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?
- Steps 1-4 on  are about identifying gaps between current and required KSAs
- Conducting a training needs assessment on 
o Two hours; adapted nominal group technique
o Might also use critical incidents technique?
- Triggers: adoption of new work systems increase in customer complaints
- Formal statements of desired outcomes of training = training objectives
- Trainee readiness and motivation as preconditions of learning
o Positive reinforcement, not threats/punishments
o Personal goal setting of participants
o Stimulate interest; break down barriers to learning
- 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)
- 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
o Whole and parts: designing studies, conducting statistical tests on datasets, interpreting