Midterm - Fall 2023 Flashcards
Salas (2012)
- Training Works: The way we design, deliver and implement the training matters. (e.g. for it to be effective and for transfer- tangible benefit.)
2.) Before (TNA), During(enable train mindset, follow instruction principles), and After(ensure transfer of training, debriefs, evaluate training).
- The 4 main concepts of training- IDPF Model: information, demonstration, practice and feedback.
Shank (2016)
- Summarizes Sala’s articles: training works, TNA.
2.) 70% of learning is informal
- Assessing learning: though direct and indirect assessment. Using both is optimal, also called triangulation.
- direct: samples of what peopled do (observation/actual performance)- strongest evidence
-Indirect: perception/ranking (supervisors, peers, self) - less strong
4.) Prior knowledge is the foundation for building additional knowledge.
Cascio (2022)
1.) break up training into chunks (full day vs. a week)
2.) Training more often (enable practice) - better for transfer
3.) actives listening (mini games, quizzes) - better for transfer
4.) L2L training (e.g. top seller coach others)
5.) Avoid one size fits all training - adaptive training/individual difference
3.) Technology can help, but we must always remember the science based methods (Fundamental principles of learning).
Mayer (2005)
Learning Theory
Multimedia learning: people learn more from words and pictures than words alone.
Cognitive theory of multimedia has 3 main assumptions:
- Dual Processing - humans process 2 channels to process info (visual and auditory info)
- limited capacity - cognitive overload
- Active processing - actively processing information and finding connections to prior knowledge/concepts (AKA metacognition)
Mayer (2008)
- Training Design
Evidence Based Principles for the design of Multimedia instruction. - demonstrate relationship between science of learning and science of instruction
1.) the design of multimedia instruction should be in accordance of human limitation.
2.) 10 based principles for the design of multimedia instruction:
- reducing extraneous processing: coherence, signaling, redundancy, spatial contiguity, temporal contiguity
- managing essential processing: segmentation, pretraining (advance organizers) and modality
- fostering generative processing: multimedia (words & pics), personalization (conversational style)
Kraiger (2008a)
- Training Design
1st generation instructional model; focused on instructor delivering direct instruction, define objectives, choose content
2nd generation instructional model: instructors focused but started to focus on, personalization of content by learner/indi differences , cognitive constructivism (declarative knowledge)
3rd generation instructional model; combination of social and cognitive constructivism - all learning takes place in social and cultural context; Interactive learning is the focus: L2L interaction, L2content, L2instructor
3rd generation instruction and WBI make it easier to create meaningful interactions ( less instructor presence, social skills, collaborative learning)
WBI: high or low learner control, multiple types of interactions by learners
Kraiger (2008b)
- TBT Methods
Third Generation Instructional Model
1.) 3rd generation model puts more emphasis on L2L interaction than previous models
2.) however for learning to be maximized, learner must active construct meaning, and confirm through reflection and social discourse
3,) instructor should create an environment where learning occurs (enables peer to peer learning)
4.) individuals are poor judges of their learning
5.) The effectiveness of online learning depends on the individuals learning style or attitudes towards CB learning
Kraiger & Wolfson (2011)
- TNA
Lifelong Learning - need assessment supporting LL
1.) org analysis - learning goals must match org goals and top management should be consulted
2.) Job/task Analysis - focus on individuals competencies, support performance at work, support achievements outside of work, and future learning and dev
3.) Personal Analysis - focus on who would be suited for participating in a LL system (using ELLI system)
4.) orgs can support LL by providing feedback of dev needs, process towards goals, quality of current opportunities.
Bedwell et al (2011)
– Traditional Training Methods
1.) Adult learners needs to learn task-related and team-related competencies through infromal/formal training
2.)adult training should focus on previous knowledge/skills, be self directed, and valuable
3.) adults are motivated to learn through intrinsic and extrinsic reasons
4.) training for older adults should be relevant, build on already possessed skills, should not be timed, and should not move to next task until mastery is acquired
Bedwell & Fiore (2014)
- Traditional Training Methods
1.) MBA students are graduating without IPS
2.) MBA faculty can use techniques based on the science of learning to implement IPS training in lectures
3.) 4 components in the science of training: IDPF model (information, demonstration, practice, feedback)
ATD (2015)
- Training Design
1.) instructional design (ID) is important/core for organizational learning
2.) ID uses learning tools and technology (instructor led classrooms, FTF mentoring)
3.) ID is important but there are barriers: leadership understanding importance, cost, cultural barriers
SHRM (2014)
TNA
1.) Step 1 of TNA : Diagnosing reason for TNA (training is not always the solution)
2.) Step 2 of TNA : Gap Analysis, current state of org- using resources/tools like interviews, HR records, observation, survey.
3.) Step 3/4 of TNA : Assessing training options, recommending trainings, reporting findings of TNA
Cannon & Bowers (1998)
- Learning Motivation
1.) Pre-practice conditions are designed to make training effective and efficient.
Examples:
- attentional advice (priming trainees with info/tips),
- metacognitive strategies (thinking about your own thinking- + motivation)),
-advance organizers(outlines/graphics- framework for incoming info),
-goal orientation: Mastery (tied to self efficacy) v. Performance - focus on mastery goal as it can build efficacy on “low-efficacy trainees”
-prep info: what to expect/ how to handle certain situations
- pre-practice briefs: clarifies expectations, roles
Colquitt et al (2000)
- Learning/training Motivation
1.) Training Motivation can influence both individual characteristics and situational characteristics.
2.) Indi characteristics: org commitment (view training valuable), self efficacy (job performance) -trainers should emphasize job/career benefits
3.) Situation characteristics: Adequate resources, opportunities to use the skills, feedback. (e.g. supportive managers increase trainee motivation)
4.) when designing training and doing a person analysis think about the above characteristics and how it effects training motivations
Schimdt & Ford (2003)
- Learning Theory
Metacognition - thinking about your thinking
1.) learners with high levels of/engage in metacognitive activities have more declarative knowledge, performed better, have higher self efficacy
2.) Mastery G.O. learners benefited metacognitive activities
3.) Low performance avoidant leaners benefited from metacognitive intervention (opposite for high avoidance learners)
