities of particular position- called functional stimulations. -Allow trainees to see how their decisions/actions influence target and areas related to larger. -Trainees are given info describing situation and rules before the game. Trainees are provided with feedback after game and asked to make another decision until some predefined sate or organization or # has been accomplished involve element of competition.

Self efficacy

beliefs that trainees have about their ability to perform the behaviors that were taught in a training program.

Perceived support

degree to which trainee reports receiving support in attempts to transfer the learned skills

Job instruction technique (JIT)

developed during WW2 and is one of the best techniques to implement OJT. Focuses on skills and development 4 steps: 1. Prepare: written breakdown of the job. Allows trainer to see job in eyes of the employee. Trainer must prepare instructional plan and determines what trainee knows and doesn't know. Instructional plan is then completed focusing on KSA deficiencies. Prior to training, trainee should be provided 2. Present: tell, show, demonstrate, and explain. Trainer provides overview of job while showing aspects, demonstrates how to do the job, explain why it's done in the specific way it is, and emphasize key learning points and safety instructions. Components of the job should be uncovered one at a time in the order they would be during the job 3. Try out: Trainee should be able to explain how to do the job prior to actually doing it. Provides transition from watching and listening to doing. When trainee first tries out job, errors should be training and not learning ability. Trainer can question trainee about actions and guide them in identifying correct procedures 4. Follow up: Trainer should check trainees work often enough to prevent incorrect/bad habits from developing. Reassure trainee to ask questions and ask for help. Progress checks can taper off through time and eventually be eliminated

Mentoring:

form of coaching in which ongoing relationship is developed between senior and junior employees - Provides junior with political guidance and understanding of how organization goes about its business - More concerned with improving employees fit within an organization than improving technical aspects of performance - Generally, mentors are management level

Reaction level

his approach is what Campbell and Stanley (1963) refer to as the One-Shot Case Study. Strengths of this approach include the widespread applicability and convenience of the design. Moreover, surveys can be administered soon after the conclusion of the training, making evaluation easier and yielding higher response rates. A primary weakness of the reaction approach is its lack of association to knowledge gained, behavioral work product, or organizational benefit. Specific areas to be assessed at this level may be: 1. Participants' perceptions of the usefulness of training; 2. Participants' perceptions of the quality of training; 3. Participant satisfaction with training; and 4. Other participant perceptions of interest.

Training needs analysis:

identify gap between the current and required standard. Results of training needs analysis answers me following: - What is needed and why? - Where is it needed? - Who needs it? How will it be provided? - How much will it cost? - What will be the business effect?

Coaching:

one on one guidance/instruction to improve performance in specific area - Trainee has already been working on the job for some time - Usually directed at employees with performance deficiencies but also used as motivational tool - Typically supervisor acts as coach and must be skilled Will likely represent 50% of supervisors time by new millennium 1. Understand trainees job, KSA's, resources required to meet performance expectations, and their current level of performance 2. Agree with trainee on objectives to be achieved 3. Mutually arrive at plan/schedule for achieving performance objectives 4. At work site, show trainee how to achieve objectives, observe their performance, and provide feedback 5. Repeat step 4 until performance improves

Behavior modeling:

primarily for skill building and used almost always with another technique - Interpersonal skills, sales technique, interviewee and interviewer behavior, and safety procedures are some of the skills used learning this - Live models can be used, but more typically video tapes are desired for training Steps: 1. Define skill deficiencies 2. Provide brief overview of history 3. Label key learning points/critical behaviors to look for 4. Have expert model the appropriate models 5. Have trainees practice appropriate behavior in role play 6. Have trainer and trainees provide reinforcement for appropriate limitation of the models behavior - Differs from role plays and business games by providing examples of what desired behavior looks like prior to attempting behavior

Required performance standard

skills, knowledge, and behaviors needed

SMART goal

specific, measurable, achievable, relevant, time bound

Decision based evaluation model

training evaluation methods that specifies the target, focus and methods of evaluations ■ Goes further than other 2 methods ● 1.identifies target of evaluation ○ Trainee change, org. Payoff, program improvement ● 2. Identifies its focus (variables measured) ● 3. Suggests methods ● 4.General to any evaluation goals ● 5. Flexibility? Guided by larger of evaluation - too recent

COMA Model

training evaluation that involves the measurement of 4 types of variables ■ 1. Cognitive ■ 2. Org. environment ■ 3. Motivation ■ 4. Altitudes

How COMA improves on Kirkpatricks

■ 1. Transforms typical reaction by incorporating greater # of measures ■ 2. Useful for formative evaluations ■ 3. Measures are known to be revealed to training success ■ 4. Define new variables with greater precision ● New model- too early to draw conclusions

Org. results- results info includes:

○ 1. Hard data: results measured objectively (# items sold) ○ 2. Soft data: results assessed through perceptions and judgements (altitudes) ○ 3. Return and expectations: measurement of a training programs ability to meet managerial expectations

Designs in training evaluations

○ 1. Non experimental designs- comparison is made to a standard and not to another group of untrained people ○ 2. Experimental designs- trained group compared to another group that does not receive the training- assignment is random ○ 3. Quasi-experimental designs- trained group is compared to another group that does not receive the training: assignment is not random

Org. perceptions- scales to measure perception

○ 1. Transfer climate- assessed via questionnaire that identifies 8 sets of cues ○ 2. Cont. learning culture- assessed via questionnaire ■ Cues: goal cues, social cues, task: structural cues, positive feedback, reg, feedback, punishment, no feedback, self control.

Challenges to evaluation programs with safe start

○ Directors/evaluators have limited control over who receives training- not ethical- rely on quasi which makes it hard to draw inferences ○ Restricted resources to assess training- stronger designs are made impractical ○ Measuring short/long term learning ○ Different to track/measure training effects.

Why training evaluations?

○ Improve managerial responsibility ○ Assist managers in what/who should be trained ○ Determine cost/benefits of a program ○ Determine if training has received expected results ○ Diagnose strengths/weaknesses of a program and pinpoint needed improvements ○ Justify, reinforce value of training

Motivation

○ Motivation to learn and motivation to apply the skill on-the-job (transfer)

Training evaluation

○ Not single procedure: continuum of tech., methods, and measures ○ Ranges from simple to elaborate ○ More elaborate the more complete results (costly) ○ Select procedure that makes sense and can add value within available resources

Kirkpatricks 4 levels of training evaluation

○ Reaction: how did the participants react to the training? ○ Behavior: did the behavior change as a result of training? ○ Learning: to what extent did participants improve knowledge skills? ○ Results: what benefits does org. Receive?

Evaluation variables

○ Reactions-learning-behavior-motivation ○ Self efficacy- perceived/anticipated support ○ Org. perceptions- org results

Behavior measured using:

○ Self reports, observations, production indicators

Data collection: kirkpatricks

● 1. Reaction level- areas to be assessed ○ Perception to usefulness of training ○ Perception to quality of training ○ Satisfaction with training ○ Other perception of interest ● 2. Learning level ○ Indicators of violence exposure ○ Community resource to serve children who are victims/ witnesses of violence ○ Ways to access services ○ Cultural dimensions to violence ○ Any other trainings objectives that may be added to this design as applicable ● 3. Behavioral level ○ Single group design- using measures of workplace behaviors to assess the extent to which participants were able to successfully ○ Two group design- involves methodologically designs involve assessing carry over of training to the workplace by comparing performance of the referring agencies receiving training with a comparison group ■ Separate- sample/pretest posttest sample ■ Untreated control group design with pretest and posttest ■ Posttest only design with nonequivalent groups ○ Separate sample/ pretest posttest- relies on the use of 2 training groups to be compared participants can be surveyed ○ Untreated control group design with pretest and posttest- 2 group design to evaluate performance before and after training. Compare referrals. ○ Post test with nonequivalent groups- admining post test to 2 groups- one who received training and one that didn't- causal inferences are not possible ○ Used to determines effectiveness of training program why evaluate? ○ Gain info on how to improve future programs ○ Justify existence of training departments and budget ○ To determine whether program should be cont. Or dropped

Critiques on Kirkpatrick:

● Doubt on validity ● Insufficient diagnostics ● Kirkpatrick requires all evaluations to rely on same variables and outcome measures