Chapter 6 Flashcards
Training vs Development
Training:
-focus is on the current time
-low use of work experiences
-the goal is to prepare for the current job
-participation is required
Development:
-focus on the future
-high use of work experiences
-goal is preparation for changes
-participation is voluntary
3 top strategic goals
-improving organisational performance
-enhancing individual employee performance
-developing organisational leaders
ADDIE MODEL
-analysis
-design
-development
-implementation
-evaluation
Stages of instructional Design
-Assess needs for training
-ensure readiness for training
-plan training program (objectives, trainers, methods) => feedback
-implement training program (principles and transfer of learning)
-evaluate results of training
- needs assessment
Evaluating the organization, individual employees, and tasks to determine what kinds of training, if any, are necessary
-Organization: What is the context in which training will occur?
-Person: Who needs training?
-Task: What subjects should the training cover?
organization analysis
-The organization’s strategy
-Resources available for training
-Management’s support for training
person analysis
Process of determining individuals’ needs and readiness for training by answering three questions:
-Do performance deficiencies result from a lack of knowledge, skill, or ability?
-Who needs training?
-Are the employees ready for training?
task analysis
Employees are interviewed and a questionnaire is created about the importance, frequency, and difficulty of the tasks.
Determines which tasks will be the focus of training.
-Job’s equipment and environment
-Time constraints
-Safety considerations
-Performance standards
- readiness for learning
-Combination of employee characteristics and positive work environment
-Employee readiness characteristics
-Cognitive ability—may require literacy training
-Highly motivated to learn
-Work environment
- how to plan and design
- What employee is expected to do; quality or level of performance; and conditions to apply
- Performance standards that are measurable
- Resources needed to carry out the desired performance or outcome
categories of training methods
-presentation
-hands-on
-group or team building
presentation methods
learners receive information provided by others
Ex: Lectures, workbooks, video clips, podcasts, websites
hands on methods
learners are actively involved in trying out skills
Ex: on-the-job training, simulations
group or team-building methods
learners share ideas and experiences, build group identities, learn about interpersonal relationships and the group
Ex: group discussions, experiential programs
Principles of learning
-Communicate learning objectives
-Attention-getting messages
-Limit the content
-Guide and elaborate
