Ch. 7 Employee Training and Development Flashcards
Define: Employee training
A planned effort by an organization to facilitate the learning, retention, and transfer of job‑related behavior
Specific areas of employee training:
New employee orientation Retraining and continuing education Retirement planning Career development International business Team training
Fundamental Issues in Employment Training
An understanding of learning theories is fundamental in the design of employee training programs
Adult learning theory was developed out of a need for a specific theory of how adults learn
It is based on several assumptions
Several assumptions related to fundamental issues in employment training
Adults have the need to know why they are learning something.
Adults have a need to be self-directed.
Adults bring more work-related experiences into the learning situation.
Adults enter into a learning experience with a problem-centered approach to learning.
Adults are motivated to learn by both extrinsic and intrinsic motivators.
Implications of Adult Learning Theory for Training
Self-concept Experience Readiness Time Perspective Orientation to Learning
Implications of Adult Learning Theory for Training: Self-Concept
Mutual planning and collaboration in instruction
Implications of Adult Learning Theory for Training: Experience
Use learner experience as basis for examples and applications
Implications of Adult Learning Theory for Training: Readiness
Develop instruction based on learner’s interests and competencies
Implications of Adult Learning Theory for Training: Time Perspective
Immediate application of content
Implications of Adult Learning Theory for Training: Orientation to Learning
Problem-centered instead of subject-centered
Fundamental Issues in Employment Training
Transfer of training, how learning translates into use of newly learned behaviors on the job
Trainee readiness, characteristics of the trainees
How training programs are structured and conducted
Successful Training Programs include
Assessment of needs Establish Objectives Develop Test Materials Implement Program Evaluate Program
Assessment of Needs involves:
Organizational analysis
Task analysis
Person analysis
Demographic analysis
What does organizational analysis look at?
Organization’s goals, resources, and the climate for training
What does task analysis look at?
Specific knowledge, skills, and abilities that a job requires;
What does person analysis look at?
Capabilities and deficiencies of the workers themselves
Are objectives for trainees or trainers?
Objectives for trainees: Not objectives for trainers
Three components of training objectives:
Performance – What is trainee expected to do
Conditions – What conditions (facilitators and inhibitors) is the trainee expected to carry out performance?
Criterion – What is the level of acceptable performance?
Two Types of Training Methods:
On-site vs. Off-site
What are some on-site training methods?
On-the-job-training (OJT)
Apprenticeship
Vestibule
Job rotation
What are some off-site training methods?
Seminars (lecture) Audiovisual Behavioral modeling Simulation Programmed instruction (self paced) Computer Assisted Instruction (CAI)
What are some Special management training’s?
Problem-solving case study Role playing Management games Conference Action learning (learning by doing) Mentoring (role model) vs. coaching
Key factors to consider to implement program?
Trainee readiness
Trainee expectation
Climate for training
Manager support
The first step in evaluation
Determine criteria of training effectiveness
Four types of criteria typically used to evaluate the program
Reaction criteria
Learning criteria
Behavioral criteria
Results criteria
Social Learning Theory
Learning theory that emphasizes the observational learning of behaviors
Cognitive Theories of Learning
Learning theories that emphasize that humans are information processors
Transfer of Training
Concept dealing with whether training is actually applied in the work setting
Trainee Readiness
The individual’s potential for successful training
Reaction Criteria
Measures of the impression of trainees, including their assessments of the program’s value, the amount of learning they received, and their enjoyment of the program
Learning Criteria
Measures of the amount of learning that has taken place
Behavioral Criteria
Measures of the amount of newly learned skills displayed once the trainee has returned to the job
Results Criteria
Measures the outcomes that are important to the organizations, such as increased trainee work output as expressed by production rates, dollar sales figures, or quality of work.
Solomon Four-group Design
A method of program evaluation using two treatment groups and two control groups; One treatment group and one control group are pretest-posttest design and the other two are posttest-only design
Nonequivalent control group design
Typically used when it is impossible to assign trainees randomly to experimental and control groups
