3 Employee Training and Development Flashcards
What is training?
The systematic acquisition of attitudes, concepts, knowledge, roles or skills that result in improved performance at work
Helps improve current job
What is development?
The set of activities that workers undergo to broaden and redefine their KSAs
Looks beyond current job requirements
What is social learning theory?
Humans can learn indirectly by observing others
What are the 5 stages of the training process?
i. Needs assessment
ii. Set Objectives
iii. Training Design
iv. Training implementation
v. Training evaluation
When is training needed?
- Initial training after selection
- Conversion training - working the same job but something about that job changes e.g. new technology system
- Organisation change - a lot of jobs centralised
- Maintenance of skills - some skills that we don’t employe very often and need to be refreshed on them so we know what to do in that situation
- Attitude change - increasingly diverse work setting and working well with others e.g. sexual harassment occurring and making sure it doesn’t happen
What are the 5 stages of the training process?
i. Needs assessment
ii. Set Objectives
iii. Training Design
iv. Training implementation
v. Training evaluation
What is a needs assessment?
A set of activities designed to collect data about what the organisation needs out of the training program
Asks what the training needs to accomplish in terms of:
- The organisation’s goals
- The specific tasks
- The people involved
What does it mean in terms of organisation’s goals?
Short or long term goals of the organization - what does the organization ultimately want? What current training do they currently have? What resources do they have for achieving these goals? What sort of resources do we have? Funding etc
What does it mean in terms of specific tasks?
Is training something people do regularly? Or are they dubious about it? Make sure you have the support of the entire organization - if little support the training won’t be taken seriously and will less likely be transferable
- What tasks need to be trained? What performance standards need to be set?
- Specific tasks that need to be trained and the level standards that need to be achieved
What does it mean in terms of the people involved?
What current skills they currently have and what the disconnect is from what they know to what they need to know
- Weaknesses: knowing what they are meant to do but no motivation to do it and the training including reasons to be motivated to do it
- Managing expectations
What are the set objectives?
(i. e. what the trainee should be able to do or know what the end of the training) should be derived from needs assessment
- Learning objectives e.g. starting the class with learning objectives to reflect back to know what we are able to know at the end
What factors should be taken into consideration when deciding on training design?
(1) Learning Objectives
(2) Principles of learning - conceptual organizers and meaningful encoding, modelling, reinforcement, feedback, cognitive load, whole vs part learning, massed vs distributed practice, active practice, overlearning, fidelity and testing effects
(3) Trainer qualifications
(4) Individual Differences
Instructor demonstrates overall pattern of behaviours
Modelling
Useful load that can be added when the learning task itself has a low intrinsic load
Germane Load
The extent to which the task trained is similar to the task required on the job
Fidelity
What do some objectives include?
Information acquisition and skills development
What are the principles of learning?
Psychological theory and research can provide key principles for instructional design
- conceptual organizers and meaningful encoding, modelling, reinforcement, feedback, cognitive load, whole vs part learning, massed vs distributed practice, active practice, overlearning, fidelity and testing effects
What are conceptual organizers and meaningful encoding
Can help orient the trainee to the material by providing a framework for learning - gives you a structure to help integrate the knowledge and tie to the knowledge you already have. E.g. statements of purpose, outlines of key points, hierarchical diagrams
What is modelling?
The instructor demonstrates an overall pattern of behaviours and sometimes accompanies this with a verbal elaboration -> based on social learning theory
What is reinforcement?
The greater the reinforcement (reward) that follows a behaviour, the more easily and rapidly that behaviour will be learned. Most performance-enhancing reward: money by at least 23%
What is the feedback?
Knowledge of the results of one’s actions. Most effective when it is accurate, timely and constructive
What is cognitive load?
Try to optimize cognitive load. There are two types: Intrinsic load -> imposed by the task to be learned, can’t be trained.
Extraneous load: imposed by the instructional design itself, dealing with a patient with anxiety so you get them to engage in role-playing so it can lead to cognitive overload.
Germane Load: useful load that can be added when the learning task itself has low intrinsic load e.g. learning the names of the parts of the machine so make it less boring by stating what the part actually does
What is whole versus part learning?
Whole learning: the entire task is practised at once e.g. learning to ride a bike
Part learning: subtasks are practised separately and later combined - better when tasks are too complicated to be taught at once and can be broken into individual parts
What is massed versus distributed practise?
Massed practise: individuals practice a task continuously without rest - slightly beneficial when doing exam but more of a dump and forgotten easily
Distributed practice: provides individuals with rest intervals between practice sessions, which are spaced over a longer period of time
