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Training
An effort initiated by an organization to foster learning among its members
Focus: current job
Time frame: provide skills to benefit the organization quickly
Goal: fix a current skill deficit
Development
An effort to provide employees with KSAs needed by the organization in the future
Focus: current and future jobs
Time frame: benefits to the organization in the long run
Goal: prepare for future work demands
Needs assessment phase
1st phase
Determining whether training is needed, do you have the funding to pursue it, what content is needed, and who needs the training
Organization analysis:
An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed
Task analysis:
The process of determining the content of a training program should be based on a study of the tasks and duties involved in the job
Person analysis:
A determination of which individuals need training
Training Design phase
2nd phase
Developing a training strategy and preparing instructional plans
Developing instructional objectives: formally stated as behavioral objectives
Behavioral objectives: the hoped-for training outcomes that are used to determine if the overall training goal has been met
ex: Overall training goal - increase productivity - Behavioral objective - analyze 50 letters per minute
Learning principles:
Training will be more effective to the degree to which you take into account learning principles
Transfer of training:
The ultimate criterion of success in training is whether what is learned in training is transferred over to the job
Learning principles
Goal setting
Feedback and reinforcement
Modeling
Practice and repetition
Massed vs. distributed learning
Massed vs. distributed learning
Concerns the spacing out of training - it is better to do shorter and multiple training sessions compared to one longer training session
Whole vs. part learning
Easier to break training into smaller parts
Transfer of training
Do employees transfer what they learned in training to the job
Ways to facilitate:
Demonstration of concepts (modeling)
Training practice or simulation
Practice back on the job
Fidelity of the training situation
Physical fidelity
similarity between equipment/environment used in training and on the job
Psychological fidelity
Similarity between behaviors required in training and behaviors required on the job
Training Implementation phase
3rd phase
Determining the appropriate modality for delivering the information/skills to be learned in training
On the job training
Mentoring
Peer training
Job rotation
Off the job training
Classroom
Simulation
E-learning
Evaluation phase
4th phase
Determining whether training worked
For criteria for measuring training program effectiveness: Reactions
Determining trainee reaction to the training program
Just because you liked it didn’t mean you learned it
For criteria for measuring training program effectiveness: Learning
Examining whether trainees actually learned anything
Designs for measuring learning:
Post-test design (good): Train thenTest
Pre-test post-test design (better): Test then Train then Test
For criteria for measuring training program effectiveness: Behavior
Determining whether what was learned in training actually got incorporated on the job
For criteria for measuring training program effectiveness: Results
Calculating the benefits derived from training
Possible questions to ask:
How much has it contributed to profits?
What reduction in turnover did the company get after training?
How much has productivity increased?
Return on investment (ROI)
Viewing training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change
ROI = Training Results/Training Costs
If ROI is > 1, the benefits of the training exceed the cost of the program
If ROI is < 1, the costs of the training exceed the benefits