Transcript Document 7192084

Training Interventions and Learning
Experiences
Dr. Steve
Training & Development
INP6325
Competency-Based Training
Competency-Based Training – Holistic approach to train
global skills across positions and tasks in order to increase
organizational effectiveness
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Competency modeling techniques
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Derive competencies consistent with core vision and values of
company
Identify competencies through critical incident analysis
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Skills that distinguish top performers from average performers
Both are typically combined to allow various aspects of HR (e.g.,
selection, training, appraisal) to work together in achieving generic
(to org) competencies.
Competency-Based Training
I/O Psychology Master’s Program Competency-Based Training
• Regardless of area in I/O the student chooses to pursue after graduation, the
following competencies must be learned:
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Ability to search scholarly and professional sources for information on
one or more topics in I/O psychology.
Ability to write in styles appropriate for audience in academic and
business.
Ability to plan and conduct an applied project in I/O psychology.
Ability to present information orally to academic and business
audiences.
Ability to work effectively with others to accomplish a project relevant
to I/O psychology
Ability to integrate background information with problem-solving and
interpersonal skills in the application of I/O psychology
Employee Orientation
Orientation training is designed to acquaint new
employees to their supervisors, peers, tasks,
organizational policies and culture
 Orientation Objectives
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Provide info about job and org (requirements, benefits,
office/dept locations, etc.)
Teach safety and job skills
Discuss expected attitudes
Help employee understand “how things work”
Clarify roles of supervisor and co-workers in workgroup
Employee Socialization
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Chao et al.’s (1994) 6 dimensions of socialization
related to outcomes such as income, career
involvement, and job satisfaction
Performance Proficiency – learning necessary job skills
People Skills – establishing relationships
Politics – learn how to get things done
Language – learn office speak, jargon, acronyms
Organizational Goals & Values – learn what the org stands
for and its expectations of workers
History – learn traditions, rituals, myths of org
Leadership Development
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Business Simulations – allow leaders
to experience events similar to real life
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Focus on leadership skills such as:
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Advantages:
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Situational awareness, coordination, communication, interpersonal
skills, problem solving, & decision making
Risk-free situations
Dynamic – can see consequences of decisions
High content validity
Disadvantages:
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Lack of empirical data on improving learning and training transfer
Learners get too involved in winning, less in learning
Lack of generalizability – may teach solutions to specific problems
Leadership Development
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Behavioral Role-Modeling – approach
based on social learning theory stressing
observation, modeling, and vicarious reinforcement
Four processes
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Attentional Processes – ability of observer to attend to and
differentiate among cues (characteristics of model)
Retentional Processes – ability to remember stimuli over periods
of time (covert & overt rehearsal)
Motor Reproduction Processes – physical abilities needed to
acquire and perform modeled behavior
Incentive & Motivational Processes – reinforcement conditions
existing at the time the observed behavior is performed
Leadership Development
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Assessment Centers – standardized set of
activities given to trainees under standardized
conditions (e.g., worktask simulations, leaderless
group discussions, in-basket exercise, interviews)
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Trainees assessed in groups
Assessed by group of trained assessors
Dimensions include: communication, initiative,
decisiveness, organization & planning, decision-making
Feedback delivered one-on-one and in formal report
360 degree feedback may be provided (supervisors,
peers, subordinates)
Leadership Development
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Experience-Centered Learning – job activities
that challenge and promote learning
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Created through job assignments or through mentoring
Challenges may include: creating change, managing high
levels of responsibility, dealing with diversity
Learning Situations:
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Incremental – competencies are gained linearly, giving the
learner the opportunity to learn at own pace and time to clarify
role expectations
Frame-breaking – learners are “thrown into the fire” without
initial preparations. Learner makes effort to acquire large
number of new skills needed or risk failure
Leadership Development
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Global Leadership – ability to coordinate efforts
with leaders in other countries to:
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Effectively manage a diverse workforce
Adapt to demands of international assignments
Understand global responsibilities
Global Leadership
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Diversity Training – intended to integrate diverse
mix of employees into org culture, eliminate
inequities
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Training focuses on increasing awareness, knowledge,
understanding, attitude change, and skill enhancement
Training may include:
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Factual info about law
Questionnaires on diversity issues
Group discussions
Leadership skills training (coaching, communication, feedback)
Global Leadership
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International Assignments
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30 – 50% failure rates of leaders
Failure costs est $500,000 per executive
Causes of failure
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Difficulty adjusting to new culture
Lack of interpersonal skills
Lack of experience with people of other cultures
Some Attributes of Successful International Assignee
Perseverance, Empathy, Respect, Flexibility, Patience, Tolerance,
Openness, Extraversion, Motivated, Confident, Dependable, Creative,
Alert, Desire to go, Emotionally stable, Stress-tolerant, Resourceful
Global Leadership
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Intercultural Training – designed to reduce culture
shock, establish interpersonal relations, and
improve task effectiveness
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Culture Assimilator – Scenarios that highlight cultural
differences in host culture as compared to own
Cross cultural host – leader paired with member of host
country for a period of time to learn about the culture
prior to move overseas