Designing and Evaluating Training Systems

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AAMODT CHAPTER 8
DESIGNING AND
EVALUATING TRAINING
SYSTEMS
SARA GILLEN & HANS MACATANGAY
LEARNING
OBJECTIVES AAMODT- ORGANIZATIONAL LAEARNING
Know how to conduct a training needs analysis

Be aware of the various training methods
Know how to conduct a training program
Understand the psychological theory behind successful
training
Be able to evaluate the effectiveness of a training program
WHAT IS TRAINING?
TRAINING
"systematic acquisition of skills, rules, concepts, or attitudes
that result in improved performance" (Goldstein & Ford, 2002).
Planned effort by the organization to facilitate the learning of
job-related behavior on the part of its employees
WHY IS IT ESSENTIAL?
Ensures that employees have the knowledge and skills to
perform the job
Compensates for the inability to select desired applicants
To keep up with the changes in jobs, technology, and laws
Used to teach knowledge and skills that are not currently needed
but will be used in the future
LO1: KNOW HOW TO CONDUCT A TRAINING NEEDS ANALYSIS
NEEDS ANALYSIS
The Training Needs Assessment Process:
First step in developing an employee training system
Process of determining the training needs of an
organization
WHY IS IT IMPORTANT?
By a meta analysis: increased training effectiveness
courtesy of a needs assessment conducted prior to the
creation of the training program
3 TYPES OF NEEDS ANALYSIS CONDUCTED:

Organizational Analysis
Task Analysis
Person Analysis
ORGANIZATIONAL ANALYSIS The Training Needs Assessment Process:

First step of needs analysis process
Process of determining the organizational factors that
will either facilitate or inhibit training effectiveness
Proper Organizational Analysis
Goals of the organizations, extent of the training,
organizations ability to conduct training, extent to
which employees are willing and able to be trained
Includes a survey of employee readiness for training
EFFECTIVE TRAINING
supportive climate for training, effective programs,
employees want to learn, goals of the program are
consistent with those of the organization
TASK ANALYSIS
Second step of needs analysis process
Identify the tasks performed by each employee, the conditions under which these tasks are performed,
and the competencies (KSA) needed to perform the tasks under the identified conditions
Interviews, observations, task inventories
Determine how employees learn to perform each task or obtain each competency
PERSON ANALYSIS
Final step of needs analysis process
Process of identifying the employees who need training and determining the areas in which individual
employee needs to be trained
Should include an evaluation of employee's readiness for the training
Ex. Trainers at Jollibee Chains test management trained on essential on-the-job tasks
demonstrate proficiency = end of training
PROFICIENCY
PERSON ANALYSIS
METHODS IN DETERMINING TRAINING NEEDS
Performance appraisal scores
Surveys
Interviews
Skill and Knowledge Tests
Critical Incidents
Performance appraisal scores
Easiest method
Rating representing some aspect of an
employee's work performance
3 PROBLEMS
Rating errors can reduce the accuracy of
performance appraisal scores (Leniency
and Strictness errors)
Rarely are there situations in which all
employees score either high or low on a
dimension
Performance appraisal system may not
provide the type of information needed to
conduct a training needs analysis
Surveys
Common approach
design and administer a survey that asks employees
what knowledge or skills for training
Advantages
eliminate performance rating errors
strengths and weaknesses
even w/o organization effort to design effective
performance appraisal system or job description
Disadvantages
Employee dishonesty
Organization may not afford suggestions
Surveys
Questionnaire
Asks employees to list the areas for training
Provide a list
Better method
employees rate job-related tasks and components
of knowledge
Results are given to supervisors for validation
Used to determine whether supervisors agree with
employee perception and assess training needs
Interviews
Done with a selected number of employees
Yields in-depth answers about training needs
Advantage
feelings and attitudes are clearly expressed
Disadvantage
data is more difficult to quantify and analyze
Skill and Knowledge tests
Skill test: measures employee's level of job-related
skill
Knowledge test: measures employee's knowledge
about job-related topic
Ex. knowledge of lending laws for loan officers,
company policy, free-throw shooting for basketball
players
Disadvantage
Relatively few tests are available for this purpose
Critical Incidents
Relatively easy to use
Sorted into dimensions and separated into examples of
good and poor performance
ESTABLISHING GOALS AND OBJECTIVES
Next step in developing a training program
Must be specific
Includes an action word, an item, a condition, and a standard
Should state the following:

What learners are expected to do
The conditions under which they are expected to do it
Level at which they are expected to do it
Why is this important?

Training goals will determine the resources, methods,
methods to evaluate the success fo the training
ESTABLISHING GOALS AND OBJECTIVES
"To be a better salesperson"
"By the end of this training session, you will be able to

answer (action word) customer questions about loan rates
(item) without asking others (condition) 90% of the time
(standard)"
LO2: BE AWARE OF THE VARIOUS TRAINING METHODS
Best training programs use a variety of methods to help

the employees understand the reasoning behind a task,
how it should be done, and the context of the tasks
LECTURES
Good training source if the goal is for employees to obtain
knowledge
More effective when paired with simulations and role-
plays for teaching skills
Time-consuming process to produce a lecture-based
training program
Important part: handouts to the audience
provide material to trainees
either paper or digital handouts
CASE STUDIES
Employees are in a group and presented with real or
hypothetical workplace problem and are asked to propose
the best solution
Good source for developing analysis, synthesis, and
evaluation skills
Most successful: actual situations
Living case: based on a real situation rather than a
hypothetical one
Should be realistic and interesting
HELPED TO USE
REINFORCE THE
THOSE
TAUGHT THE
PRINCIPLES
PRINCIPLES IN
PRINCIPLES AFTER READING
DISCUSSING THE
THE CASE STUDY

CASE
SIMULATION
An exercise designed to place an applicant in a situation
that is similar to the one that will be encountered on the
job
offer actual working conditions with pressure and
consequences of making mistakes
Effective: physically and psychologically simulates actual
job conditions
Meta-analysis by Sitzmann (2011): employees trained with
simulations learned and retained more than employees
taught through lecture or reading
ROLE-PLAY
A training technique in which employees perform
necessary interpersonal skills by acting out simulated
roles
Used in many types of training situations
Ex. Practicing performance appraisal reviews to sales
clerks taking customer orders
"Real Play"
employees practice their skills on actual customers
BEHAVIOR MODELING
A training technique in which employees observe correct behavior, practice that behavior, and receive
feedback about their performance
Difference: trainees role-play ideal behavior
Learning points: behaviors necessary to correct problems in the job
Positive transfer of learning
Employee behaviors to Trainees view videos and

Discussion of a Problem Why it occurred
correct the behaviors take notes
Traineess mentally
Role-play rehearse the solution to
the problem
MOTIVATE EMPLOYEES TO ATTEND THE TRAINING
Once the training program has been developed, organizations must motivate employees to
attend training
Relate the training to an employee's immediate job
Make the training interesting
Increase employee buy-in
Provide incentives
Provide food
Reduce the stress associated with attending
LO3: KNOW HOW TO CONDUCT A TRAINING PROGRAM
CLASSROOM
Who will conduct the training?
In-house trainers: employees of the organization
used when training program will be presented
frequently
training topic is specific to the organization
Outside/external trainers: contract with the organization,
videos, local universities
trainers in organization lack expertise
cost of internally developing a training program exceeds
the cost of contracting with an external trainer
Videos: Economic advantage
Local colleges and universities: used for technical and
leadership training
Advantage: lower costs, access to training facilities,
faculty, employees receive college credit
CLASSROOM
Where will the training be held?
on site
Advantage: less expensive
off-site location (hotel, university, or conference center)
Advantage: concentrate on their training
How long should the training be?
Cost efficiency perspective: weeklong training session
Highest level of learning: training material should be
presented in distributed learning rather than mass learning
Adjusting for the audience
Trainer must consider the size, demographics, and abilit of
the audience
Preferably present material at a moderate pace
CLASSROOM
Delivering the training program
Introduction by the trainer, objectives of the training seminar, training schedule, seminar rules
Choice of activities depends on the task or skill to be taught
TRAINING THROUGH DISTANCE LEARNING
Disadvantage of traditional classroom: taught at same pace
and location
Asynchronous or synchronous
ASYNCHRONOUS
Complete training program at their own pace and time
Printed materials, videos, DVDs, web-based programs
Increase effectiveness = interactive
Interactive videos: presents a videotaped situation and
employees choose their response
Training programs offered over the internet
learning organizations contract with a learning portal
containing e-courses
ASYNCHRONOUS
Programmed instruction: training method in
which employees learn information at their
own pace
Self-paced
Actively involved
Information in small units
Meta-analysis by Allen and colleagues
(2004): scores from distance learning classes
were no different with students from
traditional course
SYNCHRONOUS
Conducted live over the phone, internet
or by satellite
Sources: teleconferences, webinars,
webcasts
Interactive sources, blogs, wikis, listerv
As effective as classroom training,
increased effectivity wen learners can
control pace of learning and when
given feedback
ON-THE-JOB TRAINING
Informal training by experienced peers and supervisors that occurs on the job and during job tasks
Teaching skills that require supervision to learn, requires repetition, and benefit role modeling
Modeling
Job Rotation
Apprentice Training
Coaching and Mentoring
ON-THE-JOB TRAINING
Modeling
also called social learning
learning through watching and imitating the
behaviors of others
Effective under certain conditions:
we tend to model behavior of people similar to
us
3 Conditions
employee must pay attention to the behavior
of other employees
employee must be able to retain information
employee must have the ability or skill to
reproduce the behavior that is seen
ON-THE-JOB TRAINING
Job Rotation
employees are given the opportunity to
perform several different jobs in an
organization
popular for managerial training
Commonly used to train nonmanagerial
employees
allows lateral transfers and flexibility
Cross-training'
Advantage: improve job satisfaction
ON-THE-JOB TRAINING
Apprentice Training
usually found in craft and building trades in
which employees combine formal coursework
with formal on-the-job training
144 hours of formal class and works with an
expert
Criticized for two major reasons:
emphasis is on the production of work
than teaching new skills to the apprentice
restrict entry into trades which results in
inflated wages
ON-THE-JOB TRAINING
Coaching
Experienced employees working with new
employees
Issue 1: good workers are not necessarily
good trainers and vice versa
Issue 2: diminishes expert's productivity
Professional coaches
hired to coach a particular employee
help employees identify strengths,
weaknesses, set goals, solve problems
ON-THE-JOB TRAINING
Mentoring
Veteran in the organization who
advises and looks out for a new
employee
At least one position above the
employee being mentored
MOTIVATING EMPLOYEES TO LEARN DURING TRAINING
Providing incentive
money, job security, self-
improvement, advancement,
fun, opportunity to enter a
new career
Training program is interesting
Provide feedback
balance of positive and
negative feedback
ENSURING TRANSFER OF TRAINING
Transfer of training: extent to which behavior learned in training will be performed on the job
use realistic training programs
Practice desired behavior as much as possible
Overlearning
practice in as many different situations as possible
Employees must be given the opportunity and encouraged to apply what they have learned
Atmosphere set by the management
Have employees set goals
LO4: UNDERSTAND THE PSYCHOLOGICAL THEORY BEHIND SUCCESSFUL TRAINING
SUCCESSFUL TRAINING
Employees must have the skills and abilities
Minimal outside factors that can distract
Must be motivated to learn
self-efficacy and reward
Training method is a good match to the
employee
Training program must allow for goal setting,
positive feedback, practice, overlearning,
transfer of training
Opportunity and encouragement to use newly
acquired knowledge at work
LO5: BE ABLE TO EVALUATE THE EFFECTIVENESS OF A TRAINING PROGRAM
RESEARCH DESIGNS FOR EVALUATION

Evaluate: practicality and experimental rigor
Most simple and practical
Training program and determine whether changes is seen in performance of job knowledge
Job knowledge is measured twice
Pretest Training Posttest
Findings are difficult to interpret because there is no control group

Control group should be used
Experimental: Pretest Training Posttest
Control: Pretest Posttest

Experimental: Pretest Training Posttest
Control: Pretest Posttest

Advantages: allows to look at training effect after controlling outside factors
Disadvantages: almost impossible to treat a control group the same as the experimental group
training effect for the experimental group will spill over control group
resentment of control group
untrained employees pressure newly trained employees to revert to old ways
pretest is also a problem
taking a test may lead to increases of performance

Solomon Four-Groups Design
Complicated method
Controls outside effects and pretest effect
Drawback: not practical
Training Posttest
Group 1
Pretest Training Posttest

Group 2
Posttest
Group 3 Pretest
Posttest
Group 4
EVALUATION CRITERIA
Content validity: comparing training content with the knowledge,
skills, abilities required to perform a job
Employee reactions: employees are asked their opinion of a training
program
ratings are influenced by trainer's style, degree of interaction,
motivation of the trainee, organizational support
Employee learning: measuring how much employees learned from
training programs
administered before the test and after; must be reliable and valid
Application of training: extent ot which employees actually can use
the learned material
Business impact: evaluating whether the goals for training were met
Return on Investment (ROI): amount of money an organization makes
after subtracting the cost of training and other interventions
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MUCHINSKY CHAPTER 6
ORGANIZATIONAL
LEARNING
LEARNING
MUCHINSKY-ORGANIZATIONAL LAEARNING OBJECTIVES
LO-1 LO-4 LO-7

Describe the roles of on the-job Know the major methods of computer- Describe the role of mentoring and
training and onboarding within based and non-computer-based training executive coaching in management
development
organizations and their associated strengths and

weaknesses.

LO-2 LO-5 LO-8

Explain the relationship between
ldentify approaches and benefits of Explain how knowledge and skills from
learning and task performance.
active learning approaches. training are transferred back to the job.

LO-3 LO-6 LO-9

Describe to assess training needs Describe the importance of diversity
Explain the evaluation of training and
within an organization training, expatriate training, and development programs.

sexual harassment training in the

workplace.

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LEARNING OBJECTIVE 1
Informal/Unintentional Learning - Acquired

knowledge from the environment which we
apply in order for us to better our lives
Formal Learning - Organized and

Structured, taught in educational
institutions, training centers, seminars, and
etc.
The 70:20:10 Ratio - 70% informal job-

related experiences, 20% social interaction,
10% formal organizational training
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On the Job Training
Most common form of informal training
Supplemented by formal training
A worker learns aspects of the job by
doing the job
Limitations
Organizations have little control
Employees might learn inappropriate
actions and methods from other
employees
Some information is best conveyed
formally 9
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Onboarding
practices, policies, programs the organization has which
helps in welcoming newcomers
helps new employees now the policies and culture of the
organization
helps new employees to adjust
Typically starts at the first day of employment
Orientation Programs
provides relevant information, resources, and materials
help in emotional support by showing appreciation to the
newcomers that they have joined the organization
guides newcomers by providing direct assistance in
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navigating the new organization
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Learning and Task Performance
Learning - change of knowledge and skills is acquired
through education or experience
Phases of skill Acquisition:

Declarative Knowledge - (1st phase) Knowledge
about facts and things
Knowledge Compilation - (2nd phase) integration
of the sequences of cognitive and motor processes
required to perform tasks
Procedural Knowledge - (3rd phase) Knowledge on
how to use information to address issues and solve
problems
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Major Classes of Abilities
General Mental Ability

most important factor in declarative knowledge
Perceptual Speed Abilities

becomes important between the development from
declarative to procedural knowledge
Psychomotor Ability
final phase of skill acquisition
help in determining the final level of task
performance in the procedural knowledge phase
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Complex Relationship Between Abilities and Phases
of Task Performance
Some Individuals may be:

Quick to acquire minimal competency, but are
unable to achieve a high degree of task proficiency
Slow at first, but gradually becomes very
proficient in tasks
Individuals learn and adapt at various rates
Training should be targeted towards an individual's

selected abilities
LEARNING OBJECTIVE 2 10
Characteristics of Experts vs. Novices
Proceduralization
Refers to a set of action rules
If condition A exists, then action B is needed
Experts are great in relating information in cause-effect
situations
Automaticity
Refers to a state of rapid performance which needs little
cognitive effort
Meta-Cognition
Knowledge and control over one's cognitions
Experts have a greater understanding of tasks and their
own abilities
"Experts" do not only have knowledge, but know how and when
to apply knowledge"
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Assessing Training Needs

It is important to understand the deficiencies in individual, team, and
organizational performance before developing a training program

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Training Needs Assessment - A systematic process of

identifying training requirements
Stages of Training Needs Assessment

Organizational Analysis
Determines the organization's objectives and
available training resources
Task Analysis
Determines which tasks need improvement/more
training on
Person Analysis
Determines which individual needs training
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Even though training needs assessment is very helpful, few

companies undergo this before training
Reasons
Sometimes training requirements are obvious leading to
shortened or foregone needs assessments
There is a legal certification or requirement that needs
to be met
The changing nature of work into becoming more rapid
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Computer Based Training

Utilizes the use of computer technology to
enhance the acquisition of skills and knowledge
Learning through multiple media channels
Versatile in a way that individuals can learn which
way is best for them
High initial cost, but informational resources are
more available
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Programmed Instruction
basis for all computer based learning methods
a method of self-paced learning alongside a
computer system
80% of companies have used programmed
instruction in some form
A study by Stanisavljevic and Djuric (20 13), found
that individuals learned more through programmed
instruction than conventional lecturing
Flexible, and allows for repeated practice
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Framework of programmed instruction
Information is Learner is given a new Information

Right
presented to question regarding is presented to
the learner the information the learner
Wrong
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Programmed Instruction
Disadvantages
frustration and lower motivation for those who are
not adept to computer technology
People can cheat and skip parts
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Intelligent Tutoring Systems
uses artificial intelligence in the instruction process
the systems adapts by changing the level of
instruction based on the previous responses of the
learner
Capable of varying the level of difficulty
training session manager
interprets the respondents responses
guides the trainee towards the right answer
gives more information regarding the subject
matter
10
Interactive Multimedia Training
Uses the combination of visual and auditory
information to create a realistic and non-
threatening environment
Interactive, wherein the actions of the
learner have direct feedback
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Virtual Reality Training
Simulates work environments using 3D
computer generated imagery
No chance of committing harmful
accidents, as compared to training being
done in the actual work environment
Requires individuals to use devices for
sensory effects (VR goggles, headsets, and
etc.)
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Non-Computer Based Training
Business Games
Model the conduct of a company
Simulates the work environment
Sets specific objectives to reach, and rules
to follow
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Role Playing
Aimed at enhancing human relation skills,
or sales techniques
participants are assigned roles and are
given scenarios
participants can act out there roles as they
wish
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Behavior Modeling
Technique of imitating or modeling the
actions of another person
An Expert is used as the model of behavior
Intended to focus on specific behavior
skills
One variation of the method involves
videotaping the trainee's performance and
comparing it with the expert's behavior.
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Active Learning Approaches
Facilitate knowledge knowledge acquisition by
encouraging trainees to ask questions, explore,
seek feedback, and reflect upon potential results
places trainees in charge of their own learning
(more responsible)
based on the assumption that learning occurs
inductively
individuals can manipulate variables and make
conclusions on their own
By interacting with the environment, individuals
would have a better understanding of concepts
10
Error Management Training
A training system wherein trainees are
encouraged to make errors
Errors enhance learning
Issues of Error Management
Inverse of conventional thinking
Created errors must not cause harm
May be beneficial, but not appropriate to
all
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Self-Regulatory Training
A training system in which employees are
prompted to monitor and adjust their actions
during training
For self-regulatory training to be effective,
individuals must have high levels of self-efficacy
Self-efficacy is the belief in one's own capabilities
and capacity to perform successfully
Individuals who partake in self-regulatory training
have high declarative and procedural knowledge
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Special Training Topics

Training topics vary within the organization, and depend on the needs of the
organization and its employees

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Diversity Training
A training method directed at interpersonal
sensitivity and awareness among employees
Diversity characteristics
Surface-level
can be seen with the naked eye
Deep-level
personality and values
Goals of Diversity Training
increase knowledge about diversity
improve attitude towards diversity
develop skills regarding diversity
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Diversity Training
Diversity Training focuses on
diversity awareness
skill building
A combination of diversity awareness and
skill building
According to Bez.rukova ct al. (2016), diversity
training was more successful in organizations if
they went beyond diversity awareness
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Diversity Training
Goals of Diversity Awareness
increase knowledge about issues
providing the organization's view on diversity
dispelling myths about different groups
provide facts about changing demographics
make trainees think about how they categorize people,
and find common ground between themselves and
others
"in group" vs "out group"
focus on individual identities rather than group
characteristics
The "Who am I exercise"
Challenge individual's views on themselves
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Diversity Training
According to Bezrukova et al (2016), diversity
programs are largely successful for participants
However
participant attitudes may change over time
changes in attitude from programs are not
uniform
generally successful in changing attitudes
towards diversity, but not towards specific
groups of people
not all diversity programs result with positive
outcomes
Expatriate Training
Expatriate - a person from one country, working and living in
another
A key aspect of expatriate training if focusing on cross-
cultural issues
Educate individuals in business norms, etiquette, and
language barriers
help expatriates overcome the fear of the unknown
help expatriates be more comfortable with their
environment
When and who is involved is important
expatriates perform better when their diversity training
was done after their arrival to the country
sending the family with the expatriate is advisable
It is important to consider the full life cycle of international
assignment
there have established emotional, cognitive, and
behavioral problems associated with returning to one's
host country
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Sexual Harassment Training
Sexual harassment - Unwelcome sexual advances. requests for sexual favors. and other
verbal or physical conduct of a sexual nature that creates an intimidating, hostile, or
offensive work environment
Two kinds of sexual harassment
Quid Pro Quo
organizational rewards are given for sexual favors
Hostile-environment harassment
individuals regard workplace conditions as offensive (unwanted touching, off
color jokes)
Sexual behavior at work is largely unaccepted
However
Some jokes can be seen as harmless
Flirtation can lead to love and romance

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Sexual Harassment Training
Sexual harassment training consists of teaching sensitivity to other people's values and
preferences
It should not be assumed that people are preferred to be touched
cultural preferences vary on the degree on which people should be touched
Most Sexual Harassment Training are designed to be educational in nature
participants are taught the manifestations of harassment
how individuals can find certain things as offensive
Sexual Harassment can occur in the organizational context where it occurred
employees in service jobs can be targeted by customer and clients
the boundaries of the non-workplace and workplace have blurred as employees
develop romance with one another, and as well as the advent of technology
Sexual harassment cases have become more and more complex for organizations
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Management Development Issues
Management Development - the process by which individuals in
management or leadership roles enhance their talents to better
perform the job
it's learning objectives are typically knowledge, skills, and
competencies for future positions in the organization
Without sufficient development, people in management roles
will fail
there will be high costs for the organization if people in
management roles fail, due to the cost of replacing
managers and missed business objectives
Managers can cause a great deal of stress to their employees
many employees regard their bosses as their main source of
stress
"bad bosses" contribute health hazards to the employees
due to the amount of stress they cause
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Four categories of behaviors related to managerial
effectiveness
1. Intrapersonal skills
a. self awareness
b. self control
c. emotional maturity
d. integrity
2. Interpersonal skills
a. social skills
b. empathy
c. relationship development
3. Business Skills
a. planning
b. organization
c. monitoring skills
4. Leadership Skills
a. leading others
b. maintaining a team
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Mentoring
Mentor - an experienced or senior person who helps to
professionally develop less experienced person (protege)
Protege -A less experienced person who is helped and

developed on their career by an experienced person
Mentoring can be informal, and is spontaneously developed

between on mutual attraction and shared interests
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Phases of Mentoring Relationships

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Three factor model of mentoring by Wanberg et.al
(2013)
Frequency - Time mentors and proteges spend
together
Scope - breadth of mentoring functions received by

the protege in tandem with the breadth of subjects
addressed during the mentoring relationship
Strength of Influence - the degree of influence the

mentor has over the protege
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Mentoring
There are both benefits and drawbacks to a mentor-protege
relationship, however the benefits of the protege are more clear
Mentors lean towards gaining personal satisfaction
Disadvantages
proteges being paired with mentors who are bad mentors
mismatched values, personalities and work styles
breaches of trust
Mentors provide career-related and psychosocial support

Career related support
increased visibility
protection from organizational politics
career coaching
Psychosocial Support
increasing self-esteem and self-efficacy
Female mentors provide more Psychosocial support
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Executive Coaching
Executive Coaching - an individualized development process for
business leaders provided by a trained professional (coach)
Directed toward top level employees
Coaches listen and provide a supportive environment
Coaches take an active role in preparing solutions and
developing plans for the manager to follow
Skills Enhanced through Coaching

Interpersonal Skills
Communication Skills
Certain Cognitive Skills
Leadership Skills
Self-Management Skills
Coaching is specifically geared to the person's problems and
needs
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Executive Coaching
Coaching can be conducted in-person, online, or on the
phone
There are no legal certifications in becoming coaches,
however they can be members of the International Coach
federation
Coaches demand a high fee
Successful Coaching Requires
long-term focus
focus on continuous learning
focus on setting clear goals
regular communication between coach and coachee
Transfer of Training
Transfer of training - the application of knowledge and skills learned in
training back to the job
Facilitated by the individuals motivation to sustain new behaviors
motivation is enhanced where there is a culture of continuous learning
When training does not transfer, employees will view training as useless
Transfer of training is a process with three steps
letting go of old behaviors that are to be replaced with something new
the in-between phase where the old behaviors are gone
use the new behaviors in a productive manner
Generalization - the extent to which trained skills and behaviors are
exhibited in the transfer setting
Maintenance - the length of time in which trained skills are used on the job
After Action Reviewers
element of training design that facilitates learning and transfer
consists of a systematic replay and discussion regarding a recently
completed task
increased leadership behavior after leadership development programs
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Evaluation Criteria of Training Programs

Reaction Criteria - A standard of judging the effectiveness of
training that refers to the reactions and feelings of the trainees
towards the training they have received
measures the opinions and reactions of people towards their
training
treated as a measure of face validity of the Training Program
Learning Criteria - A standard of judging the effectiveness of

the training that refers to the amount of new knowledge and
skills acquired through training
Three measures that can be taken
immediate knowledge or skills acquired
what has been learned at a later time (assed through a
test)
Behavioral Skill/Demonstration
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Evaluation Criteria of Training Programs
Results Criteria - The standard for judging the effectiveness of
training that refers to the economic value that accrues to the
organization as a function of the new behaviors exhibited on the
job
Alongside behavioral criteria, it is considered as an external
criteria
The Success of any training and development system is tied to

the culture of the organization
The organization sets the tone and needs for the
enhancement of employee skills
training and development programs are reflective of the
organization's values
Learning is the foundation of training and development, and

organizational learning is the foundation for organizational
growth.
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DESSLER CHAPTER 8
TRAINING AND
DEVELOPING
EMPLOYEES
LEARNING
DESSLER - TRAINING AND DEVELOPING
OBJECTIVES EMPLOYEES
Summarize the purpose and process of employee orientation.

Give an example of how to design onboarding to improve employee
engagement.
List and briefly explain each of the steps in the training process.
Explain how to use five training techniques.
List and briefly discuss four management development methods.
List and briefly discuss the importance of the steps in leading organizational
change.
Explain why a controlled study may be superior for evaluating the training
program’s effects.
LO1: SUMMARIZE THE PURPOSE AND PROCESS OF EMPLOYEE ORIENTATION
Employee Orientation/Onboarding
provides new employees with the
background information they need to
perform their jobs
makes the new people feel welcome and
part of the team
Help new employees understand the
organization in a broad sense (its past,
present, culture, and strategies and vision
of the future)
Starts socializing the employees into the
organization's culture and way of doing
things
LO2: EXAMPLES OF DESIGN ONBOARDING AND EMPLOYEE ENGAGEMENT
Orientation/Onboarding Process
Starts during the first day, and the employee is
given the necessary resources and references
Make sure the employee socializes with the other
employees throughout the following days
Length of the orientation will depend on what will
be covered
The Orientation should at least have
information on employee benefits
information on personnel policies
safety measures
facilities tour
The Employee handbook
Orientation technology
organizations use technology to aid their
orientations
LO3: LIST AND BRIEFLY EXPLAIN EACH OF THE STEPS IN THE TRAINING PROCESS
Training Process
Directly after orientation, training should begin
Training is the process in which new or current
employees are given the skills they need to perform
their jobs
Training might involve
the current jobholder teaching the process to the
new employee
Multiweek classroom or internet classes
Inadequate training can hold the employer responsible
for negligent training
Aligning Strategy and training

the task is to know what employee behaviors are
needed by the firm to reach its strategic goals
deduce what skills and knowledge employees will need
LO4: EXPLAIN HOW TO USE FIVE TRAINING TECHNIQUES
5 TRAINING TECHNIQUES:
On-the-job training: having a person learn a job by
actually doing it
Apprenticeship training: people become skilled workers
usually through a combination of formal learning and on-
the-job training
Informal learning: 70% job learning occurs informally on
or off job, 20% social interactions, 10% actual formal
traning
Audiovisual-based training: DVDs, films, PowerPOint,
audiotapes
Vestibule training: trainees learn on actual or simulated
equipment but are trained off the kob
LO5: DISCUSS MANAGEMENT DEVELOPMENT METHODS
MANAGEMENT DEVELOPMENT
Attempt to improve managerial performance by imparting
knowledge, changing attitudes or increasing skills
Importance: promotion within is a major source of
management talent
On-The-Job METHODS
Job rotation: moving managers form department to
department to broaden their understanding of the
business and test their abilities
helps avoid stagnation and improve cooperation
Coaching/Understudy Approach: trainee works with
senior manager
Action Learning: Management trainees are allowed to
work full-time analyzing and solving problems in other
departments
On-The-Job METHODS
Stretch Assignments: places employees in different jobs
that are more demanding that those to which they are
accustomed to
Off-the-Job METHODS
Case Study Method: trainees solve realistic problems
after studying written or video case descriptions
Management games: trainees learn by making realistic
decisions in simulated situations
Outside seminars: web-based and traditional classroom
management development
University-related programs: executive education,
leadership
Off-the-Job METHODS
Case Study Method: trainees solve realistic problems after
studying written or video case descriptions
Management games: trainees learn by making realistic
decisions in simulated situations
Outside seminars: web-based and traditional classroom
management development
University-related programs: executive education, leadership
Corporate universities: company-based method for exposing
prospective managers to realistic exercises to develop
improved management skills
Executive coaches: Outside consultant that questions
associates in order to identify strengths and weaknesses, and
counsels the executive so the individual can capitalize on those
strengths and overcome weaknesses
LO6: IMPORTANCE OF THE STEPS IN LEADING ORGANIZATIONAL CHANGE
Organizational change may impact a company's

strategy, culture, structure, technologies, or attitudes,
and skills of employees
Why do reorganizations fail?

employees resistance, insufficient resources, decline in
individual productivity, leaders resistance, change in
the organization chart but people are working the same
Lewin's Change Process: basic process for implementing a

change with minimal resistance
1. Unfreezing: reducing forces that maintain status quo
2. Moving: developing new behaviors, values, attitudes
3. Refreezing: building in the reinforcement
LO7: CONTROLLED STUDY MAY BE SUPERIOR FOR EVALUATING THE TRAINING PROGRAM’S EFFECTS
Evaluate the training program: participants reactions to

the program and what extent do their job behavior or
results change as a result of the program
Designing the Study
Concern: how can we be sure that the training
caused the results that we are seeing?
Time series design
Controlled experimentation
Controlled experimentation: gold standard
makes it easier to determine the extent to which
any change in the training group's performance
resulted from thet raining rather than other factors
LO7: CONTROLLED STUDY MAY BE SUPERIOR FOR EVALUATING THE TRAINING PROGRAM’S EFFECTS
TRAINING EFFECTS TO MEASURE

Kirkpatrick Model of Training evaluation
Reaction: employee reactions to the
program
Learning: test what they have learned
Behavior: ask whether their behavior on the
job has changed
Results: what results did the employees
achieve?
THANK YOU!
REFERENCES
Aamodt, M. G. (2016). Industrial and organizational psychology (8th ed.). Stamford, CT: Cengage
Learning.
Dessler, G. (2020). Human resource management (16th ed.). New Jersey: Pearson Education, Inc.
Muchinsky, P. (2019) Psychology applied to work. (12th ed.). USA: Thomson Wadsworth. (Main
Reference)

Designing and Evaluating Training Systems

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2

Know how to conduct a training needs analysis

3 TYPES OF NEEDS ANALYSIS CONDUCTED:

ORGANIZATIONAL ANALYSIS The Training Needs Assessment Process:

Should state the following:

Why is this important?

"To be a better salesperson"

"By the end of this training session, you will be able to

Best training programs use a variety of methods to help

PRINCIPLES AFTER READING

THE CASE STUDY

Employee behaviors to Trainees view videos and

RESEARCH DESIGNS FOR EVALUATION

Pretest Training Posttest

Findings are difficult to interpret because there is no control group

Experimental: Pretest Training Posttest

Control: Pretest Posttest

Experimental: Pretest Training Posttest

Control: Pretest Posttest

RESEARCH DESIGNS FOR EVALUATION

RESEARCH DESIGNS FOR EVALUATION

Pretest Training Posttest

LO-1 LO-4 LO-7

LO-2 LO-5 LO-8

LO-3 LO-6 LO-9

Informal/Unintentional Learning - Acquired

Formal Learning - Organized and

The 70:20:10 Ratio - 70% informal job-

Phases of skill Acquisition:

General Mental Ability

Perceptual Speed Abilities

Some Individuals may be:

Individuals learn and adapt at various rates

Training should be targeted towards an individual's

Assessing Training Needs

Training Needs Assessment - A systematic process of

Stages of Training Needs Assessment

Even though training needs assessment is very helpful, few

Computer Based Training

Computer Based Training

Framework of programmed instruction

Information is Learner is given a new Information

Computer Based Training

Computer Based Training

Special Training Topics

Protege -A less experienced person who is helped and

Mentoring can be informal, and is spontaneously developed

Phases of Mentoring Relationships

Scope - breadth of mentoring functions received by

Strength of Influence - the degree of influence the

Mentors lean towards gaining personal satisfaction

Mentors provide career-related and psychosocial support

Skills Enhanced through Coaching

Evaluation Criteria of Training Programs

Learning Criteria - A standard of judging the effectiveness of

The Success of any training and development system is tied to

Learning is the foundation of training and development, and

Summarize the purpose and process of employee orientation.

Aligning Strategy and training