Organizational L3 Flashcards
training
the systematic acquisition of attitudes, concepts, knowledge, roles, or skills that result in improved performance at work
development
set of activities that workers undergo to broaden and redefine their knowledge, skills, and attitudes
When is training needed?
after selection, conversion training, organizational change, maintenance of skills, attitude change
Training process
needs assessment set objectives training design training implementation training evaluation
Training process: needs assessment
a set of activities designed to collect data about what the organization needs out of training program (key questions: what does training need to accomplish in terms of… organization goals, specific tasks, people involved)
Training process: set objectives
learning objectives: derived from needs assessment
Training process: training design
learning objectives: info and skills acquirement
principles of learning: psychological theory and research can provide key principles for instructional design
Training process: training design examples
modeling, reinforcement, feedback, cognitive load (intrinsic - imposed by the task to be learned, extraneous - imposed by the instructional design itself, germane - useful load that can be added when learning task has low intrinsic load), whole (entire task practiced at once) vs. part (subtasks practiced separately) learning, massed (continuously practice without rest) vs. distributed (rest intervals) practice, active practice (actively participating in training), overlearning (more practice after mastery), fidelity (extent task is similar to job)
Trainer qualifications
knowledge of organization and content, motivated to train, understand principles of learning
Individual differences in training
literacy, motivation to learn, preferred learning style
training implementation
on-site and off-site
Training Evaluation
Kirkpatrick’s evaluation of training:
reactions, learning, behavior, results
pre-post design with and without comparison group (or with non-equivalent control groups)
Training transfer
degree to which trainees apply the knowledge, skills, and attitudes gained in training
can happen through initiation, maintenance, generalization
Future directions in training
increased technology, diversity of the workforce, continuous learning, adaptation and flexibility
