Transcript training & development - Personal Home Pages (at UEL)

TRAINING & DEVELOPMENT
SESSION ONE: THE
CONTEXT OF TRAINING
& DEVELOPMENT
IN THIS SESSION
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The scope of T&D
Identifying the need for T&D
Designing, delivering and evaluating T&D
Strategic (not reactive) T&D
DEFINITIONS
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Training involves the acquisition of skills, concepts or
attitudes that result in improved performance in an on-thejob situation (Goldstein)
Education is humanistic, liberal, self-actualising and
concerned with equality, democratisation, liberation and
creativity (Knapper & Cropley)
Differences between training and development and learning
and development
SCOPE OF TRAINING &
DEVELOPMENT
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UK organisations spent £18.3 billion on off the job training
in 2005/2006 (decline of 0.3% on 2004/2005)
Private training companies have a 39% share of the market
while FE Colleges have 19%
31% of trainees think training provided by private training
companies is unsatisfactory (15% for FE Colleges)
Training much more accessible to managers, professionals
and graduates
SCOPE OF TRAINING &
DEVELOPMENT
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Problems with time and tight budgets
More short courses with clear benefit, less e-learning and
softer courses
Training makes significant income difference to the young
and highly educated
Training makes significant job security difference to older
and lower educated workers
Training needs to be accompanied by strong commitment to
change
THE UK SKILLS BASE
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5 million working age adults have no qualifications
Poor skills of literacy and numeracy
Low productivity rates through low skill levels
Job opportunities will fall for unskilled workers
from 3.4 million today to 600,000 in 2020
(Leitch Report 2006)
ASSUMPTIONS ABOUT TRAINING
& DEVELOPMENT
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Aptitudes, Knowledge & Skills
Tasks & Goals
People Choose to Work
People Choose to Expend Effort
People Choose to Persist
Costs & Benefits
A SYSTEMATIC APPROACH TO
TRAINING
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Investigate Training Needs
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Design Training
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Conduct Training
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Assess Effectiveness of Training
PROBLEMS & SOLUTIONS
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A large high street electrical retailers was experiencing
problems with its poor after sales service to customers who
were dissatisfied with the goods they had purchased.
Watchdog type programmes had started highlighting the
plight of unhappy customers who were not receiving the
same levels of customer care from sales staff when they
were attempting to return goods they had bought because
they were faulty or they were not what the customer wanted.
What is the problem and does it have a training solution?
INVESTIGATING TRAINING
NEEDS
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Performance Records
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Assessment/Development Centres
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Self-Assessment
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Performance Appraisal
DESIGNING TRAINING
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How People Learn and Remember
Skills Acquisition
Preconditions for Learning
Motivation for Learning
Needs of Adult Learners
Transfer of Training
CONDUCTING TRAINING
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Building Rapport
Establishing Credibility
Managing the Group
Counselling the Individual
Handling Conflict
Facilitating Transfer of Training
EVALUATING TRAINING
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Reaction
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Learning
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Behaviour
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Results
STRATEGIC TRAINING &
DEVELOPMENT
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T&D Professionals:
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expect spending to rise
contribute to business strategy
understand business objectives
have limited budgets
STRATEGIC TRAINING &
DEVELOPMENT
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Training should run like a business:
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assessment of training activities
making a business case
planning phase
installation phase
delivering value
TRAINING & DEVELOPMENT
SESSION TWO: HOW
PSYCHOLOGY CAN HELP
TRAINING
IN THIS SESSION
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Understanding memory to improve training and
learning
Fear of learning and learned helplessness
Rehearsal, storage and retention of new materials
Acquiring new skills
SOME DEFINITIONS
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Learning means cognitive and physical activity that
gives rise to a relatively permanent change in
knowledge, skills or attitudes
Training means organised efforts to assist learning
through instruction and practice
Job-specific training for current role or
development for longer-term perspective
FEAR OF LEARNING SITUATIONS
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Classical Conditioning is the process by which we
learn that one stimulus predicts another and we
respond in anticipation of that fact
What has this got to do with training?
REWARDING LEARNING
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Instrumental Conditioning says a response in a given
situation will be followed by a reinforcement
Benefits and problems of partial reinforcement
The case of learned helplessness
What has this got to do with training?
REHEARSAL & REMEMBERING
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The importance of quick, deep and meaningful rehearsal
Problems of access and passive rehearsal
Three stages of memory: acquisition, retention and retrieval
What has this got to do with training?
EFFECTIVE STORAGE
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Does practice make perfect?
Sheer exposure doesn’t mean learning
Importance of elaborate processing
Importance of generation effect
What has this got to do with training?
ELABORATION IN STUDY SKILLS
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The next time you read a book, do:
– preview each chapter and identify the main sections
– make up questions relevant to each section
– read section trying to answer questions
– recite key material from section
– review main points of text
EFFECTIVE STORAGE
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The importance of “chunking”
Memory for pictorial material
Memory for meaning
What has this got to do with training?
EFFECTIVE RETENTION
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Decay Hypothesis (memories weaken as a function of time)
Interference Hypothesis (other memories compete)
Retrieval-Cue Hypothesis (losing access to the cues)
EFFECTIVE RETENTION
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Study and retention intervals
Interference of new material
The importance of arousal
What has this got to do with training?
EFFECTIVE RETRIEVAL
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Memory failure often caused by poor access to appropriate
retrieval cues
Memory and context dependency
Memory and state dependency
False inference and recall
What has this got to do with training?
SKILL ACQUISITION
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From unconscious incompetence to unconscious
competence
Stages of skill acquisition (Fitts 64: Anderson 82)
– cognitive stage
– associative stage
– autonomous stage
APPLICATIONS TO TRAINING
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Identify component tasks of a final performance
Ensure each component tasks is fully achieved
Arrange learning in a hierarchy
Master early stages before moving on
Difficult to apply to cognitive skills
STILL TO COME
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Types of knowledge
Impact of training method on learning
Impact of support on learning
Impact of personal factors on learning
Transfer of learning to the workplace