Odv 606 Ch 4,5,6

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CHAPTER 4

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LEARNING AND TRANSFER OF TRAINING

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2 TYPES OF TRANSFER OF TRAINING: GENERALIZATION

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a trainees ability to apply what they learned to on the job work problems and situations that are similar but not the same to what was learned during training

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MAINTENANCE

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the process of trainees continuing to use what they learned over time.

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REINFORCEMENT THEORY

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emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors.

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SOCIAL LEARNING THEORY

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people learn by observing other persons whom they believe are credible and knowledgeable.

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GOAL SETTING THEORY

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assumes that behavior results from a persons conscious goals and intentions.

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GOAL ORIENTATION

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the goals held by a trainee in a learning situation

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LEARNING ORIENTATION

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relates to trying to increase ability or competence in a task

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ALDERFERS NEEDS THEORY

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focused on physiological, relatedness, and growth needs. people will try to satisfy the lowest needs first than go up.

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McCLELLAND THEORY

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this theory focused on needs for achievement, affiliation, and power

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EXPECTANCY THEORY

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a person's behavior is based on three factors expectancy, instrumentality, and valeance.

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EXPECTANCY

INSTRUMENTALITY

VALEANCE

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link between trying to perform a behavior and actually performing

performing a behavior is associated with an outcome

the value that a person places on an outcome

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ADULT LEARNING THEORY KNOWLES MODEL

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1. adults have the need to know why they are learning something

2. a need to be self directed

3. adults bring more work related experiences

4. adults enter a learning experience with a problem centered approach to learning

5. are motivated to learn by both extrinsic and intrinsic motivators.

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TRANSFER OF TRAINING THEORY

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is more likely to happen when a person works on tasks during training that are similar to the work environment

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CLOSED SKILLS

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refers to training objectives that are linked to learning specific skills that are to be identically produced by the trainee on the job

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OPEN SKILLS

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general learning principles ie customer service, not one right way to do it.

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THEORY OF IDENTICAL ELEMENTS

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transfer of training occurs when what is being learned in the training session is identical to what the trainee has to perform on the job.

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IDENTICAL ELEMENTS

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training environment is identical to work environment

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STIMULUS GENERALIZATION

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general principles are applicable to many different work situations

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COGNITIVE THEORY

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meaningful material and coding schemes enhance storage and recall of training content

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LEARNING STRATEGIES: REHEARSAL

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learning through memorization

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ORGANIZING

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finding similarities and themes in the training material

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ELABORATION

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relate the training material to other, more familiar knowledge, skills, or behavior

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OBJECTIVE

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the purpose and expected outcome of training activities

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OBJECTIVE THREE COMPONENTS

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1. what the employee is expected to do

2. the quality or level of performance that is acceptable

3. the conditions under which the trainee is expected to perform the desired outcome

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MASSED PRACTICE

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those in which individuals practice a task continuously, without resting

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SPACED PRACTICE

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individuals are given rest intervals within practice sessions

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WHOLE PRACTICCE

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all tasks or objectives should be practiced at the same time

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PART PRACTICE

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an objective or task should be practiced individually as soon as each is introduced in the training program

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CHAPTER 5 PROGRAM DESIGN

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THREE PHASES OF THE PROGRAM DESIGN PROCESS

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PRETRAINING, LEARNING EVENT, POST TRAINING

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CONCEPT MAP

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concepts in boxes with the relationships between the the concepts connected by lines

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APPLICATION ASSIGNMENTS

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assignments in which trainees are asked to identify work problems and apply training content to solve them

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PROJECT MANAGEMENT

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skills needed to manage a team of people and resources to create a learning solution.

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DETAILED LESSON PLAN

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the content and sequence of training activities into a guide that is used by the trainer to help deliver the training

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LESSON PLAN OVERVIEW

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matches major activities of the training program and specific times

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REQUEST FOR PROPOSAL (RFP)

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a document that outlines for potential vendors and consultants an overview of services the company is requesting.

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ACTION PLAN

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a written document that includes the steps that the trainee and manager will take to ensure that training transfers to the job

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PERFORMANCE SUPPORT SYSTEM

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is a computer application that can provide skills training, information access, and expert advice.

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KNOWLEDGE MANAGEMENT

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process of enhancing company performance by designing and using tools, processes, systems, structures, and cultures to create, capture, share, and use knowledge

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CHAPTER 6 TRAINING EVALUATION

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EVALUATION DESIGN

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collection of info including the who, what when how that will be used to determine the effectiveness of the program

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FORMATIVE EVALUATION

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evaluation of training that takes place during program design and development.

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SUMMATIVE EVALUATION

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refers to an evaluation conducted to determine the extent to which trainees have changed as a result of participating in the training program

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REACTION OUTCOMES

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the trainees perceptions of the program, including the facilities, trainers, and content

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COGNITIVE OUTCOMES

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are used to determine the degree to which trainees are familiar with the principles, facts, techniques, procedures, and processes emphasized in the training program

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AFFECTIVE OUTCOMES

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includes attitudes and motivation

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CRITERION CONTAMINATION

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refers to the extent that training outcomes measure inappropriate capabilities or areaffected by extraneous conditions

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CRITERIA DEFICIENCY

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failure to measure training outcomes that were emphasized in the training objectives

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DETERMINING WEATHER OUTCOMES ARE APPROPRIATE. 4 CONSIDERATIONS

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relevance, reliability, descrimintion, practicality

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THREATS TO VALIDITY

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factors that will lead an evaluator to question either 1) the believability of the study results 2) evaluation results are generalizable to other groups of trainees and situations.

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PRETEST/POST-TEST

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an evaluation design in which both pretraining and post training outcome measures are collected

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COMPARISON GROUP

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a group of employees who participated in the evaluation study but do not attend the training program.

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HAWTHORNE EFFECT

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employees in an evaluation study performing at a high level simply because of the attention they are receiving.

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TIME SERIES

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an evaluation design in which training outcomes are collected at periodic intervals both before and after training

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BIG DATA

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complex data sets developed by compiling data across different organizational systems including marketing and sales, human resources, finance,etc..