Week 6-7 (Training)

7/28/2019 Week 6-7 (Training)

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Training

and Development(Weeks 6 - 7)



TRANSFER

• Do the skills and knowledge taught in training

transfer to the work environment?

• Leifer & Newstrom (1980) article

– Before training (creating positive expectations…)

• Communicating objectives, increasing stake in outcomes

– During training (creating performance opportunities with ample feedback…)

• Proactive planning for implementation – After training (creating mechanism to reinforce

positive behavior…)

• Encouraging experimentation and providing feedback



TRAINING EVALUATION

• Criteria – Kirkpatrick’s levels of criteria – Reactions, Learning, Behavior, Results

– Reactions Level

• How did trainees react to the program?

• Affective vs. utility reactions

– Learning Level

• What principles, facts, and techniques were learned?

– Behavior/Performance Level• What changes in job behavior resulted from the program?

– Results Level

• What were the tangible, overall, bottom-line results?



TRAINING EVALUATION:Criteria (continued)

• Results Level (Utility analysis)• U = (T) (N) (dt ) (SDy ) – (N) (C)

– U = Utility (dollar value of training program)

– T = how long the trainees stay with the organization – N = number of individuals trained

– dt = effect of training (difference in level of jobperformance between those trained and those

untrained) – SDy = the dollar value of one standard deviation

improvement in job performance

– C = cost of training per individual



TRAINING EVALUATION

• Design of Evaluation – Controlled experimentation or not?

– Ruling out “threats to internal validity” (or alternative

explanations for changes)

– Organizational constraints on controlled experiments

– Haccoun & Hamtiaux (1994) article

• Single-group designs

• Internal referencing strategy – Based on assumption that we should see bigger changes from pre-

to post-training on training-relevant than training-irrelevant content



TRAINING EVALUATION

• Take-away quote… – “We disagree with writers who endorse an “if you can’t do it

right, don’t do it at all” approach to training evaluation. We

prefer a pragmatic perspective. The purpose of evaluation is

to help organizations make decisions about future training activities, and we call for giving students the tools needed toassess the type of evaluation possible in a given situation, toconduct the most informative evaluation possible given theconstraints of the situation, and to communicate toorganizational decision-makers both the strengths andlimitations of whatever evaluation data is obtained.”

(Sackett & Mullen, 1993)

Week 6-7 (Training)

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