Comm 4BI3 Week 4 - Training Implementation & Delivery and Transfer of Training Handout

© Dr. W.H. Wiesner, 2018 Commerce 4BI3 Training & Development Week 4: Training Implementation & Delivery; Transfer of Training Dr. W. Wiesner DeGroote School of Business McMaster University DSB-410/RJC-233 Midterm Exam: Monday, Oct. 15 In class: 2 hours, 90 multiple choice questions Covers chapters 1-5 and 9-10 Includes lecture material not covered in the text Includes some text material not covered in the lectures About 2/3 of the material was covered in both lectures and text No lecture after the exam Lecture Slides: http://avenue.mcmaster.ca See text website (details with text), or for old text: http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0176507337&template=NELSON for practice tests, summaries, etc. © Dr. W.H. Wiesner, 2018 Driver training Parents vs. professionals 52% trainees prefer fathers, 24% prefer mothers as trainers Fathers tend to lose their temper, mothers tend to panic Cost: short-term vs. long-term © Dr. W.H. Wiesner, 2018 © Dr. W.H. Wiesner, 2018 Implementing a Training Program Setting Objectives – at the end of training, what will the trainee be able to do/what skills will they have Selecting a Trainer or Vendor – ex. Another employee, supervisor, HR personnel Developing a Lesson Plan Selecting Program Methods & Techniques Preparing Materials and Training Environment Scheduling the Program Delivering and Evaluating the Program To Buy or Not to Buy: Factors to Consider In-house Expertise – do we have ppl who know how to use the new equipment (if not, hire someone to do training, or have one employee learn how to do something and teach others) In-house Capacity Timeliness – how quickly do we need to complete training (ex. If don’t have time to train a trainer, may be better to bring a vendor in to do the training) Number of Trainees – is the sufficient # of trainees Confidentiality of Subject Matter Cost – if vendor is training (charge per trainee) – best for a small # of ppl to be trained, if in-house costs (fixed cost b/c set salary) – best if need to train many ppl Political Sensitivities/Acceptance Issues – this is the reverse of confidentiality of subject matter (use if ppl in company are not see as very credible/knowledgeable in the eyes of trainees, hire vendor) Selecting a Trainer Subject Matter Expertise – select someone who has lots of experience w/ the job Ability to Communicate – trainer needs to be able to convey what they know Good Interpersonal Skills – someone who will get frustrated/yell will not be effective, need to be supportive/calm Ability to Organize Material Effectively – ex. Need to understand A before can learn B, need to know B before can learn C Ability to Use Appropriate Training Methods (Train-the-Trainer) – before trainer can train employees, they may need training themself Ability to Motivate Trainees – encourage, support, be calm even when things aren’t going well Criteria for Selecting a Vendor Cost Credentials Background/Experience Compatibility of Philosophy – does the v Content of Program Results/Expected Outcomes – at the end of training there should be some sort of guarantee that trainees will have certain skills Support Provided – if issues afterwards, will the trainer come back to resolve issues Developing a Lesson Plan Content to be Covered (given the time) Sequencing of Activities Selection or Design of Training Media – ex. Ppts, video clips, virtual reality simulations Selection and/or Development of Experiential Exercises Timing and Planning for Each Activity – how long will each activity take (lecture, video) Selection of Method of Instruction – are lectures, videos, role plays, etc. better? Determination of Evaluation Method and Items Selecting Appropriate Training Methods Objectives of the Program (e.g. knowledge vs. skill vs. attitude) Certain methods better than others depending on if trying to teach K, S, or A. ex. Lecture isn’t going to change smoker’s attitude towards smoking Time & Money Available Familiarity/Comfort With Methods Trainee Characteristics and Preferences (Adult Learning) Ex. If trainees not computer literate, don’t use computers © Dr. W.H. Wiesner, 2018 Training Materials & Equipment Expendable Materials note pads, pens, etc. Reusable Materials slides, flip charts, markers, whiteboards,etc. Non-expendable Equipment computer, DVD player, projector, etc. The content, methods and exercises in a training program determine the material and equipment requirements The Training Environment Physical Comfort (Noise, Lighting, Temperature, Ventilation) Psychological Comfort (Freedom from Stress, Fatigue, etc.) Isolation (Away from Distractions) Appropriate Room Arrangements and Seating – circles are preferred to square formation b/c easier for ppl to see each other, discussion happens more when there is a table vs. when there isn’t a table (table provides a little privacy making ppl more comfortable) Scheduling the Training Program Best time for employees to attend (time of year, day of week, time of day, circadian rhythms) Ex. Tax season is not a good time to train an accountant Mondays and Fridays are not the best for training (lower attendance b/c catching up from weekend and many ppl take Friday’s off) Availability of trainer Availability of training site and materials Breaks, refreshments Travel Considerations – if choose resort location, it makes training a positive experience Normal Circadian Sleep Rhythm Sleep Sleep Sleep Need Sleep Urge 12 2 4 6 8 10 12 2 8 10 12 2 4 6 Noon © Dr. W.H. Wiesner, 2018 Task Performance as a Function of Time of Day Performance 8 10 12 14 16 18 20 22 24 Time of Day Mental Tasks Physical Tasks © Dr. W.H. Wiesner, 2018 - Ppl more mentally alert in the morning - For physical tasks, good to perform until 6/7pm - Best to convey info in the morning and practice later in the day Sleep Cycles More sleep results in better performance by both trainers and trainees © Dr. W.H. Wiesner, 2018 © Dr. W.H. Wiesner, 2018 Transfer of Training Transfer of Training refers to transfer or generalization to the job of knowledge, skills, and attitudes acquired in training and the maintenance of acquired KSAs over time. © Dr. W.H. Wiesner, 2018 The Transfer Problem 60-90% of what is learned in training not applied on-the-job. According to a Canadian study, Trainees apply 62% immediately after, 44% after six months, 34% after one year. Why? What learned in training is not relevant (content issue) Training not reinforced by managers/supervisors Training not well taught (not effective), so it is not being applied © Dr. W.H. Wiesner, 2018 Types of Transfer Zero – no transfer of training Positive – some training transferred to job Negative – training decreases performance (negative impact) One factor affecting transfer is how the learning situation is set up. Depending on how the learning situation relates to the work environment, transfer can be: © Dr. W.H. Wiesner, 2018 High Positive Transfer Learn in Honda Accord Drive a Honda Accord Task Stimuli Same Response Required Same e.g., © Dr. W.H. Wiesner, 2018 Positive Transfer Learn in Honda Accord Task Stimuli Different Response Required Same Drive a Porsche Boxter e.g., © Dr. W.H. Wiesner, 2018 Zero Transfer Learn in Honda Accord Task Stimuli Different Response Required Different Fly a Cessna e.g., © Dr. W.H. Wiesner, 2018 Negative Transfer Learning on Dry Road Task Stimuli Same Response Required Different Driving on Black Ice e.g., Trainer Strategies to Facilitate Transfer Identical Elements Theory – Make training environment as similar as possible to work environment Stimulus Variability – Use as wide a variety as possible of training experiences and examples to capture most situations that will be encountered in the workplace. Ex. In truck driving simulation, have a many diff driving situations General Principles – Teach general rules and principles that apply across situations and settings and can be adapted to specific situations. Management Strategies to Facilitate Transfer Support of and Participation in the Training Function Reassignment of Work of Employees Being Trained Reinforcement of Behaviours – Reward systems and management words and actions should support the use of learned behaviours on the job. Opportunity to Apply Skills – If learned skills are not used regularly or not used for a long time after training, there should be regular opportunity for practice or periodic refresher courses. Ex. CPR skills for lifeguards need to be redone each year (re-certification) Employee Strategies to Facilitate Transfer Self Management – Trainees can be encouraged to set learning goals, to use checklists, or commit to a performance contract. Relapse Prevention – Trainees should be aware of danger signals, make contingency or back-up plans, and use social networks and/or “buddy” system at work for support. If not a buddy, can go back to trainer Continuous Learning – Trainees should develop a mindset that the job requires ongoing learning and that they can always learn something new. The Learning Transfer System Inventory (LTSI) The Learning Transfer System Inventory (LTSI) is a diagnostic instrument that assesses the transfer system in an organization. The LTSI consists of 16 factors, of which 11 are specific to a particular training program and 5 are more general and apply to all training programs (see text). Is it easy to transfer what is learned in training to on the job?