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50 Cards in this Set
- Front
- Back
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Why is training needed? |
-Job or organization specific training -Helps retain employees by helping them adapt to changes in technology -Continued development of employees |
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What is training? |
Formal procedures that a company utilizes to facilitate learning so that the resultant behavior contributes to the attainment of the company's goals and objectives. |
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Four types of training needs analyses |
-Organizational -Task -Person -Demographic |
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Organizational needs analyses |
-Determines organization's short and long term goals and compare goals to accomplishments -Considers organizational culture |
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Task needs analyses |
-Examines task requirements for successful conduct of each job. -Deals with task oriented job analysis -Shows how selection and training fit together |
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Person needs analyses |
-Examines how well all employees perform job responsibilities and duties -Often uses performance appraisal data or employee self nomination to identify employees who need training |
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Demographic needs analyses |
-Uses needs analysis should consider the demographic makeup of the organization -Determines specific training needs of various demographic groups |
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Three things important to the success of any training program |
-Principles of instructional design -Basic principles of learning -Characteristics of trainee and trainer |
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Learning organization |
Organization-wide concern with, and valuing of, knowledge acquisition |
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Continuous learning |
Learning how to learn |
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Instructional design |
All activities that are developed and coordinated to support the trainees' learning processes |
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Elements of instructional design |
-Determining what is to be learned -Learning can be categorized as cognitive, psychomotor, or social -Planned evaluation |
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Learning |
A relatively permanent change in behavior that occurs as a result of experience or practice |
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Who does learning research |
Primarily cognitive, experimental, and social psychologists |
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I/O psychologists and learning research |
I/O psychologists apply the learning principles, developed by learning research, to design and implement training programs |
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Active learning |
Resources and activities intended to improve analysis and synthesis of information |
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Whole vs part learning |
-Highly organized, coherent, independent tasks are more effectively learned when the whole task is learned at one time -Complex tasks that are easily divided into independent components are better learned when the task is learned pieces at a time. |
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Task practice all at once vs over time |
-Distributed practice is better for learning skills, especially simpler ones, and for long-term retention, but not always practical. -Massed practice is when a task is practiced all at once |
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How to increase meaningfulness of material |
-Material overview -Present with job-relevant examples -Sequence material in a logical order |
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Feedback (knowledge of results) |
-Timely and useful feedback is important to effective learning -Negative feedback is just as useful as positive when it is delivered in a sensitive and clear manner. |
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Three purposes of feedback |
-Provides info so adjustments can be made to behaviors -Makes the learning process more interesting and increases motivation to learn -Leads to goal setting for improving performance |
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Important learner characteristics |
-Readiness -Self-efficacy -Motivation to learn |
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Important trainer characteristics |
-Establishes and clearly communicates specific objectives -Understanding of how people learn and the role of learning approach or style -Effective communication skills -Understands different trainees may require different style or treatment from the trainer |
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Transfer of training |
Extent to which the material, skills, or procedures learned in training are taken back to the job and used regularly by the employee |
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Positive transfer |
Improves performance |
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Negative transfer |
Performance declines after training |
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How to increase the likelihood of positive transfer |
-Maximize similarity between training and job situations -Active practice -Provide different contexts for employees to practice the desired behaviors -Trainers, trainees, and managers work together during training with awareness of the transfer climate |
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Lecturing |
-Economical -Varied effectiveness -Better for teaching facts and acquiring knowledge -Fixed time limit; not likely to include practice, overlearning, or feedback |
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On-the-job training |
-Most widely used technique -Assumes new employee can learn job through various interactions with experienced employees -May lack carefully planned training program |
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Self-directed training techniques |
-Self paced to fix identified weaknesses using self-instructional materials -Includes programmed instruction and computer-assisted instruction based on learning principles -Shorter training times -Superior results not demonstrated |
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Virtual reality training |
-Realistically designed simulator to optimize transfer of skills -Useful when training equipment is dangerous, costly, or inefficient |
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Determinants of simulator effectiveness |
-Physical fidelity -Psychological fidelity |
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Gamification |
-Computer-based simulation games for purposes of training and development -Results in higher self-efficacy, better learning, and greater retention |
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Multimedia training techniques |
-Use multimedia resources as training basis -Allow flexibility in presentation -Often preferred over other methods |
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Distance learning |
-Delivery of educational or training materials to people at different locations at the same time -Most efficient use of high-quality instructors, instruction, and training resources -Responsibility for personal success primarily with learner |
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E-learning (web-based learning) |
-Employees at remote sites sort through, read, and work with information -Provides learner control -Easy to update information -Slightly more effective than classroom based training |
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Blended learning |
Combining e-learning with traditional classroom learning |
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Coaching |
-Supervisors provide subordinates with advice and information about current performance, ideas, and goal for improvement -Managers are coached and they are coaches |
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Functions of coaching |
-Guidance -Facilitation -Inspiration |
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Executive coaching |
-Coaching is performed by an external consultant who develops relationship with mid and high level executives |
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Behavior modeling |
-Most social behavior is learned through modeling -Well suited for improving interpersonal skills |
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Business simulations |
-Managers are given brief introduction to a fictitious company and are then asked to make decisions -Well received by trainees -Trainees may become involved in competition and lose sight of general principles |
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Corporate universities |
-Corporate classrooms -Allow for effective learning and transfer on-site |
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Training evaluation criteria |
-Relevant -Reliable -Sensitive -Practical -Fair |
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Kirkpatrick's taxonomy |
-Reaction criteria -Learning criteria -Behavioral criteria -Results criteria |
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Augmented framework vs Kirkpatrick's taxonomy |
-Reactions are re-categorized into effective reactions and utility reactions -Learning is re-categorized into three types (Immediate post training, knowledge retention, behavior/skill demonstration) -Behavioral criteria changed to transfer criteria |
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Quasi-experiment |
-Most viable alternatives for evaluation of training programs |
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Categories of consequences of sexual harassment |
-Widespread implications on work outcomes -Psychological and somatic outcomes -Negative effects on the organization |
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Three objectives of diversity training |
-Increase awareness about diversity issues -Reduce biases that interfere with effective management -Change behaviors so that a diverse workforce can be more effectively managed |
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Culture of Diversity |
-Relational culture in which people feel proud of their uniqueness while being socially integrated -An alternative to diversity training |
