1. Training and Development

2. US based Motorola is the world's leading electronics and telecom goods company. It has been adjudged as one of the top employee training companies in the world. Motorola gave utmost importance to training right from its inception. This case describes how training and a strong learning ethic has been an integral part of Motorola's culture. It explains in detail the various employee training and education initiatives undertaken by Motorola University and examines how these initiatives helped in improving employees'productivity, performance and quality of work. The case also describes Motorola's e-learning initiatives and highlights the benefits of e-learning for employee training and development.

3. Training & Development
Definition
“The systematic acquisition of attitudes, concepts, knowledge, roles, or skills, that result in improved performance at work.” Goldstien and Ford 2002
Training
skill enhancement processes for non-managerial jobs
Development
skill enhancement processes for managerial jobs

4. Topics Who needs what kind of training?
Needs analysis
Learning objectives
Learning environment
How should training be delivered?
Instructional techniques
Was training effective?
Measuring criteria
Experimental design (interpreting results)
Training validity

5. Then why is training often neglected?
Urgency of need
Training time
Costs
Employee turnover
Short-term worker
Diversity of worker
Kinds of jobs (simple-complex)
Not knowing exactly what you want your people to do and how

6. How employees learn the best:
When they are actively involved in the learning process-(to do this choose a appropriate teaching method).
Training is relevant and practical.
Training material is organized and presented in chunks.
Training is in an informal, quiet, and comfortable setting.
When they have a good trainer.
When they receive feedback on performance.
When they are rewarded.

7. The Classic Training System
Needs assessment
Organizational analysis
Task/ KSA analysis
Person analysis
Training Validity
Training objectives
Development
of criteria
Transfer Validity
Selection & design
of training program
Intraorganizational
Validity
Training
Use of
evaluation models
Interorganizational
Validity

8. Training Objectives
Formal description of what trainee should be able to do after training
Objectives
Convey training goals
Provide a framework to develop course content
Provide a basis for assessing training achievement
Characteristics of effective objectives
Statement of desired capability or behavior
Specify conditions under which behavior will be performed
State the criterion of acceptable performance

9. Considerations in Training Design
Designing a learning environment
Learning principles
Trainee characteristics
Instructional techniques

10. DETERMINING TRAINING NEEDS
Needs Analysis
Composed of ;
Organizational Analysis
Task Analysis
Person Analysis

11. Phases of Skill Acquisition
Procedural
Knowledge
Knowledge
Compilation
Example:
Driving a car
Drawing a blood gas
Acquiring
Declarative
Knowledge
Back

12. Important Trainee Characteristics
Trainee readiness
Trainability tests
Have prospective trainees perform a sample of tasks that reflect KSAs needed for job
Trainee motivation
Arousal, persistence, and direction
Factors related to high motivation
Self-efficacy
Locus of Control
Commitment to Career
Back

13. Instructional Techniques
Traditional Approaches
Classroom Instruction
Lecture and Discussion
Lecture is an oral presentation. intended to present information or teach people about a particular subject.
Discussion is the consideration of a question in open and usually informal debate
Case Study
Case study is an intensive analysis of an individual unit (e.g., a person, group, or event) stressing developmental factors in relation to context.
Presentation of complex problem
Role Playing
Role-playing refers to the changing of one's behaviour to assume a role, either unconsciously to fill a social role, or consciously to act out an adopted role.
OJT - Transfer of training is maximized
OJT - Brief & poorly structured; Co-workers may resent doing it
Vestibule - promotes practice
Vestibule - relatively few people trained at one time
Job Rotation - acquaints workers with many jobs; opportunity to learn by doing; gives the organization flexibility during worker shortages; provides a variety of experiences and challenges
Job Rotation - If workers are on piecerate, may be unwilling to rotate out of lucrative job; violates the principle of assigning people jobs that match the talents and interests
Apprentice - lasts a predetermined amount of time (Mass Gen)

14. Self-Directed Learning
Readings, Workbooks, Correspondence Courses
Programmed Instruction
Simulated/Real Work Settings
Vestibule training
Using the same kind of equipment and operating procedures as in the actual work situation, trainees learn to perform the job under the guidance of skilled instructors, not experienced workers.
Apprentice training
Conducted on the job and in the classroom, involves extensive background preparation in the craft and actual work experience under the guidance of experts.

15. Job Rotation/Cross Training
On-the-job training
Oldest and widely used training. Separate training facility.
One of the best training methods because it is planned, organized, and conducted at the employee's worksite
Job Rotation/Cross Training
Exposing trainees to different jobs and departments within the organization to acquaint them with all facets of the business.

16. Programmed Instruction - methods used include blueprint reading, basic electronics, computer programming, bank teller procedures.
Computer-Assisted Instruction – the used of computer which includes program instructions.
Behavior Modification – performance audit – used positive reinforcement.

17. Business Games – real-life situation is simulated.
In-basket Training – Trainees are given a stack of letters, memoranda, customer complaints, request for advice presenting them with problems faced by managers on the job.
Role Playing – trainees project themselves into a particular role and act out the behavior they believe is appropriate in that situation.
Behavior Modeling – trainees model their behavior on examples of exemplary management performance.
Four Features:
1. modeling
2. behavior rehearsal
3. feedback
4 Transfer of training
Sensitivity Training – designed to develop an understanding of interpersonal communication and interaction.

18. New Training Technologies
Distance Learning
CD-Rom and Interactive Multimedia
Web-based Instruction
Intelligent Tutoring Systems
Virtual Reality Training

19. Kirkpatrick’s Evaluation Criteria
Level 1 – Reaction
Did trainees like the training and feel it was useful
Level 2 – Learning
Did trainees learn material stated in the objectives
Level 3 – Behavioral
Are trainees using what was learned back on the job
Level 4 – Results
Are benefits greater than costs

20. Assessing Training Outcomes
Goal is to identify training as “cause” of changes in on-the-job behavior or organizational results.
Experimental designs help researchers to link training to results
There are a number of reasons (threats) why it is difficult to determine impact of training on results
The Wisdom Pill

21. Experimental Design Controlling potential confounds
Goal of experiment is to “rule out” alternate explanations of what affected dependent variable
Confounds are threats to internal validity
Can be controlled through appropriate experimental design and procedures

22. Internal Validity Confounds Controlled by Experimental Design History
Maturation
Testing
Instrumentation
Statistical Regression
Selection
Mortality
Selection-Maturation
Confounds NOT controlled by Experimental Design
Diffusion of Treatment
Compensatory Equalization
Compensatory Rivalry
History – Events that take place between measurements in an experiment and are not related to the independent variable
Maturation – Natural changes in participants over time (e.g., growing wise or stronger as well as tired or bored).
Testing – Problems with repeated measurement (e.g., practice effects)
Instrumentation – changes in the measuring instrument over time (e.g., using different surveys to avoid problems with repeated measurement)
Statistical regression – Occurs when participants are selected on the basis of an extreme score (e.g., selecting people for a training program or going to dr. for depression when symptoms are at there worst).
Selection – when participants in one group differ initially from participants in another group
Mortality – occurs when participants drop out of a study, especially at different rates (dull toy study example)
Selection-Maturation – One group of participants changes faster than the other group for reasons not related to the independent variable (e.g., girls developing verbal abilities faster than boys)
Diffusion of treatment – participants in experimental and control groups may communicate with each other reducing the differences between groups (e.g., telling control group about training)

23. Pre-experimental Designs
Post with no Control Group
Training
Posttest
Disadvantages
Controls none of the threats to internal or external validity
Basically worthless
Advantages
Can potentially provide information for speculation about training effectiveness

24. Pre-experimental Designs
Pre – Post with no Control Group
Pretest
Training
Posttest
Cannot rule out any threats to internal or external validity
Except possibly mortality
Advantages
Can determine if change occurred
May be able to understand mortality

25. Experimental Designs Posttest Random Assignment Group Differences
Posttest-Only Control Group Design
Experimental
Training
Posttest
Random
Assignment
Group
Differences
Control
Posttest

26. Experimental Designs Pretest Posttest Group Differences Group
Pre – Post with Control Group
Pretest
Experimental
Training
Posttest
Group
Differences
Group
Differences
Pretest
Control
Posttest

27. Experimental Designs Group 1 Pretest Training Posttest Group 2 Pretest
Solomon Four Group Design
Group 1
Pretest
Training
Posttest
Group 2
Pretest
No Training
Posttest
Group 3
Training
Posttest
Group 4
No Training
Posttest

28. Assessing Training Program “Validity”
Training Validity
Transfer Validity
Intraorganizational Validity
Interorganizational Validity
Software training at ARI
Training Validity - did employees master the training
Transfer Validity - was employees’ performance enhanced by the training
Intraorganizational Validity - is the program equally effective for different groups within the same organization
Interorganizational Validity - is the program equally effective with different groups in other companies

29. EVALUATION CRITERIA OF TRAINING PROGRAMS
Reaction Criteria
A standard for judging the effectiveness of training that refers to the reactions or feelings of indvls. about the training they received.
Learning criteria- a standard for judging the effectiveness of training that refers to the amt. Of new knowledge, skills, and abilities acquired through training.
Behavioral criteria- a standard for judging the effectiveness of training that refers to the new behaviors that are exhibited on the job as a result of training.

30. Results Criteria- a standard for judging the effectiveness of training that refers to the economic value that accrues to the organization as a result of the new behaviors exhibited on the job.

31. Trainers are like wine--- they get better over time