Training

Model
Step 1

Conduct training
needs analysis
Step 2

Develop training
objectives

Step 7

Step 3

Measure training
results

Review available
training methods

Step 4

Step 6

Design/select
training methods

Implement
training program

Step 5

Design training
evaluation approach
Adapted from T. C. Parker, Statistical Methods for Measuring Training Results, in
Training and Development Handbook, 2nd ed., ed. R. L. Craig (New York: McGraw-Hill,
1976). Copyright 1976. Used by permission.

Needs
Analysis
Organizational Analysis
(Where is training needed?)
Identification of deficits (e.g., skill-based, attitudinal)
Introduction of new technology, procedures, systems
Address staffing needs (e.g., strategic planning efforts,
projected personnel needs)

Task Analysis
(What needs to be trained?)
Use of job analysis information (e.g., specific tasks and/or
KSAs to be trained)

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

Training
Objectives
It is best if objectives are:
Specific (regarding what needs to be

learned)
Measurable (regarding how will
learning be assessed)
Sequenced for optimal learning
Consistent with the organizations
needs, goals, and capabilities (e.g.,
resources)

Basic Learning
Principles
1) Feedback (best if it is specific and immediate)

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

to the job)

3) Reinforcement (use of desired rewards for proper

performance)

4) Practice (opportunity to apply what is learned during

training to the job)

Hands-on
Training
On-The-Job
Training (OJT)
Methods
One of the most frequently used training methods (especially with
regard to skill acquisition)
Training is specific to the job tasks (e.g., use of actual tools,
equipment, procedures)
Easy transfer of training back to the job
Training is dependent on the skill/knowledge and time availability and
motivation level of the trainer
Often unstructured regarding such things as: what is taught, how
things are taught, the timing and sequencing of what is taught, and the
time spent (focus) on what is taught
Difficult to determine when, or if, mastery of skills has been achieved

Vestibule Training
(Conducting training sessions on actual job equipment in an area away
from the job site)
No damage to equipment, or stoppage of processes, if mistakes are
made

Allows the observation of employees performance in a controlled

environment before they are allowed to work on actual job equipment
Easy transfer of training back to the job
Sometimes used as an assessment of ability during a probationary
period

Hands-on Training
Methods (cont)
Job Rotation (or Cross-Training)
Employees can perform more that one set of job tasks (allows
for easier coverage of jobs in case of absences)
Employees are more able to assist others in specific job duties
Difficult to match employees skills and abilities to one job, let
alone several ones
Jobs usually need to be relatively similar in the KSAs that they
require

Apprentice Training
(Learn job skills from a qualified employee across time)

Information Presentation
Training Methods
1) Lectures

Relevant to groups of various sizes

Difficult to tailor to individual needs

2) Workshops/Seminars/Conferences

Transfer of training can be problematic

3) Audio-visual (e.g., videotapes, CDs, DVDs, films, slide

presentations)

Ensures consistency of content and presentation

Some methods are not easily revised (e.g., costly)

After initial cost of production, relatively cheap to use

Allows the review of performance

Videos are difficult to modify

Making videos can be quite expensive

4) Computer-Based Instruction (or Computer Assisted

Instruction) and Web-Based Training

Can be individually tailored to match individual needs

or ability level (& individualized assessment possible)

Use of realistic graphics

Assessment and feedback can be provided quickly

Simulatio
1) Behaviorally-based ns
(e.g., flight simulator training, police
officer training)

Computer-based, physical equipment

Permits practice and the introduction of events,

obstacles, situations

Saves training time

Allows the review and evaluation of performance

2) Role Playing (individual or group)

Types of training include assertiveness, conflict

resolution (e.g., customer complaints), sales
approaches

Evaluate performance and provide feedback

Actual behavior and performance assessment can be

unstructured

3) Simulation Exercises (e.g., Assessment Center-type)

4) Behavior Role Modeling

Observe proper behavior

Perform behavior

Receive feedback regarding performance of behavior

Receive reinforcement for proper behavior

Have an opportunity to practice behavior on the job if

feasible (transfer of training)

Recent Training Topics

Cultural Diversity Training
Increase awareness and appreciation of
differences in customs, norms, preferences, etc.
Diversity in ideas, skills, interests creates the
potential for more creative and better decisionmaking
Increasing importance of this due to globalization

Mentoring Programs
Mentor

Protege

Mentor teaches a protg how to perform specific

tasks; develop within the organization; grow as a
person

How should the mentor and protg be paired?

Assigned versus non-assigned
Cross-gender/race versus same gender/race

Sexual Harassment
Sexual Harassment (Types)
1) Quid Pro Quo (sex as a condition of employment or
basis for employment decisions)

2) Environmental harassment (behavior of a sexual

nature that is unwelcome and that unreasonably
interferes with ones work performance or creates an
intimidating, hostile, or repressive work environment)

Sexual Harassment Awareness Questions

1) If a consensual relationship already existed

between two employees, than no grounds exist
for sexual harassment
2) An employee must follow a companys sexual
harassment complaint procedure before filing a
suit of harassment
3) A company is not liable for harassment that
occurs outside of the work environment
4) An organization can be responsible for
harassment of its customers/clients
5) The law protects men against sexual
harassment by females
6) Only a manager or supervisor can sexually
harass an employee
7) A company that takes immediate corrective
action regarding harassment is less likely to be
found liable for the violation
8) A company that has a written policy against
sexual harassment has little to worry about in
terms of legal liability

Sexual Harassment (Some Key

Factors)

Investigating the record as a whole

Viewing the totality of the circumstances (e.g.,

nature of the relationship, nature of the sexual
advances, context in which the behaviors occurred)
Examining the evidence on a case by case basis
Conduct is potentially illegal if the organization
knew or should have known of sexual behavior

Sources of harassment:
Supervisors (company responsibility; agent of the
company)
Co-workers (corrective action)
Clients (extent of company control)

Sexual Harassment Training

1) Establish a written policy prohibiting harassment

Define sexual harassment

Outline complaint procedures

Ensure confidentiality of complaints

Guarantee protection of those who complain

Outline disciplinary action against harassers

Tie policy to mission statement of

organization

Training Program Components

a) Introduction and support from top management

Establish a shared understanding &

agreement regarding acceptable and
unacceptable behavior

Mandatory attendance (management and nonmanagement personnel)

Sexual Harassment Training

(cont.)
b) Definition of sexual harassment

Use of scenarios, vignettes

Role playing

Group discussion exercises

c) Communicate nature and extent of the problem

d) Explain individual, institutional, and legal

solutions

Sexual Harassment Training

(cont.)
3) Establish effective complaint procedures

a) Have multiple designated officials to whom

complaints can be made

b) Train designated officials in intake and

investigative interviews

c) Train 1st line supervisors (crucial)

Selection interview

Orientation

Performance appraisals

d) Develop complaint process

Stop harassment immediately (if exists)

Address victims needs

Discipline harasser (if necessary)

Vignettes
1.

A group of male sales representatives come to see you. They say

they no longer want to be sent on out-of-town assignments with
female colleagues because they are afraid of sexual harassment
charges.
Do you assure the men they dont have to travel with women?
Tell the men their fears are groundless?
Arrange for a sexual harassment training session?
Call a department meeting to discuss the matter?

2.

Barb just lost a lot of weight. She starts coming to work in very
short, tight skirts and clinging tops.
Do you ask nothing?
Call Barb in to tell her to dress more appropriately?
Send Barb a memo asking her to dress more appropriately?

3.

XYZ Company is your biggest account. The buyer has been

making unwelcome sexual advances to several women in your
office.
Do you ask the women to ignore it?
Tell the buyer not to come back?
Tell the buyer to change his behavior?
Call the buyers boss?

Vignettes (cont.)
4.

Ann, a female supervisor, has recently complained to management

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

5.

Richard and Janet have worked together for several years. Richard
grabbed Janets behind when she was drinking from the water
fountain. When Janet objected, Richard apologized and has never
repeated this behavior again.

Training
Evaluation Criteria
1) Reaction criteria (e.g., via Participant Reaction Forms)

Assessment of how participants felt about the

training program (e.g., adequacy of content
coverage, usefulness of material, how material was
delivered)

2) Learning criteria (assessment of what was learning

immediately following training)

3) Behavioral criteria (did learning that occurred during

training transfer back to the job)

4) Results criteria (did the training lead to positive

organizational outcomes e.g., increased profit, better
output, less injuries/accidents)

Measuring Training
Effectiveness
1) Did any change occur?

2) Was the change due to training? (Internal

validity)

3) Was the change consistent with the

organizations goals?

4) Can the change that occurred generalize

to other people and locations? (External
validity)