TRAINING

1
TRAINING DEVELOPMENT

• SESSION ONE THE CONTEXT OF TRAINING DEVELOPMENT

2
IN THIS SESSION

• The scope of TD
• Identifying the need for TD
• Designing, delivering and evaluating TD
• Strategic (not reactive) TD

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DEFINITIONS

• Training involves the acquisition of skills,
  concepts or attitudes that result in improved
  performance in an on-the-job 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

4
SCOPE OF TRAINING DEVELOPMENT

• 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

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SCOPE OF TRAINING DEVELOPMENT

• 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

6
THE UK SKILLS BASE

• 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)

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ASSUMPTIONS ABOUT TRAINING DEVELOPMENT

• Aptitudes, Knowledge Skills
• Tasks Goals
• People Choose to Work
• People Choose to Expend Effort
• People Choose to Persist
• Costs Benefits

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A SYSTEMATIC APPROACH TO TRAINING

• Investigate Training Needs
• Design Training
• Conduct Training
• Assess Effectiveness of Training

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PROBLEMS SOLUTIONS

• 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?

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INVESTIGATING TRAINING NEEDS

• Performance Records
• Assessment/Development Centres
• Self-Assessment
• Performance Appraisal

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DESIGNING TRAINING

• How People Learn and Remember
• Skills Acquisition
• Preconditions for Learning
• Motivation for Learning
• Needs of Adult Learners
• Transfer of Training

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CONDUCTING TRAINING

• Building Rapport
• Establishing Credibility
• Managing the Group
• Counselling the Individual
• Handling Conflict
• Facilitating Transfer of Training

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EVALUATING TRAINING

• Reaction
• Learning
• Behaviour
• Results

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STRATEGIC TRAINING DEVELOPMENT

• TD Professionals
• expect spending to rise
• contribute to business strategy
• understand business objectives
• have limited budgets

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STRATEGIC TRAINING DEVELOPMENT

• Training should run like a business
• assessment of training activities
• making a business case
• planning phase
• installation phase
• delivering value

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TRAINING DEVELOPMENT

• SESSION TWO HOW PSYCHOLOGY CAN HELP TRAINING

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IN THIS SESSION

• Understanding memory to improve training and
  learning
• Fear of learning and learned helplessness
• Rehearsal, storage and retention of new materials
• Acquiring new skills

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SOME DEFINITIONS

• 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

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FEAR OF LEARNING SITUATIONS

• 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?

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REWARDING LEARNING

• 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?

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REHEARSAL REMEMBERING

• 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?

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EFFECTIVE STORAGE

• Does practice make perfect?
• Sheer exposure doesnt mean learning
• Importance of elaborate processing
• Importance of generation effect
• What has this got to do with training?

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ELABORATION IN STUDY SKILLS

• 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

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EFFECTIVE STORAGE

• The importance of chunking
• Memory for pictorial material
• Memory for meaning
• What has this got to do with training?

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EFFECTIVE RETENTION

• Decay Hypothesis (memories weaken as a function
  of time)
• Interference Hypothesis (other memories compete)
• Retrieval-Cue Hypothesis (losing access to the
  cues)

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EFFECTIVE RETENTION

• Study and retention intervals
• Interference of new material
• The importance of arousal
• What has this got to do with training?

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EFFECTIVE RETRIEVAL

• 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?

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SKILL ACQUISITION

• From unconscious incompetence to unconscious
  competence
• Stages of skill acquisition (Fitts 64 Anderson
  82)
• cognitive stage
• associative stage
• autonomous stage

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APPLICATIONS TO TRAINING

• 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

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STILL TO COME

• 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