Chapter 6
Organizational Learning
Psychology Applied to Work®
Learning Objectives
• Explain the relationship between learning and task performance.
• Describe the steps to assess training needs within an organization.
• Know the major methods of computer-based and non–computerbased training and their associated strengths and weaknesses.
• Identify approaches and benefits of active learning approaches.
• Describe the importance of and role of diversity training,
expatriate training, and sexual harassment training in the
workplace.
• Describe the role of mentoring and executive coaching in
management development.
• Explain how knowledge and skills from training are transferred
back to the job.
• Explain the evaluation of training and development programs.
Psychology Applied to Work®
Overview
• Organizational learning encompasses both
training and development of workforce
• Trends in learning:
– Greater emphasis on skill enhancement with
changing nature of work
– Learning has ascended in importance, e.g.,
Director of Training to Chief Learning Officer
– Need for continuous learning
Psychology Applied to Work®
Learning and Task Performance
• Learning – encode, retain, and use information
• 3 phases of skill acquisition:
I. Declarative knowledge
II. Knowledge compilation
III. Procedural knowledge
• 3 classes of abilities important for all 3 phases
– General mental ability (most important at Phase I)
– Perceptual speed abilities (critical at Phase II)
– Psychomotor ability (limits Phase III)
Psychology Applied to Work®
Experts vs. Novices
• Three distinguishing features of experts:
– Proceduralization (automaticity)
– Mental models
– Meta-cognition
Psychology Applied to Work®
Assessing Training Needs
• Three stages to a training needs assessment
1. Organizational analysis
2. Task analysis
3. Person analysis
Psychology Applied to Work®
Methods and Techniques of Training
• Shift from instructor-led classroom toward
learner-centered, technology-based
(computer-based) training
• Computer-based training (e-learning)
• Non-computer-based training
Psychology Applied to Work®
Computer-based Training
• Programmed Instruction
– Regarded as basis of all computer-based training
– Proceeds question by question after trainee
response
• Intelligent Tutoring Systems
– Uses concept of artificial intelligence
– Continuously modifies level of instruction to
pattern of trainee
Psychology Applied to Work®
Computer-based Training (cont’d)
• Interactive Multimedia Training
– Rich simulation of real-life job situation
• Virtual Reality Training
– Simulates real life in artificial 3-D environment
Psychology Applied to Work®
Non-Computer-based Training
• Business Games
– Hypothetical companies
• Role-playing
– Enactment plus discussion
• Behavior Modeling
– Narrow focus on specific skills
Psychology Applied to Work®
Active Learning Approaches
• Put trainees in control of their learning
• Based on assumption that learning occurs
inductively
• Error Management Training
– Theoretical benefit of learning from mistakes
• Self-Regulatory Training
– Prompting trainees to monitor and adjust their
actions and reactions
Psychology Applied to Work®
Self-Regulatory Training
Psychology Applied to Work®
Diversity Training
• Surface-level vs. deep-level diversity
• Goal : To reduce barriers that constrain
minority culture members
• Many diversity training programs focus on
diversity awareness to:
– increase trainee knowledge
– find common ground
– challenge belief systems
Psychology Applied to Work®
Expatriate Training
• Expatriates serve in overseas assignments
• Global business results in greater number of
expatriates
• Expatriates can experience cultural
adjustment problems
• Training focus should include:
– An understanding of different customs, etiquette,
gestures
– Family members
Psychology Applied to Work®
Psychology Applied to Work®
Sexual Harassment Training
• Equal Employment Opportunity Commission (EEOC)
• EEOC definition of sexual harassment
1. Unwelcome sexual advances
2. Interferes with ability to do work
3. Quid Pro Quo v. Hostile-environment harassment
• Sexual behavior can blur into sexual harassment
• Sexual harassment training programs (content)
–
–
–
–
Sensitivity to others’ values
Cultural differences
Personalized differences and preferences
Workplace romances
Psychology Applied to Work®
Management Development Issues
• Excellent companies develop managers
• Career velocity
• Derailment – underutilization of skills
• Mentoring
• Executive Coaching
Psychology Applied to Work®
Mentoring
• Facilitating management development (mentor-protégé)
• Four states of the mentor relationship
1.
2.
3.
4.
Relationship initiation
Cultivation
Separation
Redefinition
• Three-factor model of mentoring
1. Frequency of meetings
2. Scope – breadth of subjects
3. Strength of influence
Psychology Applied to Work®
Mentoring (cont’d)
• Types of mentoring behaviors
– Psychosocial (leads to satisfaction)
– Task related (leads to success)
• Benefits of mentoring for protégés
– Career-related support
– Psychosocial support (leads to satisfaction)
• Differences in cultural acceptance of mentoring
Psychology Applied to Work®
Executive Coaching
• Coach helps executive learn adaptive new skills
• Types of skills that can be learned
–
–
–
–
–
Interpersonal
Communication
Cognitive
Leadership
Self-management
• Geared specifically to individual problems and needs
• People vary in their levels of coachability
• Coaching is related to substantial improvements
Psychology Applied to Work®
Transfer of Training
• People must be motivated and supported
for training to transfer
– Generalization (new skills exhibited)
– Maintenance (continued use over time)
– Overcoming limitations in the post-training
environment:
• Supervisory support
• Opportunities to apply what’s learned
• Organization’s social support system
Psychology Applied to Work®
Evaluation Criteria of Training Programs
• Kirkpatrick’s taxonomy
– Internal criteria
• Reaction criteria
• Learning criteria
– External criteria
• Behavioral criteria
• Results criteria
– Not a causal flow- each is a standard
• Other measures of success
Psychology Applied to Work®
Transfer of Training (cont’d)
Psychology Applied to Work®