A Model for Successful Training Programs
Theories and principles of learning should be taken into account in the design and implementation of any good employee training program. In addition, to be successful, training programs need to follow a structured, step-by-step model (see Figure 7.2). A successful training program should begin by assessing train-
ing needs. In other words, the organization must first have some idea of what
workers need to know to perform their jobs.
The next step is establishing training objectives—goals for what the training is supposed to accomplish. Training objectives need to be specific and related to measurable outcomes because training objectives are used both to set a course for the training program and to help later in determining if the training was indeed successful (Goldstein & Ford, 2002).
The next step in the training program involves the development and testing of
training materials. A variety of factors must be taken into account in developing
training materials, such as the trainees’ educational and skill levels, whether the training material focuses on the areas that are directly related to successful job performance, and what training methods will provide the best cost– benefit trade-off. It is also important that training materials be thoroughly tested before they are put into regular use.
The actual implementation of the training program is the next step in the training model. Important considerations in implementing the training program include when and how often the training will take place, who will conduct the training, the assignment of trainees to sessions, and where the training will be conducted.
The final step is the evaluation of the training program to determine if the training was effective. This step involves a detailed analysis of whether training objectives were met and whether the training translates into trainees using the newly learned behaviors on the job.
Let’s look more closely at some of the issues related to successful personnel training programs, starting with a discussion of training needs assessment.
ASSESSING TRAINING NEEDS
A successful training program should begin by assessing training needs. In other words, the organization must have some idea of what workers need to know to perform their jobs. Typically, an assessment of training needs should include analyses on many levels: the organizational level (the needs and goals of the organization), the task level (the requirements for performing the task), and the person level (the skills and knowledge required to do the job). An additional analysis can be done at the demographic level (determining training needs for specific demographic groups).
Organizational analysis
The organizational level of needs analysis considers issues such as the long- and short-term organizational goals and their implications for training, the available training resources, and the general climate for training (that is, the workers’
Stop & Review
List and define four key issues that are important in deter- mining the success of training programs. F I G U R E 7 . 2 A Model for Successful Employee Training Programs Assess training needs Establish training objectives Develop and test training materials Implement training program Evaluate training program
and supervisors’ commitment to participation in the training program). In addition, organizational analysis considers training needs that are the result of internal and external factors affecting the organization. For example, the introduction of a new manufacturing system and technology would require the organization to plan the kinds of technical skills, managerial skills, and support that workers will need to use the new machines and processes (Kozlowski & Salas, 1997; Salas & Cannon-Bowers, 2001). Similarly, a sales organization’s decision to provide greater emphasis on customer service might require the development of new training programs. In an organizational analysis, a strat- egy for assessing training climate might involve surveying employees regarding their perceptions of training needs and their attitudes toward participation in training programs. The organizational level of needs analysis would also want to determine whether managers’ expectations regarding training needs were consistent with organizational goals.
Task analysis
The task level of analysis is concerned with the knowledge, skills, and abilities and other characteristics (KSAOs) that a worker requires to perform a specific job effectively. The starting point for obtaining this information is the job descrip- tion derived from a detailed job analysis. (As you may recall from Chapter 3, a job analysis is the starting point for just about any personnel operation.) The next and most difficult step involves translating the specific task requirements of the job into the basic components of knowledge and skill that can be incorpo- rated into a training program. For example, a job as department store assistant manager might require the worker to handle customer complaints effectively. However, it may be difficult to determine the specific skills required to perform this task to train prospective employees.
Person analysis
The person analysis of employee training needs examines the current capabili- ties of the workers themselves to determine who needs what sort of training. Person analysis usually relies on worker deficiencies outlined in performance appraisals for incumbent workers and information derived from employee selection data, such as screening tests for new workers. Another important source of information is job incumbents’ self-assessments of training needs (Ford & Noe, 1987), which may also help build employee commitment to the training program.
The use of the three levels of training needs analysis—task, organiza- tional, and person analysis—can help determine which workers need training in which areas and provide information to guide the development of specific training techniques. It has been argued that effective training programs should be based on an analysis of training needs on many levels, rather than simply focusing on one level of analysis (Ostroff & Ford, 1989). In addition, the orga- nization must consider the impact of a proposed training program in terms of
A Model for Successful Training Programs 169 both the potential benefits, such as increased efficiency and productivity, and
the potential costs of the program itself.
Demographic analysis
It has been suggested that training needs analysis may have to be conducted on a fourth level, demographic analysis (Latham, 1988). A demographic analysis involves determining the specific training needs of various demographic groups, such as women and men, certain ethnic minorities, and workers of different age brackets. For example, a study of the perceived training needs of workers 40 years of age and older found that the younger workers (aged 40–49 years) believed that they needed training in management skills, and the middle-aged group (aged 50–59 years) preferred training in technological skills, whereas the oldest group (60 years and older) showed little interest in any type of training, perhaps because they felt that they had little to gain from additional training (Tucker, 1985). We will discuss training for special groups later in the chapter.