Chapter 9 - Training.docx

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Western University
Management and Organizational Studies
Management and Organizational Studies 3344A/B
Julie Schermer

Chapter 9: Training Study of 60,000 Canadian employees  only 12% of women and 16% of men received workplace safety training Role of Occupational Health and Safety Training 3 basic worker rights 1. The right to know  informed of dangerous and unsafe materials and machinery 2. The right to participate  reporting unsafe work practices and conditions 3. The right to refuse unsafe work  unless it is a bona fide job Health and Safety Training Programs Instructional Systems Design (ISD) model of training: a general model of the training process that incorporates needs analysis, training design and delivery, and training evaluation and that notes the interdependencies among the three major components of the training process - Needs Analysis: the initial stage of the training development process, intended to identify employee and organizational deficiencies that can be addressed with training and to recognize potential obstacles to the success of a training program o Occurs after new legislation, an accident o Is there a gap between current and desired reality? 1. Organizational Analysis: an analysis of the entire organization designed to examine its resources, strategy, and environment in order to assess the organization’s support for training 1. Successful training techniques tend to be in line with org’s overall strategy 2. Establish organizational support for a training intervention  support is vital for success 3. Safety Climate: employees’ shares perceptions of the importance of safety in the workplace 2. Job/Task analysis: a component of the training needs analysis process during which the jobs and specific job tasks that are in need of training are identifies and studied 3. Person analysis: a component of the training needs analysis process during which individual employees’ behaviour is studied to identify gaps in performance  compare current w. desired performance 1. Then identify method of assessment 2. Training Design and Delivery 1. Training objectives: statements regarding the knowledge, skill, and behavioural changed that trainees should acquire in the training program 2. Next, do you purchase existing training package or a new one? 3. Who will receive the training, how many people will be trained at the same time, who will deliver the training, where the training will take place 4. Train the trainer: programs designed to offer subject matter experts in various content areas skills in program delivery and communication 5. WHMIS: workplace hazardous materials information systems 6. The more often employees are reminded of safety-related issues in the workplace the more likely they are to properly enact safety behaviour - Training Evaluation: a component of the ISD training model designed to assess the value added for individuals and organizations following the implementation of a training program 1. Kirkpatrick’s hierarchical model  Did the trainees have positive reactions to the training? 1  Did the trainees learn the material covered in the training?  Did the trainees apply what they learned in training and realize a change in their behaviour?  Did the organization see positive organizational results following training? 2. The following will improve with proper training programs:  Incident, injury and fatality rates  Incidence of close calls: a series of events that could have led to an accident but didn’t  Incidence of lost-time injuries: injuries in which the injured employee misses some work time because of the injury in the days following the incident  Absenteeism  Workers compensation claims and cost  Employee benefit cots  Safety inspection reports Common Safety Training Initiatives - Safety orientation 1. Better if its embedded in orientation process - First Aid 1. Most Canadian employers are required to provide first aid training to employees - WHMIS training CLASS NOTES: Reinforcement  Indirect or direct feedback from the job performance Practice  Increase familiarity with the task Repetitive Practice  Ideal for motor skills (massed practice)  i.e. parallel parking, piano playing, walking Distributive Practice  Repeat aspects of a job (learn a bit at a time)  Better for more complex jobs Anderson's (1985) three Phases of Skill Acquisition ( how to we learn something model) 1st: Declarative Knowledge  I.e. G1 Written Test  You had to know facts by memorizing or reasoning  Slow Performance  Error prone  General intelligence (g) important to master 2nd: Knowledge Compilation  Integrated cognit
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