Training-Rsw

Front 1

Training

Back 1

activities directed toward the aquisition of knowledge, skills, and attitudes for which there is an immediate or near-term application

Front 2

development

Back 2

the acquisition of attributes or competencies for which there may be no immediate use.

Front 3

voorwaarde orga voor effectieve training

Back 3

-top management is committed to training&development
-training is tied to business strategy and objectives
-organizational environments are "feedback rich"
-there is commitment to invest the necessary resources

Front 4

3 fases van training

Back 4

-planning fase
-implementation
-evaluation

Front 5

Training validity

Back 5

did trainees learn anything during training?

Front 6

transfer validity

Back 6

does learned KSAs lead to improved performance

Front 7

intraorga validity

Back 7

generalizability of training effectiveness to other new groups of trainees within orga

Front 8

interorga validity

Back 8

generalizability of training effectiveness to trainees in other orgas

Front 9

6 steps defining what is to be learned in training

Back 9

-analyze T&D subsystem & interaction with other systems
-determine training needs
-specify the training objectives
-decompose the learning task into its structural components
-determine an optimal sequencing of the components
-consider alternative ways of learning

Front 10

organization analysis in training needs-assessment model

Back 10

doel; link strategic workforce-planning considerations with training needs-assessment results

Front 11

task/operations analysis in training needs-assesment model

Back 11

determine needed KSAs

Front 12

person analysis in training needs-assesment model

Back 12

assessing how well each employee actually performs relative to standards required by the job (who needs training?)

Front 13

7 dingen die leren en transfer faciliteren

Back 13

-trainees begrijpen de doelstellingen vd training
-trainingsinhoud is betekenisvol
-er worden cues aan de trainees gegeven die hen bij het leren helpen
-er is gelegenheid om te oefenen
-feedback
-gelegenheid om met anderen te interacteren en ze te observeren
-training is goed gecoordineerd en geregeld

Front 14

trainability

Back 14

iemands vaardigheid om de skills, kennis of gedrag te vergaren die nodig zijn om een baan uit te voeren en deze uitkomsten te bereiken binnen bepaalde tijd

Front 15

behavioral baseline

Back 15

resulteert uit iemands persoonlijke geschiedenis. welke gedragsverandering vindt er plaats door leren&trainen

Front 16

adaptive training

Back 16

bestaande prestatieniveau vd trainee meten en van daaruit de trainingsinhoud bepalen

Front 17

principles enhancing learning

Back 17

1.learning
2. practice
3. adaptive guidance
4. behaviour modelling (applied learning)
5. goal-setting
6. feedback
7. transfer of training (achilles)
8. reinforcement
9. self-managements to maintain changes

Front 18

pygmalion effect

Back 18

hoe hoger de verwachting van de trainer over de trainees is, hoe beter de trainees presteren. fenomeen vd self-fulfilling prophecy

Front 19

transfer of training

Back 19

-similarity between training, job situation & content
-gained different experience during training
-thorough understanding of principles
-positive transfer climate
-preparing transfer of training during training

Front 20

Soorten Feedback

Back 20

-kwalitatief (mooie poster)
-kwantitatief ( foto 3 cm lager)
-informatief (poster komt later)
-evaluatief (goed informatie verwerkt in de poster)

Front 21

oefenen

Back 21

way to enhance learning by
-active practice: verschaft de interne cues die motorische prestatie reguleren
-overlearning: behaviour becomes 2nd nature

Front 22

goal-setting

Back 22

belangrijkste factor die
-specific
-provide feedback on goal attainment
-be challenging but acceptable
-best for simple task
-moderators: commitments, self-efficacy

Front 23

behaviour modelling (applied learning)

Back 23

basic components:
-learning points (retention)
-modelling (doel reproduceren dan alleen +voorbeelden, doel generaliseren dan + en - voorbeelden)
-practice & role-playing
-feedback & social reinforcement
-transfer of training

Front 24

Training technieken

Back 24

-information presentation methods
-simulation methods
-on-the-job training

Front 25

information presentation methods

Back 25

-lezingen,conferentiemethoden etc.
-intranet& internet, cd's etc: meer controle en mogelijkheid om te ofenen

Front 26

simulatie-methoden

Back 26

-case-method, incident-method, role-playing, experimental exercises, in-basket, business games.

Front 27

on the job training

Back 27

orientation training, job rotation, understudy assignments, performance management

Front 28

advantages learner of web-based training

Back 28

+training comes to employee
+ training can focus on specific needs as revealed by built in tests
+learning is self-paced
+new employees don't have to wait for scheduled training session

Front 29

advantages orga of web-based training

Back 29

+once set up it can be used for many employees
+trainees have acces to online help or written material
+training can be interactive
+easier record keeping

Front 30

disadvantages orga of web-based training

Back 30

-high setup costs
-niet makkelijk te veranderen
- controle laag
-mist de interactie die wel bij andere trainingen is (wat goed is voor vertrouwen in organisatie)

Front 31

case studies (simulation method)

Back 31

use when
-training analytic, problem solving & doel is ontwikkelen critical thinking skills.
-KSAs are complex
-when team problem solving & interaction are possible (vliegtuigpersoneel)
voorbeeld case studie: role play

Front 32

levels van criteria:
kirkpatrick 4-levels-model of evaluation&development

Back 32

-reaction trainee
-learning (achievements test)
-behaviour (transfer of training)
-results (utility of training program, return on investment?, benchmarking

Front 33

typen criteria

Back 33

interne criteria (direct gelinkt aan prestatie in trainingssituatie)
externe criteria (echte verandering in gedrag op het werk zelf)
kwalitatieve criteria (interview/observatie)
kwantitatieve criteria (productie/verkoopcijfers)

Front 34

Design A

Back 34

geen pretest
-gelimiteerde mogelijkheid tot generalisatie
+no major biases
-requires true randomization/parallel groups, no interactions

Front 35

Design B

Back 35

pretest, geen control group
+ 1 group
-History, Maturation, pretest bias, regression

Front 36

Design C

Back 36

pretest+controle groep
+controls history,maturation, control for regression
-pretest may influence

Front 37

Design D

Back 37

wel+geen pretest/wel+geen interventie
+allows x test/training, can determine both te main effect and the interaction of testing with training
-complex+needs high N
-low power

Front 38

quasi-experimental designs

Back 38

-time series
-nonequivalent control group design
-nonequivalent dependet variable design
-recurrent institutional cycle design

Front 39

Time-series design

Back 39

befor-after test met alleen E conditie, meerdere observaties
+beter dan design B door meer data waar conclusie op gebaseerd kan worden
-controleert niet voor history

Front 40

nonequivalent controlgroup design

Back 40

before-after met C en E maar groep niet aselect toegewezen
+alternatief als A en C niet kunnen
-Maturing, regressie

Front 41

nonequivalent ependet variable design

Back 41

als je wilt dat een groep zich alleen ontwikkeld op het beoogde gebied en niet op andere aspecten
+controls internal validity testing & hawthorne effec
-does nog coltrol for history,maturation and regressions efefcts en researcher kan kans op significante verschillen bienvloeden door keuze items

Front 42

recurrent instituational cycle design

Back 42

combination of 2 or more before-after studies that occur at differen points in time
+handig bij testen van veel mensen op verschillende moment
+rules out history effect en test-retest effect
-maturation

Front 43

learning

Back 43

relatively permanent change in behavior due to practice or experience

Front 44

Performance

Back 44

demonstration of learning (observable, measurable)