UNDERSTANDING AND DEVELOPING THE

OBJECTIVES OF TRAININGAND

FACILITATION OF LEARNING

AGENDA Training Forms of Training Training Objectives Types of Training Objectives Identifying Objectives Importance Concerns Facilitation of Learning Focus on Trainee Trainee Issues

TRAINING

The term Training refers to the acquisition of knowledge, skills, and

competencies as a result of the teaching of vocational or practical skills and knowledge that relate to

specific useful competencies.

FORMS OF TRAINING

• One can generally categorize training as on-the-job and off-the-job.

• On-the-job training takes place in a normal working situation.

• Off-the-job training takes place away from normal work situations.

TRAINING OBJECTIVES

Training Objectives refer to all objectives that are developed for the

training program.

TYPES OF TRAINING OBJECTIVES

TRAININGOBJECTIVES

TRAINEEREACTION

OBJECTIVES

LEARNINGOBJECTIVES

TRANSFER OFTRAINING

OBJECTIVES

ORGANIZATIONALOUTCOME

OBJECTIVES

IDENTIFYING OBJECTIVES

The result of integrating the

organization, job and personal

analyses is the identification of

performance deficiencies,

their negative effect on

organizational outcomes &

also identification of cause of the deficiencies.

WRITING A GOOD LEARNING OBJECTIVE

• Learning objectives are often more difficult to write.

• Learning is the critical component of the whole process.

• The desired behavior must be clearly and unambiguously worded.

• Explaining the conditions under which the behavior must occur further clarifies exactly what is required.

• Standards are the criteria for success. Three potential standards are represented by accuracy, quality and speed.

• Sometimes attitudes as well as knowledge and skills are the focus of training.

IMPORTANCE OF TRAINING OBJECTIVES

CONCERNS

Some concerns about the use of objectives include the following:

• Waste of valuable time• Inhibit flexibility• Unrealistic for management training

and other soft areas of training• Not practical in today’s workplace

FACILITATION OF LEARNING

Learning can be facilitated through focus on the:• Trainee• Design of training

Focus on the trainee includes concentrating on the:

• Individual differences• Motivation• Reinforcement• Goal setting

FACILITATION OF LEARNING: FOCUS ON THE TRAINEE

1) INDIVIDUAL DIFFERENCES

• Even the best selection practices result in a certain number of individuals who are selected but are subsequently not successful.

• Training addresses the false positives that prevent them from being successful.

• Needs assessment data that show large differences among the potential trainees indicate that the training design must be adjusted to the individual differences.

Contd..• Different cultures and ethnicities mean

different ways of viewing the workplace and its norms and values.

• Care in needs assessment to understand the special requirements of some individuals will be helpful.

• Individual differences in backgrounds and traits may result in differences in how people learn.

• Additional rather than different training programs for employees who differ in KSAs are recommended.

2) MOTIVATION OF TRAINEE

• According to the performance formula- ( P= M x KSA x E ) indicates if motivation is

lacking, no training takes place.• Those who come to the training with positive

expectations are more successful.• Motivation can be increased through:

– Showing the trainee that he or she has the ability to complete training.

– Clarifying the outcomes associated with completed training.

– Showing that positive outcomes are more likely to occur if training is completed.

EXPECTANCY THEORY IMPLICATIONS

• By intervening before training and providing the trainee with information that shows they can succeed in the training, Expectancy1 (E1, the belief that effort will lead to desired performance) is being influenced.

• By clarifying the positive outcomes of training, the trainee’s awareness of all the positive outcomes of being successful in training is being assured.

• Finally, by showing that training increases the positive outcomes, Expectancy2 (E2, the belief that desired performance will lead to desired outcomes) is influenced.

• Increasing the expectancies (1 & 2) and also the number of positive outcomes, will have the net effect of increasing the motivation to be successful in training.

FORMULAE1[(E21 x V1) + (E22 x V2) +……+ (E2n x Vn)]Where V= Valence or attractiveness of the outcome.

Example• For example: A supervisor was asked to undergo

training module that involve active listening to change his ways with his subordinates.

• Expectancy theory is applied to decipher what will be his motivation towards successfully completing his training module

• E1=belief that effort will lead to performance• E2=belief that performance will lead to desired

outcomes• V=valence, or attractiveness of the outcome.

Contd..Outcomes if successful

E2 valence

promotion 0.2 7

Better at job

0.6 8

Less tension

0.7 6

Less stress

0.8 4

Better relationships

0.4 7

Fewer grievances

0.6 9

Outcomes if unsuccessful

E2 valence

Does not has to change his behavior

1.0 10

Employees still afraid to talk to him

1.0 8

Not ridiculed by workers

1.0 9

Contd..• Case1:Will try:.5[(.2x7)+(.6x8)+(.7x6)+(.8x4)+(.4x7)+(.6x9)]=10.9

• Case 2:Will not try:1.0[(1.0x10)+(1.0x8)+(1.0x9)]=27.0

• Thus it can be inferred that the motivation in the supervisor is low towards completion of the training module.

• So efforts should be made so as to increase the motivation in the trainees.

3)CONDITIONING AND REINFORCEMENT

Classical Conditioning• Classical conditioning takes place without

awareness.• Situations are associated with emotionally

conditioned responses; pleasant or unpleasant.

• When designing training, pleasant situations should be created.

• If the trainees are comfortable both physically and emotionally, they are better able to focus their attention on training.

Operant Conditioning • If a particular behavior is immediately

followed by a reward, that behavior is likely to be repeated.

• Punishment that immediately follows a particular behavior will decrease the likelihood of that behavior continuing.

• The important points to be considered in the design of effective training:– Know the rewarding and punishing things.– Plan to reward.– Use tangible and intangible rewards.– Feedback is a reinforcer.

4)GOAL SETTING

• Specific goals direct the individual’s energy and attention.

• Individuals who are given a specific, hard or challenging goal perform better.

• Goals appear to result in more predictable effects.

• The goal must be matched to the ability of the individual.

• Feedback is necessary.• The individual needs to accept the goal

that is set.

TRAINEE ISSUES

• Readiness and motivation to learn.

• Trainee’s ability to perform certain tasks.

• Prerequisite skills necessary to perform.