Training and Development
MODULE 7.1 Foundations of Training and Learning
3 steps
1)Employee selection-->2)P-E fit (placement-employee fit)-->3)Training
Training-->Learning-->Performance
Given how expensive and important training is, it is important for I ‐O psychologists to use a O psychologists to use a
systematic approach to training that includes an assessment of training needs, incorporation of
principles of learning, consideration of transfer of the training, and evaluation of training programs
Training increases probability of learning, and learning increases probability of better job
performance
TrainingSystematic acquisition of skills, concepts, or attitudes that result in improved
performance in another environment.
LearningA relatively permanent change in behavior and human capabilities produced by
experience and practice.
3 Outcomes
1)Cognitive outcomeType of learning outcome that includes declarative knowledge, or
knowledge of rules, facts, and principles.
2)Skill‐based outcomebased outcomeType of learning outcome that concerns the development of motor
or technical skills.
3)Affective outcomeType of learning outcome that includes attitudes or beliefs that predispose
a person to behave in a certain way.
Bottom line
PerformanceActions or behaviors relevant to the organization’s goals; measured in terms of
each individual’s proficiency.
Training Needs Analysis
Training needs analysisA three‐O psychologists to use a step process of organizational, task, and person analysis;
required to develop a systematic understanding of where training is needed, what needs to be
taught or trained, and who will be trained.
Organizational analysisComponent of training needs analysis that examines organizational
goals, available resources, and the organizational environment; helps to determine where training
, should be directed (often leadership training)
Task analysis vs Job analysis
a job analysis identifies and describes the tasks performed by employees and the KSAOs
needed for successful job performance
Task analysis, which examines what the content of training should be, can consist of (1)
developing task statements, (2) determining homogeneous task clusters (which are more
usable and manageable than individual task statements), and (3) identifying KSAOs
required for the job.
The links between task clusters and KSAOs can be used to develop training programs that
are directed toward enhancing critical KSAOs
Task analysisComponent of training needs analysis that examines what employees must do to
perform the job properly.
Task analysis can also include an assessment of competencies, which are broader than
knowledge, skills, or abilities (KSAOs)
CompetenciesSets of behaviors, usually learned through experience, that
are instrumental in the accomplishment of desired organizational results or outcomes.
Person analysisComponent of training needs analysis that identifies which individuals in an
organization should receive training and what kind of instruction they need.
The Learning Process in Training
Trainee characteristics
What are the 3 learning outcomes?
Learning outcomes can be organized into three broad categories:
Cognitive (knowing what to do)
skill‐O psychologists to use a based (knowing how to do)
affective outcomes (learnt attitudes)
3 outcomes of learning
1)cognitive (declarative knowledge): knowledge of rules, facts, an
programs, for example, police officers acquire declarative knowled
procedures. Declarative knowledge is an important component of
Sager’s (1993) theory of performance, which we discussed in Chap
2)Skill‐based outcomebased outcomes, which are similar to procedural knowled
colleagues, concern the development of motor or technical skills.
involve the coordination of physical movements such as using a sp
aircraft, whereas technical skills might include understanding a ce
exhibiting effective customer relations behaviors.
3)Affective outcomes include attitudes or beliefs that predispose
way. Attitudes may be developed or changed through training pro
sources of socialization (discussed further in Chapter 14) for new a
Weaver, 2000). Examples of attitudes that can be acquired or mod
organizational commitment and appreciation of diversity.
MODULE 7.1 Foundations of Training and Learning
3 steps
1)Employee selection-->2)P-E fit (placement-employee fit)-->3)Training
Training-->Learning-->Performance
Given how expensive and important training is, it is important for I ‐O psychologists to use a O psychologists to use a
systematic approach to training that includes an assessment of training needs, incorporation of
principles of learning, consideration of transfer of the training, and evaluation of training programs
Training increases probability of learning, and learning increases probability of better job
performance
TrainingSystematic acquisition of skills, concepts, or attitudes that result in improved
performance in another environment.
LearningA relatively permanent change in behavior and human capabilities produced by
experience and practice.
3 Outcomes
1)Cognitive outcomeType of learning outcome that includes declarative knowledge, or
knowledge of rules, facts, and principles.
2)Skill‐based outcomebased outcomeType of learning outcome that concerns the development of motor
or technical skills.
3)Affective outcomeType of learning outcome that includes attitudes or beliefs that predispose
a person to behave in a certain way.
Bottom line
PerformanceActions or behaviors relevant to the organization’s goals; measured in terms of
each individual’s proficiency.
Training Needs Analysis
Training needs analysisA three‐O psychologists to use a step process of organizational, task, and person analysis;
required to develop a systematic understanding of where training is needed, what needs to be
taught or trained, and who will be trained.
Organizational analysisComponent of training needs analysis that examines organizational
goals, available resources, and the organizational environment; helps to determine where training
, should be directed (often leadership training)
Task analysis vs Job analysis
a job analysis identifies and describes the tasks performed by employees and the KSAOs
needed for successful job performance
Task analysis, which examines what the content of training should be, can consist of (1)
developing task statements, (2) determining homogeneous task clusters (which are more
usable and manageable than individual task statements), and (3) identifying KSAOs
required for the job.
The links between task clusters and KSAOs can be used to develop training programs that
are directed toward enhancing critical KSAOs
Task analysisComponent of training needs analysis that examines what employees must do to
perform the job properly.
Task analysis can also include an assessment of competencies, which are broader than
knowledge, skills, or abilities (KSAOs)
CompetenciesSets of behaviors, usually learned through experience, that
are instrumental in the accomplishment of desired organizational results or outcomes.
Person analysisComponent of training needs analysis that identifies which individuals in an
organization should receive training and what kind of instruction they need.
The Learning Process in Training
Trainee characteristics
What are the 3 learning outcomes?
Learning outcomes can be organized into three broad categories:
Cognitive (knowing what to do)
skill‐O psychologists to use a based (knowing how to do)
affective outcomes (learnt attitudes)
3 outcomes of learning
1)cognitive (declarative knowledge): knowledge of rules, facts, an
programs, for example, police officers acquire declarative knowled
procedures. Declarative knowledge is an important component of
Sager’s (1993) theory of performance, which we discussed in Chap
2)Skill‐based outcomebased outcomes, which are similar to procedural knowled
colleagues, concern the development of motor or technical skills.
involve the coordination of physical movements such as using a sp
aircraft, whereas technical skills might include understanding a ce
exhibiting effective customer relations behaviors.
3)Affective outcomes include attitudes or beliefs that predispose
way. Attitudes may be developed or changed through training pro
sources of socialization (discussed further in Chapter 14) for new a
Weaver, 2000). Examples of attitudes that can be acquired or mod
organizational commitment and appreciation of diversity.
