HR Lecture 7

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Department
Management and Organizational Studies
Course
Management and Organizational Studies 1021A/B
Professor
James O' Brien
Semester
Fall

Description
HR Lecture 7 – Training Investments in training - Conference board: $852/ee/yr in formal training - Critical thinking: o What does this amount get you? o Why isn’t this amount higher? Risk o Informal training - Key question: What is the link to organizational performance? o What are “soft” skills? o What are the links to engagement, turnover? Needs assessment - Steps 1-4 on [136] are about identifying gaps between current and required KSAs - Conducting a training needs assessment on [137] o Two hours; adapted nominal group technique o Might also use critical incidents technique? - Triggers: adoption of new work systems increase in customer complaints Design - Formal statements of desired outcomes of training = training objectives - Trainee readiness and motivation as preconditions of learning o Positive reinforcement, not threats/punishments o Flexibility o Personal goal setting of participants o Stimulate interest; break down barriers to learning Learning principles - Ensure that goals and objectives for the training are clear - Appreciate that people learn in different ways and at different rates - Provide opportunities for practice - Consider wholes and parts in teaching skills - Recall that distributed learning tend to be more effective than massed learning - Think carefully about feedback, from trainers and the trainees themselves - Use meaningfulness to connect training to prior experience - Learning by doing (modelling) vs learning by watching o Aside on behaviour modification: simple rewards and encouragement when you can catch people doing something right, e.g. of safety Necktie example - How could we improve this training, based on principles? o Set a goal (to be able to tie the tie with your eyes closed) o Opportunities to practice (take this tie home and practice a few minutes a day) o Feedback (compare results to a well-tied tie; diagnose errors) Testing example - Imagine that your team administers the written driver’s test for the province. How do you know if the test is working well? o Can train people to administer and score the test; interpreting data is probably more a matter of development o Draw on statistical concepts from prior learning that generalize to this particular situation o Whole and parts: designing studies, conducting statistical tests on datasets, interpreting
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