Training and Development

transfer system

all factors in person (specific), training and organization that influence transfer or learning to job performance

Data collection

collect information with 3 levels of analysis: organizational, task and person/employee

Kraiger

build on Gagne's learning outcomes and includes indicators of learning - consists of cognitive, skill-based and affective classification schemes of learning outcomes and learning indicators for each classification

instructional systems design model of training and development

sees training and development as a rational and scientific process that consists of 3 major steps: - needs analysis - design and delivery - evaluation - sees training as beginning with a performance gap - considered best approach but rarely followed

instructional media

- must determine instructional media/medium to deliver content on - for example: in person, online, DVD or a combo - the audiovisual (dvd, slides and lecture/discussion) can be used to illustrate key points/clarify concepts -

Expectancy theory and training

- must ensure that trainees believe there is a high chance they will succeed, that the material has clearly achievable/job-applicable results that are rewarding or attractive

Accommodating learning styles

(feeling and doing) - combines concret experience and active experimentation - prefer hands-on experience and like to learn by being involved in new/challenging experiences

Diverging learning style

(feeling and watching) - concrete experience and reflective observation - view concrete situations from different POVs and generate alternative courses of action

converging learning style

(how gather and process info) (thinking and doing) - abstract conceptualization and active experimentation - ei. problem solving and practical application

Assimilating learning style

(thinking and Watching) - abstract conceptualization and reflective observation - people like to process and integrate information and ideas into logical and theoretical models

relevance of communities of practice

- found to be effective method for learning that can improve organizational performance through driving strategy, solving problems, promoting spread of best practices, developing skills and aiding in the recruitment and retention of talent

case incident advantages/disadvantages

- - can be a good addition and add experiential or real-world components into other methods that are lacking (such as lecture) - provides hands on experience - is useful for a specific topic/can sum up an area of study - can increase confidence (if written well and allows for knowledge application) - lacks background information and is not alway holistic - must insure that trainees have the required background knowledge for the case

training design & activities

- - inputted when training has been identified as a solution to address performance problems/need - involves the preparing and planning of events that facilitate learning - write objectives - decide whether to purchase or design a training program - create a request for proposal to purchase program (buying)/what is needed(designing) - determine training content - decide on training methods - incorporate active practices and conditions of practice into the training program - consider design elements that incorporate active learning (if adaptive expertise is required)

Conditions of practice DURING training

- 5 practice conditions that could be used - massed (done all at once no breaks) or distributed (rest period and does training in intervals - better for the long term) practice - Whole learning (learn all at once - better if trainees have high intelligence, a lot of material or it is a relatively simple task) to part learning (better when the task is complex/there are clear ways to break it up) - over learning (learning to the point that it is automatic) - task sequencing (training on one task at a time - can improve learning) - feedback/knoweldge of results: providing corrective feedback throughout the training that must be accurate, specific, credible and positive to be effective)

needs analysis methods

- 9 and best method depends on time and money available, experience of the analyst and the nature of respondents (surveys most common)

Active Practice and conditions of practice

- Active Practice: the opportunity to practice what is being learned Conditions of Practice: practice conditions that take place throughout the training (before, during and after the training) both maximize learning and retention when used together so should be incorporated into design of the training program

Knowledge Aquisition

- Companies acquire or create new knowledge in many different ways - involves scanning the environment (most important) which includes looking at top competitors/companies in the industry, custotomers and use as sources to improve own practices, services and products - look internally at individuals, teams and departments throughout an organization that might have information and knowledge that could be usefull to the rest of the org - key is for the organization to have internal and external connections and relationship in order to acquire and share info and knowledge (external connections - professional associations, supplier formums and contacts with customers/others) (internally: creating cross-functional teams that can meet to discuss)

human capital

- KSAs of an organization's employees - intelligence, ability to learn/reason/analyze, interpersonal skills etc - the sum of employee knowledge and increases employees capabilities and commitment - shown to be strongly related to orgs performance

Specific/person factors of transfer

- Learner readiness. (extent to which individuals are prepared to enter and participate in training) 2. Motivation to transfer. (direction, intensity, and persistence of effort towards transferring) 3. Positive personal outcomes: The degree to which applying training on the job leads to outcomes that are positive for the individual. 4. Negative personal outcomes: The extent to which individuals believe that not applying skills and knowledge learned in training will lead to outcomes that are negative. 5. Personal capacity for transfer.: The extent to which individuals have the time, energy, and mental space in their work lives to make changes required to transfer learning to the job.

Affective outcomes

- Outcomes that are neither cognitively based or skilled based and includes attitudinal (an internal state that affects behaviour) and motivational outcomes (goal orientation, self-efficacy)

human resources development and training and development

- T & D is part of the larger field of human resources development - as the major functions of HRD are T&D, organizational development and career development

Learning preferences

- Thinking: people who prefer to gather information b thinking about issues, ideas and concepts - Feeling: gather information through direct experience and involvement - Watching: process information by observing and reflecting on information from different POV - Doing: process information by acting on it, actually doing it to see the practical value

Gagne's classification of learning outcomes (5 categories)

- Verbal information: facts, knowledge, principles and packages of information (declarative knowledge) - intellectual skills: concepts, rules and procedures (Procedural knowledge) - cognitive strategies: application of information and techniques and understating when/how to use them 4. Motor Skills: the coordination and execution of physical movements 5. Attitudes: preferences and internal states associated with one's beliefs and feelings (learned and can be changed but are the most difficult domain to influence through training)

Task analysis

- a description of the activities or work operations required to perm a job, as well as the conditions under which the activities are performed - should reveal tasks required for a person to perform the job in addition to the KSAs required to perform tasks successfully

performance aids

- a device at the job site that helps an employee perform their job - avoids requiring employees having to memorize (increase effectiveness - don't have to rely on) - can improve response times examples: - a sign or promt (turn off computer) - troubleshooting aids (if red light goes on give oil), a picture reference, summarizing checklist of steps

Job instruction training approach

- a formal and systematic approach to OTJ training - consists of: preparation instruction, performance and follow-up

Strategic consideration during organizational analysis

- a key element of the analysis is to determine whether training programs are aligned with organization's strategy (strategy impacts type of training required)

coaching process

- a plan or set of objectives developed mutually by employe and the coach (is logical and set out) - also set a long-term plan - employees should perform the task, discusses with their coach (and receive formal/informal set evaluations) and repeats this process for a continual transfer of skills - can improve working relationships and job attitudes - for employees, can increase rate - to be effective: must be a trusting/understanding relationship, ongoing dialogue and feedback

on the job training

- a training method that involves a trainee receiving instruction from either a supervisor or experienced co-worker on the job

Job rotation and advantages

- a training method where trainees are exposed to different jobs, functions and areas in the organization - is often used as a part of an ongoing carer-development program (especially management) - broadens the individual's knowledge and skills and shows multiple perspectives - can lead to many benefits for employee (career advancement, learning new skills) - can be effective for cross training (training to perform other's jobs so that anyone can step in if necessary)

Transfer of training

- ability to apply what has been learning in training on the job 2 conditions that are required for transfer: - Generalization (refers to use of or application of learned materials to the job) and maintenance (maintain knowledge and skills and continuously use)

adaptive expertise

- ability to use knowledge and skills across a range of tasks, settings and situations - requires a deeper understanding of task

multi-dimensional model and HR practices

- all 3 levels are influenced by HR practices and systems - ei. HR practices such as career development/training impact learning at all 3 levels and in turns effects org performance HR -- Learning at all 3 levels — org performance

self regulated learning SCT

- allows people to structure and motivate their own learning and behaviours to meet self-set goals - requires self-monitoring, self-evaluation and self-reinforcement

Simulation advantages/disadvantages

- are designed to increase involvement learning - are good to use when training in the real world is dangerous or extremely expensive (ei. flying) - can be used in a variety of industries (business, education, military, aviation) - extremely representative of realism - very expensive/time consuming to develop

communities of practice

- are groups of employees who share similar concerns and problems and meet refularly to share their experience/konwledge, learn from each other and identify new appraches to working and solving problems - core principle is that learning is social and people learn from each other on-the job and are informal, self-organized groups but can be fosterd/encouraged by the organization (through infrastructures as well) - can be departmental, cross-departmental, regional or between organizations - is a means of sharing, exchanging and acquiring information and knoweldge

Post-training supplements

- are interventions that take place on the job following a training program - booster sessions: extensions of training program (a review of the training material) - self-coachgin: trainees reflect on their performance thus far and set goals for maintaining and improving transfer behaviour - provide upward feedback: received feedback on transferring and comments from subordinates on their performance - in addition set indiv. goals for performance maintenance and improvement goals

effectiveness of computer-based training

- depends on the content/design (as always) - as always, is good to combine with other methods (blended approach - should incorporate adaptive guidance (assist trainees make effective learning decisions) and self-regulation prompts (help trainees plan their time and better regulate their learning)

organizational context influencers on T and D

- as T&D is key in helping organization's meet their strategic goals - Strategic HRM: is the organizational alignment between HR practices and their strategies and influences - the organizational structure (increase of flatter organizations require employees to perform more tasks) - culture (the shared values, beliefs and assumptions and norms) are considered and often communicated through training - also the leadership, and values (similarly, communicated through training and are considered)

knowledge retention

- as knowledge is stored in the minds of employees and in systems created to store knowldge - it is important that organizations have the tools required to quickly compile, store and retreive knowledge (known as knowledge respositories - intellectual inventory) - systems should encourage use and facilitate interaction (easier with technology)

individual level

- at the individual level, employees must have formal and informal opportunities to learn (ei. structured and informal learning opportunities) - should also be rewards for employees learning and applying knowledge to jobs

Pre-training interventions (conditions of practice prior to training)

- attentional advice - metacognitive strategies - advance organizers - goal orientation - predatory information - pre-practice beliefs

learning cycle (KOLB)

- begins w/ experience by learning (concrete experience) - followed by learning by reflecting (reflective observation) - learning by thinking (abstract conceptualization - and then finally learning by doing (active experimentation - this type of learning cycle is shown to improve learning and retention as well as the development of behavioural skills

Benefits of training and development

- benefits to individuals, organization and society - helps organization achieve strategic goals and objectives by training employees with what they need - trained employees can do more and better work, make fewer errors, require less supervision, have more positive attitudes and produce higher quality goods and services (increased effectiveness) - found to be lead to higher revenue, profits and productivity - shown to be more effective than other interventions - can be used for attracting and retaining talent - H and S benefits as errors are reduced - reduces risk for shortage

choosing a training method

- best to mix, combine and blend (blended training) to maximize learning, retention and on-the job application - effectiveness will depend on design and relevance/accuracy of objectives should consider: - cost and resources available, on the job application, trainer skills/abilities/preferences, trainee preferences and characteristics (their abilities/learning styles)

purpose of training objectives to trainers

- can asses trainees prior to training and after to determine whether objectives have been met - selection of training content and methods is simplified/driven by the objectives - help develop measures for evaluation, determine how to evaluation training and how to calculate benefits of a program (basically guide training)

computer based self-directed learning types

- can be asychnronous (pre-made and available to employees at any time/location) or synchronous (in real time - ei. chat sessions, scheduled live webinars)

learning outcomes

- can be described in terms of domains or outcomes of learning (often what learning can be described in terms of) - training focuses on them

mentoring adv

- can be effective in developing career, increasing job satisfaction - in order to be effective there must be set roes/expectations as well as an outline of how relationship will work (how often meeting, topics of discussion and career activities involved) - if making a formal program should consider: the choice of mentors (time/interest), matching mentors and protégées (ensure comfortable relationship and have training for both mentor and protege (set expectations) and structure the relationship (outline minimum expectations and the goal, projects and activities)

lecture advantages

- can provide large groups of trainees large amounts of information in a short amount of time at minimal expense - allows for a uniform message - can emphasize the key points - food for important messages such as instructions or changes in procedures that need to uniformly presented to all employees - is comfortable for many (requires little participation and is familiar) - useful for declarative knowledge and immediate recall

learning organization

- differed from traditional training perspective (developing and improving employees KSAs) to focusing on creating learning organizations (where employees learn through a variety of methods and processes and learn how to continuously learn) - for many organizations, the creation of learning systems and processes requires that they transform into learning organizations - learning orgs demonstrate strategic shift

Apprenticeships

- combination of on-the job training and classroom instruction primarily for skilled trade workers - majority of the training is on the job (teaches skills) - the classroom instruction part usually takes place in community colleges (focuses on technical training - differs as it is regulated through a partnership with the government (is subsidized in part) and it is driven by a focus on the collective training needs of an occupation/industry (rather than an org) - is the most effective for skill trades

Training objective

- connects needs analysis info to training design - is a statement of what trainees are expected to be able to do after the training program (the outcome) - outlines an observable action with a measurable criterion that outlines the conditions of performance

Adult Learning Theory

- considers the learning differences between adults and children - refers to andragogy: the approach to learning that accounts for differences between adults and children (rather than pedagogy - traditional approach for children) - focuses on making learning more consistent with needs, their existing knowledge and experiences - adults also like to know why they are learning and the practical implications and prefer self-direction/independent learning - should take into consideration adult characteristics (independent, intrinsically motivated, already have ingrained habits and attitudes, many have negative self-concept etc)

Alderfers need theory of motivation (ERG theory)

- consists of 3 needs of: - Existence: safety needs - Relatedness: belongingness - Growth: self-actualization (thriving) - does not require needs to be fulfilled/motivated in steps thinks that people can be motivated by all and be working on all at the same time

Organizational Level

- consists of the organization's leadership, culture, vision, strategy and structure - leadership extremely important (top management needs to articulate a vision for learning, support learning and devote resources and time to developing a learning organization) - there must also be knowledge management and learning strategies developed for the organization (processes, praticies, policies and structures that enable) - must be a learning culture (creating environment for learning, acquisition and exchange of knowledge/info)

Follow up job instruction training

- continue to keep track of trainee's performance and provide support and feedback - ween trainee off until they do no require supervision and occasionally supervise/ periodically check performance until they are proficient - provide feedback to trainee of how they are doing

On- the job training advantages

- cost is much lower as you don't need training facilities, accommodation etc - will create greater transfer as it is in the actual work environment - many distractions - potential for damage/health and safety concerns or other risks during training - takes away production (from both the trainer and the trainee being slower)

how to overcome some discussion method disadvantages

- create a participative culture and ask questions to trainees rather than answer - ensure that one trainee does not dominate (assign roles during the discussion, keep groups small) - positively reinforce to encourage - remain aware of different education and literacy levels/accomodate (ei. summarize key points to class if some are having trouble)

knowledge in organizations

- critical resource for organizations, required to remain competitive/be able to change and adapt - is more than information but is understood analyzed and put into a context that is meaningful/valuable to the organization - knowledge can be found in the minds of employees and transferred and stored in organizational systems

what should be included in performance management programs

- define performance, set performance expectations and performance goals (SMART goals) that are agreed upon by employee and stem from organizational/department-level to ensure they are aligned - should use ongoing feedback and monitoring of employee performance evaluations

steps in a person analysis

- define the desired performance (establish standards) - determine gaps between desired/actual performance (found through performance appraisals, work samples, observations or self-assessments) - identify the obstacles to effective performance (what is causing the performance gap - deficiency in KSAs, employee not knowing standard, lack of feedback)

importance of performance management

- demonstrates what is important to an organization and ensures accountability for behaviour/results

lecture disadvantage

- does not recognize any differences in training ability (forces all trainees to gather info w/ same method and rate) - forces trainees to be passive learners with minimal opportunity to connect content to their own work environment - does not provide opportunity for feedback on understanding of content - is not effective for skill development or changing attitudes

Characteristics that define a community of practice

- domain (a common interest) - community (there is interaction, discussion, sharing, exchanging of information and mutal assistance amoung members) - practice (practitioners with resources, experiences, stories and tools that can be used to solve problems)

Designing effective computer based training considerations

- effectiveness depends on design not medium (must consider - customization: can tailor to meet trainee preferences and needs (ei. whether trainees prefer self paced or instructor presented etc) - personalization: should structure in a way to make sure trainees feel engaged (using conversational language over formal language - incorporate human interaction to prevent feeling of isolation (email-exchanges, chats, discussion boards, group projects) - feedback (simple prompts/notification of errors, simultaneous/imediate as completing)

Limitations of task analysis

- emphasizes observable behaviours rather than mental processes and assumes that tasks are performed by individuals rather than groups which is why a cognitive task analysis or a team task analysis could be more beneficial

training and the public

- employees who are not properly trained can make mistakes that result in accidents that threaten public safety and well-being in addition to their own - may also produce defective products and provide poor service

needs analysis sources

- employees, managers HR staff, SMEs and anyone else familiar to the job (can even be customers) - eat approach includes multiple (downfalls of each one and using multiple increases accuracy)

some examples of how organizations can facilitate informal learning (to become a learning org)

- encourage employees to actively foster informal learning opportunities on their own - create meeting areas and spaces for employees to meet/communicate - remove physical barriers and precent employees from interacting and communicating

training the trainer

- ensure subject-matter expertise/become capable of training - utilize train the trainer programs that teach SMEs how to design and deliver training programs

principles of learning organizations

- everyone is considered to be a learning - employees recognize need for learning and are actively involved in learning programs - learning is done informally in addition to formally - learning is a part of a change process and enables change - having a continuous learning culture should be common/considered a regular part of the job - should recognize the importance/consider an investment in the future of employees and the future

Resource Allocation theory

- explains how people learn in each of the ACT stage based on the resources required - states that individuals possess limited cognitive resources to learn a new task - performance is thus based on an individual's cognitive resources, the requirements of the task and self-regulatory activities used to allocate attention to various tasks *** so the amount of cognitive resources an individual can allocate to learning a new task varies across ACT learning stages

- extrinsic and intrinsic benefits of training for employees

- extrinsic: higher earning potential, improved marketability, job security and advancement opportunities intrinsic: allows for increased job performance and thus confidence, feeling of self-efficacy, usefulness, belonging

decision to design

- first step is to develop training content (this should be base on needs analysis and objectives) - identify what will need to be learned and accomplished and should further consult with SMEs and others related to job to further break down and specify

benefits of computer based training

- flexibility for the trainees - learner control (can have control over various features such as sequence or pace) - learner-controlled practice difficulty: potential for trainee to have control over level they are practicing the task at (ei. start with the easy game) - provides a way to track/monitor performance/document - can be cost effective

cognitive task analysis

- focuses on understanding the mental processes and skills required to perform tasks/job - focuses on how tasks get done rather than what - useful in jobs that require an extensive knowledge base/are complex

Role play/ its advantages

- gives trainees the opportunity to practice newly learned behaviours in a sage environment - allows trainees the opportunity to experience a role/what that role entails - puts an emphasis on doing and experiencing - most useful for developing interpersonal skills and changing attitudes

environmental context influencers on T and D

- global competition forcing to improve productivity - technology providing opportunities for improvements - labour market (skills shortages or mismatches requiring training if cannot find anyone) - organizational change/constantly changing environments increase need for training in order to survive

electronic performance system adv/dis

- good in jobs with high turnover - provides concise information - avoids info overload - can be a resource to aid performance/learning

transfer of training intervention

- happen at the end of training to facilitate transfer of training interventions involves: - relapse prevention: intervention that instructs trainees to anticipate transfer obstacles and likely situations to occur (tries to inform that it is okay and prevent them going back to old ways if something happens) - self-management: teaches trainees how to manage their transfer behaviour - goal setting: teach how to set specific goals and set a plan

formal learning

- has an expressed goal that has been set by the organization and a defined process that is structured and sponsored by the organization - ex. classroom instruction, structured on the job programs, seminars, courses

Maslow need hierarchy

- has basic needs at the bottom and moves up the chain to the higher order needs and one most be satisfied before next - physiological (pay satisfied) - safety (job security and safe working conditions) - belongingness (social interaction) - esteem (appreciated and recognized as competent) - self-actualization (thriving/becoming best self)

learning theories and training

- help us understand how people learn and how to design training programs that will maximize learning and retention

discussion method advantages

- helps trainees identify what they do not know but should know, and ask questions/get advice - good for idea exchange - can develop critical thinking skills and interpersonal skills

EMY benefits

- helps with adaptive tasks: tasks that differ from those in training and require different solutions - and analogical tasks: the tasks that are similar to those worked on during training

Conditioning Theory

- idea that a response to a stimulus/cue can lead to a relatively permanent change in behaviour based on whether the response is positively or negatively reinforced

concern and importance of concern Needs Analysis

- identify concern and determine whether the concern is of importance (is it central to effectiveness of the organization) - should consider the goals, plans introduction of products and services, changes in technology, practices and regulations - should also concern the cost implications of concern (is it leading to dissatisfied customers, loss of productivity_

although communities of practice are informal and self-organizing, what are the ways that an organizations can fostered/nutured or created by organizations

- identify potential communities (members) and bring them together - have supporting infrastructure in order to enable members - recognize/asses the value of the organization's communities (ask them about their stories/experiences of how the community has helped them/benefited org)

role play disadvantages

- if not combined with another method trainees may be unsure of what to do (may be wrong/being unsuccessful)

job rotation disadvantages

- if not enough time is spent in one area then they may not be proficient to step in (only gain a superficial understanding

environmental considerations during organizational analysis

- important consideration as training and development is developed in it (should look at governmental legislations and regulations, org structure, communication patters, size/layout, employee types and competitors/training that is required to remain competitive and social concerns/technological requirements)

knowledge interpretation

- in order for knowledge to be values, there must be a shared understanding of its importance - these common understandings are influence through mental models (ingrained assumptions, generalizations or images that influence how we understand the world/act) - Mental models should create shared understandings of knowledge and information (and mental models that support information) in order for it to be valued

how trainers can overcome lecture disadvantages

- include time for discussion, Q an As and other opportunities for involvement - is also beneficial to break lectures up to summarize and do a final conclusion/summary of large points

Action learning adv/dis

- incorporates many adult learning principles - allows trainers to be active problem solvers rather than just passively receive information - develops risk taking, responsibility taking and accountability - if done in groups can develop group and interpersonal skills - requires a lot of commitment from participants and their managers - can be stressful - can be challenging/lead to additional problems

advantages/disadvantages

- incorporates many learning principles (experience, active practice and direct application to real problems) - enhance the learning process by making it fun/competitive - provide social opportunities - trainees may not be focused on the learning objectives (more the game) - wrong things could be learned/not focusing on the objectives - not much evidence that they actually improve skills or on the job performance

case study advantages

- incorporates realism into learning - allows trainees face a variety of variables - sharpens problem-solving skills and encourages creativity - teaches trainees how to make decisions/think independently - develops analytical skills - allows trainees to build confidence

lesson plan components

- indicate the trainer - train the training - the trainees (indicate who will be the trainees) - training materials and equipment needed - the training site (on the job or off the job) - classroom set up - scheduling - implementing - closing

the human resources system context influence on T and D

- influenced by HR functions and HRS (the way that human resources are managed) and when when integrated create a High-performing Work System (includes extensive training and development programs addition to rigorous R and S, compensation, performance management and commitment to employee involvement) - influences/increases employees KSAs and motivation which leads to positive attitudes, turnover and higher productivity

group level

- influenced by group climate, culture, norms, dynamics, processes and complexity of group task and task interdependence(rely on each other) - more interdependent the tasks the more factors influence

purpose or training objectives for trainees

- inform trainees of goals of a training program and what they are expected to learn/where to focus on - communicates to trainees that training is important

knowledge compilation

- integrating tasks into sequences and putting declarative knowledge into practice (also becoming faster and more accurate) - starting to rely less on cognitive resources - performance is better but still occasionally fragmented (still make odd mistake/do in wrong order) - ei with car: are starting not to have to think consciously about everything you are doing and it is becoming more fluid/sequential - may still stall the car occasionally, signalling wrong direction etc

consulting stakeholders

- involve stakeholders/ ensure all have input into the analysis to ensure accurate information collection - must have support (explain rational to management and should come to an agreement as to the purpose of the needs analysis)

Declarative knowledge

- involves the learning of knowledge, facts and information - this stage relies the most heavily on your attention/cognitive resources (it is brand new - must depend on resources to learn and think and it requires all of you attention) - ei. when you are first learning to drive a care gain theoretical information on hoot put in gear, traffic laws etc, how to signal etc (your G1 test) When you first start to drive you have to fully focus on driving (can't listen to radio, have to consciously think about every task)

coaching

- is a method where an experience and knowledgeable person helps by providing insights and techniques to contribute to exceeding at a job - includes guiding employee to be able to find the resources that they need on their own

Needs Analysis

- is a process designed to identify gaps or deficiencies in employee and organizational performance and make informed decisions regarding problems that need to be resolved - determines gaps between actual and desired performance (need) - places the needs in order of cost resulting from ignorant it in order to identify most important

Discusion method

- is a two-way communication between trainer and trainees - also involves discussion among trainees -s is one of the primary ways to increase trainee involvement in the learning process

team task analysis

- is an assessment of team-based competencies/KSAs associated with completing the task (similar to task analysis) - main difference is that team task analysis identifies interdependencies of job and skills required for interacting in a team

BMT implementation

- is based on 4 general principles of learning: observation (modelling), rehearsal (practice), reinforcement (reward/encourage ) and transfer - should break down desired behaviour into specific tasks (observe, do, reinforce and then move to next step/skill) - important that feedback is incorporated as each step/behaviour is learned - should present both the positive and negative/what should not be done behaviours (mixed modelling strategy) - learning points should be presented as rules to be followed

coaching advantage

- is effective in enhancing skills and improving performance across a wide range of areas (interpersonal skills, communication skills etc) - this can in turn lead to increased productivity, quality, customer service, retention etc - can help improve working relationships and job attitudes - helps people apply what they have learned in a classroom on he job

Goal orientation

- is preference of either situational or internal-based goals that individuals will pursue - learning goal orientation: want to develop competence through acquiring new skills/mastering new tasks - performance goal orientation: are outcome-oriented and focus on achievement (may involve price performance: want favourable judgments or avoid performance: want to avoid negative judgements)

Training motivation

- is the direction, intensity and persistence of learning behaviour during training (is important to training outcomes and learning) - is influenced by individual (personality/career) and situational factors

Learning

- is the goal of training - is the process ofacquiring of skills and knowledge and results in a change in state the makes CHANGE IN BEHAVIOUR possible - occurs when on experiences a new way of doing things, finds it useful and incorporates into behaviours (once this behaviour has been learning it is then though of as a skill)

Organizational Analysis

- is the study of an entire organization (the strategy, environment, resources and context) - understanding of components provides information for identifying training needs but also the probability a training program will be successful

Behaviour modelling advantages

- is very common - can be used for teaching a wide range of interpersonal skills (supervision, negotiation, sales etc) - strong effect on learning and development of skills and job behaviour

mentoring

- is when a senior member of the organization takes a personal interest in the career of a junior employee through coaching and counselling - can be informally established or formal - mentor provides career (sponsorship, protection) and psychological(listens/counsels, acts as role model) support - differed from coaching as it focuses more on career and development as a whole rather than a job - e-mentoring not available (communicate online)

career influence on training motivation

- job involvement: the degree to which an individual identifies/is committed to job (higher = higher motivation)

implicit/tacit knowledge

- knowledge that is learned from experience and insight - defined as intuition, know-how, tricks decision making etc) - used by employees but almost impossible to transfer/extract - transfer requires personal contact and must be extensive (partnerships, apprenticeships, mentoring)

Why training may not transfer

- lack of support, resources encouragement or opportunity by management (large impact on transfer) - training was not relevant to the job (systems did not support ei) - cannot change habits/lack of motivation to apply

observation (social cognitive theory)

- learning by observing the actions of others - has the key elements of attention, retention, reproduction and reinforcement - people observe behaviour, remember it, reproduce skill and repeat if reproduction leads to positive outcomes (it is reinforced) - in training: will show behaviour and ask trainees to reproduce - may also assign mentors

links between organization, group and individual level

- learning is dynamic and requires 3 levels to be interconnected/demonstrates importance of each - for ex: the systems and processes that exist at org level, influence extent to which learning at group level and the group-level factors influence individual level (and vice-versa: individual learning influences group learning, group level influences org) - all 3 levels are influenced by HR practices and systems

the learning cycle (Kolb) and learning

- learning is most effective when all four steps of the cycle are a part of the learning experience

Gagne

- learning outcomes can be classified (into 5 categories)

computer-based trying disadvantages

- less interpersonal contacy/interaction - may disadvantage some learning styles if it is no included/can't adapt to learning styles during training - may be rested or feared by those not comfortable - high initial costs of development

The conditioning process

- linking desired behaviour to pleasurable consequences - is accomplished through shaping (reinforcing each step throughout the process until each step is mastered) - chaining (reinforcing the task sequences and eventually the complete task) - generalization (ability to achieve the task outside of training environment — trainer should allow opportunity to perform tasks learned through S and C in a variety of situations such as a role play's of various scenarios)

personality variables that predict training motivation

- locus of control(belief about whether behaviour is controlled by internal or external forces) - achievement motivation (high conscientiousness and have a desire to performa challenging tasks) - anxiety (more leads to lower training motivation) - self-efficacy

Person Analysis

- looks at the person performing the job and determine whether they are meeting the work standards (desired performance) - also determines whether they are ready for training is a 3-step process

seating arrangement considerations

- low involvement: traditional classroom (one way communication between instructor and trainees) - moderate involvement: may seat around tables but instructor is still at the group (allows for communication between participants when needed) - high involvement: sitting in groups like circle tables and instructor's role is more of a facilitator

Games implementation

- make sure that the key learning objectives are outlined at the beginning of the training - should also involve debriefing to underline the purpose - clearly define trainees roles - make as realistic/meaningful as possible to actual work

work environment

- management's actions prior to a training program that either signal importance/unimportance - post-training environment: whether there is support/resources an environment that encourages transfer - presence of transfer climate (whether the organization's context facilitates/encourages application, learning and retention of training - ei. feedback, rewards, support available) - whether there is a continuous learning culture (org members believe that knowledge and skill acquisition are a job responsibility and that learning is important)

procedural knowlege/procedualization

- mastered the task and can now to it automatically/as a habit - can be done without much though and requires least cognitive resources and attention - marks transformation from knowledge acquisition to application - task is fast and accurate (can talk while driving now)

advance organizers

- material that helps trainees assimilate and integrate training content/help trainees organize and process what they are learning (outline, texts, diagrams etc)

Web 3.0

- mobile and immersive internet (can create customized experiences tailored to a users need) - includes virtual and 3-D environments - potential to improve learning and performance - involves mobile learning (can access information anywhere) - simulations (reality based programs aimed at replicating on job experiences - avoids risks/disadvantages of doing on job) - can make games more realistic and entertaining (gamification: video-game like conpontent to motivate employees)

multilevel systems model of organizational learning

- model considers there to be 3 levels of learning in organizations and that each level is connected to the levels above and below it (meaning that learning at each level is influenced by the other levels) - model provides learning practices associated with each level as well - levels are organizational group and individual level

determining solutions to performance problems

- must consider whether it is worth the time and money to correct - whether it is actually fixable by training (only skill or knowledge deficiency) - are there any quick fixes (are they just unclear, do they lack the adequate resources, is there a poor job design? etc_

case study considerations

- must design to meet objectives/advantages (be realistic, should encourage collaboration/use of skills) - should be catered to qualifications/education of group - ensure case presentation is realistic and includes only facts

knowledge dissemination

- must have systems of sharing knowledge so that others can improve their work practices - specifically, should use knowledge sharing: which is sharing task information and knowledge of how to solve problems, develop new ideas or implement policies/procedures (successful knowledge management requires this) and there must be the systems/practices in place so that this can be done - should encourage employees to shar information in addition to providing resources to do so (avoid knowledge hiding) - suggested that intranet is strong for knowledge sharing

Needs theories and training

- needs theories of motivation highlight that employee's needs must be considered in the design of training programs - must ensure that training programs are aware of trainees needs and are designed to help them fulfill them (which will in turn improve motivation to attend trainings and apply training on the job)

Lesson plan

- needs to be made of the program has been designed - outlines the sequence of activities/content that will take place in the training program and outline what the trainee will be doing - should also indicate training objectives the time, allocation, location, classroom requirements, seating, training materials and equipment/supplies required - should prepare for each lesson in a program - should be prepared in advance/very detailed and include most of what is required to deliver the program - should outline the interaction

discussion method disadvantage

- no effective with large numbers of participants (does not allow for everyone to participate/dominant group members)

view of training in Canada

- not investing a lot (perception that it is a cost rather than an investment) - organizations in canada spend relatively low amount in comparison to other countries - this threatens canada's competitiveness

information exchanged in community of practice

- often implicit or tacit knowledge

problem with OTJ training

- often misused (use to do the dirty work, trainer deficiency/does not care) - if unstructured usually results in inconsistent, inefficient and ineffective training (done incorrectly/missused) - can pass down undesirable training/habits - takes time away from productivity (the trainer)

on the job training approaches

- on the spot lecture (gather and all trainees how to do the job) - viewed/performance feedback (watch the person work and give constructive feedback) - supervisor trains a senior employee who in turn trains new employees - a job aid is followed while the trainer monitors performance - trainer introduced the task in steps - can use a sequence: lecture, gather into groups, viewed/performance feedback

Training and development

- one of the most important ways that performance can be improved on in organizations - training: planned efforts to help employees gain the KSAs required to do current job (short-term) - Development: help employees aquire KSAs for future jobs and to encourage long-term achievement of career goals/the organization's objectives (usually more extensive programs such as coaching, workshops, job rotations etc)

asynchronous training methods

- online or distance education - electronic performance support system (systems that provide access to integrated information, advice - like a job aid/reference tool)

computer-based instructor-led training

- online training where an instructor facilitates/leads training - self-detected learning may be incorporated (trainee is responsible for own learning - self-studies/initiates training at own convenience) - having this training being self-directed (do when they want) is becoming increasingly popular to save time/make training simple

intelectual captal

- organizations knowledge, experience, relationships, process discoveries, innovations, market presences and community influence - is a form of intelligence and when formalized/captured it is highly valued - is made up of human capital, renewal capital, structural capital, customer capital and relationship capital

5 disciplines to becoming a learning organization

- personal mastery (open and willingness to learn on a continual basis and is fundamental) - vuilding a shared vision ( the learning and development is aligned with something bigger ei. corporate values) - mental models (there is awareness of how mental models influences behaviour) - team learning (people are willing and able to learn together) - systems thinking (viewing organization as a whole and being able to see/understand how all areas are interrelated)

personal factors that influence learning

- personality, attitudes, cognitive ability (most important), self-efficacy, goal orientation - cognitive ability most important as it is individual's information-processing capabilities an cognitive skills - such as literacy, intelligence/ability to learn which is why it is a predictor of job success and independent (not influenced) by the training itself

training and development benefits to society

- reduces risk of shortages (skills mismatch - which is having insufficient qualified workers to satisfy job demand) - overal h and s - leads to an educated and employed population/workforce (which in turn can improve economy and overall standard of living)

Conditioning responses

- positive reinforcements (pleasurable - food, attention, money after the behaviour): increase likelihood of repetition - no reinforcement: over time will not continue (extinction) - punishment: a negative consequence after a behaviour that results in it not being repeated) - negative reinforcement: increases likelihood of repetition through implementing a negative stimulus (threatening, nagging, yelling) and then removing once desired behaviour is done

transfer types

- positive transfer: employees properly apply new KSAs from training to the job - zero transfer: training had no effect - negative transfer: trainees are worse than they originally were - near transfer: the extent to which trainees can apply what was learned in training to situations that are similar to the ones in which they were trained - fair transfer: the extent to which trainees can apply training to situations that are different to than trained on - horizontal training: transfer across different settings or contexts that are at the same level (is the basis) - vertical transfer: extent to which trainees behaviour and performance helps the whole organization (exceptional customer service)

training design elements that contribute to transfer

- prescence of identical elements in training (elements that are similar to actual work environment) - general principles (providing an explanation of the theory/principles behind a task - stimulus variability (variety of training stimuli/experiences used throughout the training - ei. multiple examples and different opportunities to practice)

organizational learning

- process of creating, sharing, diffusing (spread/share) and applying knowledge - focuses of systems used to create and distribute new knowledge on an organizational-wide basis is the process of creating and sharing knowledge within an organization -

Expectancy theory

- process theory - the theory that a persons motivation is a result of: - expectancy (perceived probability of achieving a particular level of performance) - instrumentality (perceived likelihood it will lead to attractive consequences of intrinsic/extrinsic outcomes) - valance (how important/attractive achieving the level of performance/the outcomes are to you) - all subjective outcomes

Training motivation and training

- provides insights into ensuring that trainees training motivation is high (ei. asses trainee personality for personality factors linked to motivation or asses motivation prior to program) and pick those who are most motivated to learn - should also consider influencing factors that predict motivation (lower anxiety, improve attitudes)

SCT and training

- provides models for how to perform training (how learning can be improved through increasing self-efficacy and teaching self-regulation) - has been incorporated into behaviour modelling training - can incorporate self-regulation prompts (asking trainees about learning, goals and encourage self-regulation) throughout training

Case incident method

- provides one problem, concept or issue for analysis (usually no more than 1 page) - can have case studies completed in smaller groups or individually/followed by a class discussion - should ensure that if using to make a point that this is clarified

prepatorty information

- provides trainees with information about what to expect and allow them to prepare and identify any obstacles/strategies to overcome them - this can minimize stress/anxiety

ACT and training

- recognizes learning through stage-like processes and identifies that different types of learning occurs at different stages - also recognizes/imples that motivational interventions may be effective at certain stages (goal-setting)

the learning cycle (Kolb) and training

- recognizes that people differ in their learning preferences (meaning person's comfort and success in training depend on how well training methods match this) - Therefore, should be aware of this and design training programs to appeal to different learning styles/should also include learning modes/cycle

informal learning

- refers to learning that occurs naturally/as part of work and is not planned or designed by the org - important to recognize as employees acquire information from/learn through informal interactions with each other - increasing emphasis on, as benefits are being recognized and that it can be a strong addition to formal training - ex: asking a co-worker for help, lunch-and-learns, communities of practice, internet searches

goal-orientation

- refers to the type of goal that is set during training (learning, performance) - set before or during training in order to help focus trainees attention

explicit knowledge

- refers to what you can actually buy or trade - ei. patents, copyrights and other forms of intellectual property - can be codified, formalized or written into procedures

relationship capital

- relationships with suppliers customers and competitors that influence business practice - source of competitive advantage

on the job training adv

- requires minimum investment (can be good for small business) - involves continuous feedback - if structured and planned careful it can be highly effective and positive (structuring can improve effectiveness/ minimize disadvantages)

lesson plan purpose

- sets the stage for training implementation

closing a training program

- should also be planned and include some type of activity that signals completion (certificate awarding)

Adult Learning Theory and training

- should always be considered (take into account differences/needs of adults) - training should be a joint responsibility and allow input from trainees (on content, design and evaluation)

Final written training objective

- should be created once 4 elements have been identified and contain: - the performance (that the trainee will be able to do after the training - the work behaviours visible) - condition (the tools, time and situations trainee is expected to perform the behaviour in - where and when) - criterion (the acceptable performance, standard or criteria that performance will be judged upon)

performance aid requirements

- should be easy to understand/read - contain the key information and be clear/concise - integration of audio aids can help (like a buzzer when something isn't done)

organizational context considerations for organizational analysis

- should consider the collective attitudes of employees towards work, supervision, company goals and policies (organizational climate) - whether there is a transfer climate (characteristics in work environment that either facilitate/inhibit application of training on the job) - whether there is a continuous learning culture (a future where members believe that knowledge and skill acquisition are job responsibilities and learning is important)

Training and goal setting theory

- should focus no how goals are set to make motivation (should be specific, challenging, feedback) - pay attention to type of goal requires (distal/proximal) - should pay attention to the ways that goals are set and the behaviours certain types of goals encourage (learning goals for skill development)

resources analysis considerations during organizational analysis

- should identify resources within the organization that may be required to design/implement training and development programs and whether these resources are available - should also consider current training

who should be involved development of training objectives

- should involve a team of trainer, trainees and supervisors - objectives should also be reviewed with and approved by the relevant managers

how to improve job rotations

- should make sure it is carefully planned and structured so that trainees receive sufficient exposure - also should ensure that the assignments are tailored to the individual's training needs (what their goals are) - should incorporate other training programs and learning processes (coaching or mentoring)

performance management performance evaluations

- should use standard rating form to evaluate employee's performance on a number of behavioural/performance dimensions - should involve either rewards/consequences and re-setting of goals

games/gamification

- shown to lead to higher self0efficacy, declarative and procedural knowledge and higher retention - when there is unlimited access/is used as a supplement to other instructional methods to improve engagement can be effective

self-efficacy SCT

- someones personal belief of whether they can successfully perform a task - strong impact and strengthening through training can lead to improved task performance - self efficacy is influenced by: task mastering, observation, verbal persuasion, social influence and one's emotional state - ei. strengthen a novice skier by ensuring that you are setting them up to experience success (try an easier hill) having him first observe, encourage and provide assurance he can do it, and do your best to reduce anxiety/fear

performance management SMART goals

- specific, measurable, attainable, relevant and have a time frame

ACT Theory

- states that learning takes place in 3 stages (declarative knowledge, knowledge compilation and procedural knowledge)

metacognitive strategies

- strategies that can be used to help self-regulate and guide learning during the training (thinking out loud, asking questions, answering questions, understand purpose of training)

Games

- structure competitions that allow trainees to learn specific skills - should involve rules, principles and systems for scoring - usually involve some type of competition and can be simple or complex - can focus on a specific area or something more broad (ei. sales department - make sales or the entire org - operate a company)

conditioning theory application to training

- suggests that trains hold be periodically reinforced (throughout different stages of the actual training in addition to after when applying it on the job) - also suggests that training tasks be broken down into parts so that each one can be positively reinforced as it is learned

best practice strategies for transfer of training

- supervisory support and reinforcement (recognize and reinforce the use of new knowledge and skills on the job) - coach and opportunities to practise (provide time to practise skills once returned from training) - use interactive activities/encourage participation - use post-training evaluation of skills (tracking and measuring transfer of training) - make the content relevant to the actual job duties

training and development and organization's business strategy

- t and d should be aligned with strategy and other HR practices and systems - should be a good fit in order for it to be strategic and contributing to high-performance work systems that improve both individual and ultimately organizational performance

pre-practice briefs

- team members meet to establish of performance expectations and roles/responsibilities prior to training

Instructional methods (of training)

- techniques used to stimulate learning (are put on by the organization) - usually used in a classroom or formal settings - sometimes outside the classroom as well or are incorporated into computer-based training

examples of knowledge repositories

- technology makes easier and can digitized knowledge/ provide easier access (also makes it cheaper, indexable, searchable, easily converted and transmitted) - may be a highly structured database, or informal (lessons learned, white papers, presentations, discussion groups) - not all knowledge is tacit/easily codified (more traditional means include: transcripts or audio, reports in text. analyses, videotaped presentations and other info-rich resources)

Instruction Job Instruction Training

- telling, showing, explaining and demonstrating the task to the trainee - ensure that trainee is positioned so that they can see - show the trainee how to perform (break down into manageable tasks and present one by one) - show the job as a sequence (the whole thing) - explain why doing tasks/point out any difficulties - stress and repeat key points - encourage questions

training site considerations

- that it is a comfortable (space, lighting, temperature) - somewhere free from noise or distractions that interfere with or disrupt learning - set up site in a manner that is appropriate for the program/reflects the program (DVD play, enough room for activities etc)

Workplace learning

- the acquisition of job-related knowledge and skills through formal training programs and informal learning

knowledge management

- the creation, collection, storage distribution and utilization/application of compiled know-how and know-what and the systems - most valuable when it is available to those who need it and it is put into action - is one of the 4 critical dimensions of a learning organization (the ability to create and use knowledge

skilled-based outcomes

- the development of technical or motor skills Learning indicators: - complication: fast and fluid performance of a task - automaticity:ability to perform task without conscious monitoring

knowledge kidding

- the intentional attempt of an employee to withhold or cancel knowledge requested by another employee - primary reasons for doing is distrust

how are gaps identified through needs analysis

- the nest way is to gather information from those who are affected by the performance problem (key people in the organization) - information gathered should be about the organization, the jobs, and employees in order to determine the nature of performance problems/identifying the problems

Cognitive outcomes

- the quality and type of knowledge and the ability to connect that knowledge with other elements specific learning indicators: - verbal knowledge (declarative) - knowledge organization (mental models/the procedural knowledge and structures for organizing) - cognitive strategies (mental activities which facilitate knowledge acquisition and application)

Human resources development

- the systematic and planned activities designed by an organization to provide employees with the opportunity to learn the necessary skills to meet current and future job demands

Performance Job instruction training

- the trainee performs the task with trainer's guidance and supervision - start the trainee off with the less difficult parts to ensure initial success (do step by step) - accompany trainee's performance with feedback and reinforcement (do for each step and then eventually entire task)

Theories of motivation

- theories of motivation are described as NEED or PROCESS theories - motivation is the degree to which a persistent effort is made in the direction of a goal - effort (how hard), persistence (how continuously/extent) and direction (towards goal) - extrinsic motivations (external motivators - pay, benefits) - intrinsic motivators (feeling of achievement/accomplishment and is self applied/results from relationship with the task)

social cognitive theory

- theory about learning through interactions with others - 3 components are: observation, self-efficacy, self-regulation and self-regulated learning - can be either formal (mentoring programs) or informal (collaborative)

Goal setting theory

- theory that goals are motivational as they direct people's energies and efforts towards meeting those goals - for goals to be motivational they must be specific, challenging, accompanied by feedback and require the person to be committed to meeting them (are the basis for SMART goals) - there are distal goals (long-term/end goals) - can use proximal (short term) goal to break down distal goals (important for complex tasks) - goal orientation is another important characteristic

active learning

- traditional approach is to teach trainees to reproduce trained behaviours in similar settings (routine expertise) but this is not alway effective for complex jobs that are unstructured, hard to define or constantly evolving - on the other hand, active learning (trainees have control over learning so that they can discover what works best for them) can create adaptive expertise (the ability to use knowledge and skills across a range of tasks, settings and situations)

Technology vs. traditional training

- traditional training is just training that does not involve using technology to deliver it - traditional is mainly used still but technology training is increasing in use

Factors that contribute to positive transfer

- trainee characteristics - training design learning principles - work environment

training issues

- trainees (hesitant, disruptive) - trainer (lack of confidence, believe they lack credibility, trouble connecting, don't know how to connect/handle difficult trainees

Case study method

- trainees discuss, analyze and solve a series of problems based in real life/apply concepts to real-life situations - can be up to 20 pages

Behaviour modelling training

- trainees observe a performance of a task and then attempt to imitate the observed behaviour (based on social cognitive theory and observational learning)

Action learning

- trainees solve real-world problems - trainees must identify problem, develop possible solution, test solutions in real-world/real-time situation and evaluate the consequences - the aim is to solve actual problems and test in the real world while involving/challenging the trainee - usually done in groups (4-11) - holds trainees accountable - should be: challenging and relevant to the organization, hold trainees accountable and should be monitored

Preparation Job Instruction

- trainer breaks down the job into small tasks - prepares all the equipment and supples required to do the tasks and schedules - trainer should ensure they understand the task - must develop a communication strategy suited to the trainee - should determine what the trainee already knows (their background, capabilities and attitudes) - make trainee feel at ease and ensure learning - build interest/outline purpose of training

Lecture Method

- trainer presents content to be lo be learned by trainees - content is presented in a directional flow from trainer to trainee - information should be gathered, arranged and presented in a logical manner - can be effective for training several types of skills and tasks

trainer

- trainer should be a SME - should be expressive/deliver information being linguistically and physically animate - should be engaging (able to draw attention, keep focused/interested) - use seductive details (use entertaining and interesting information that is not direct to the material - too much though can be distracting)

instructional systems design model

- trainer should ensure that a needs analysis has been conducted, that the appropriate training objectives have been developed and that learning and design principles have been incorporated into the design of the training program - should be done by trainer prior to training

Trainer's role in role play

- trainer's role is crucial and must establish a trusting/participative environment - should ensure correcting when necessary to ensure reinforcement of correct behaviour (but still do in a way that fosters a learning environment)

needs analysis obstacles

- trainers are not always rewarded for conducting needs analysis (only get paid for training so not much incentive) - managers don't always see need as they believe they can identify training needs on their own - any time constraints

Performance management and Training and development

- training and development and creation of development plan is a key process of performance management as they are what helps employees achieve goals/improve performance - effects all components of performance management process (it is in the middle) - ei. feedback might suggest training need, performance evaluation identifies areas that need improvement

Crew resources management training

- type of team training that focuses on communication and decision making - teaches team members to use all available resources (people, information and equipment etc) - training focuses on cognitive and interpersonal skills such as communication, problem solving and decision making that will help improve crew coordination and performance

design elements to consider when designing training program for active learning

- use of exploratory/discovery learning (allowing trainees to explore and experiment with the training task to figure out the task and the rules, principles and strategies required for effective task performance for themselves) - error framing: encouraging trainees to make errors and view errors as something to be learned from - implement emotion control: strategies to help trainees control emotions during active learning

social media

- use of technology for sharing and exchanging information on the Web 2.0 (internet/ability to communicate on) - creates generative learning ( self-initiated and learner-controlled form of collaboration ei. the sharing ideas and info though social media)

Error management training

- use statements that make it clear that making errors is okay (this is the opposite of error-avoidant training which is highly structured in way to prevent errors)

Simulations

- uses operating models of physical or social events which are designed to represent reality (attempt to create a representation of reality in a manageable size and structure) - there are many types (equipment simulators, interactive simulations like OE simulation that requires problem solving and decision making)

synchronous training example

- virtual classroom: web-based platform where live instructor-led training is held (participants are aloud to participate/engage)

4 pillars/dimensions of a learning organization

- vision (clear vision of the organization's strategic direction and business goals, learning is a part of the organization's vision) - learning culture (culture that supports risk taking, experimentation and learning there is importance placed on organizational learning and development/ it is considered part of job) - learning and dynamic systems (employees are encourage and expected to manage own learning and development/are also provided with formal and informal learning opportunities) - knowledge management and infrastructure (systems/structures to aquire, store sand distribute information)

scheduling the training program

- when will the participants be available to attend (consider busy seasons/days) - may consult employees or their supervisors on best times - when is trainer available - availability of location, supplies etc - consider layout (all at once or broken up over a period of time)

training and learning

- whether trainees have learned what was covered in a training program is the most fundamental issue in training

outcomes and objective

- whether training is effective/realizes outcomes is based on objectives of the training programs - similarly training methods depends on desired outcome to an extent (different instructional events and conditions of learning are required for each of outcomes)

Training methods

- which method chosen/effectiveness will differ based on content decided on and learning outcomes - decision is based on:cost, money, time objectives - productive response training: is where the trainee actively uses the training content rather than passively watching, listening to or imitating that trainer (should to be strong for learning and retention) and should be considered when deciding method - also showing that using blended training (a combination of approaches) is effective

selecting trainees considerations

- who can benefit - what programs are required by law or by government - should the training be voluntary or compulsory (required by law-compulsory) - should this be delivered by department/level (depends on culture/structure - ei will employees feel comfortable with supervisors) - may incorporate a trainability test (measures ability to learn and perform training tasks/predicts whether individual will successfully complete program) information of those who need training may be incorporated into a training plan

off the job (instructional) training advantages

- wide variety of training methods can be used/can be used in a combination (lecture and case study) - many options to choose from from/many combinations you can do - difficulty of transfer as training takes place in an environment that is different from the working environment - can be costly (facilities, travel, accommodation) however technology based training can reduce this

purchasing/outsourcing decsion

- will require formal request that outlines the organization's needs and vendors/consultants can review and respond back with own proposal (this is done through an Request for proposal)

increasing importance of informal training

- with increasing pace of work and constant changes, informal learning is increasingly important (not always time for training) - to become a learning organization, org must create a work environment that facilitates learning

characteristics of learning organizations

-established systems and structure that allow for storing and distribution knowledge so that it is available to those who need it/when they need it - learning organizations are able to transform themselves through strong learning systems (have the capacity to learn, adapt and change culture) - found to be effective and lead to higher overall levels of profitability/ outrank in employee retention, satisfaction, productivity, quality, and overall performance)

job instruction training implementation

-inegreate with other methods of training - ensure that it is relevant to the job - ensure trainers are experts with strong communication skills/have an interest in training (beneficial to provide some kind of incentive as well) - provide trainer with training 0 keep in mid possible safety hazards - understand and clarify differences between tasks (for more complex tasks show more than once)

context of training and development

-larger context that can influence the extent to T and D is provided in an org - environment, organizational and human resources system - external factors influence an organization's strategy, structure and the way human resources are managed (these factors in turn influence the design and delivery of training and development programs)

Organization/training Impacts on transfer

1. Peer support: The extent to which peers reinforce and support use of learning on the job. 2. Supervisor support: The extent to which supervisors and managers support and reinforce use of training on the job. 3. Supervisor sanctions:The extent to which individuals perceive negative responses from supervisors and managers when applying skills learned in training. 4. Perceived content validity: The extent to which trainees judge training content to reflect job requirements accurately. 5. Training design: The degree to which (1) training has been designed and delivered to give trainees the ability to transfer learning to the job, and (2) training instructions match job requirements. 6. opportunities to use. The extent to which trainees are provided with or obtain resources and tasks on the job enabling them to use training on the job

Needs analysis steps

1. concern and 2. determine importance of concerns 3. consult stakeholders 4. collect data outcome of needs analysis (use needs analysis and performance gaps to set training and development needs if training is determined a possible solution)

6 steps of task analysis

1. identify target jobs 2. obtain a job description (can determine KSAs and competencies and review with SMEs) 3. develop rating scales to rate importance and difficulty of each task and the frequency with which it is performed 4. survey a sample of job incumbents (through either questionnaire, structured interview or observation 5. analyze and interpret the information 6. provide feedback on the results (use to inform solutions to the problems/info should provide training basis_

process theories

Expectancy theory

Role play implementation

consists of - development: setting it up in a way that will meet its objectives/is realistic/realative to trainees (ei. for sales associate go through what would happen during a return) - enactment: allowing trainees to act out (assign trainee their roles and ensure opportunity to experience to switch) - debriefing: is the most important and involves discussing what happened/experiences, correcting and reinforcing - various formats and may involve: trainees taking on the role opposite of what they will be doing (ei. being customer), multiple players

training adminstration

coordinating all the people and materials involved in a training program - prepare budget

implementing the training program and learning climate

ensure climate is conducive for learning and consist of: - pre arrival factors (contacting trainees before hand to set a positive tone/outline info about location and what to expect) - greeting participants (make participants feel welcome - if early morning maybe provide coffee or something) - ensure physical set-up of the room is attractive, comfortable, bright relaxing and clean (consider light, noise etc) - ensures trainer conducts themselves in away that will generate positive impression/make trainees comfortable

structural capital

formal systems and informal relationships that allow employees to communicate, solve problems and make decisions (part of actual work - policies and procedures, databases and knowledge documents)

attentional advice

inform trainees about the aim of training and strategies that will help learn the process and perform task

trainee characteristics that contribute to training

motivation - intention to use what they have learned in training - self-efficacy - goal-orientation - job attitudes and personality traits

performance management

process of establishing performance goals and designing programs and interventions that aim to motivate and develop employees/their performance - is a comprehensive, ongoing and continuous process that involves various activities and programs

renewal capital

refers to "intellectual property" (patents, licences, copyrights and marketable innovations - products services technologies)

writing training objectives

should contain 4 elements: - who is to perform the desired behaviour (all brokers with more than one month experience) - what is the actual behaviour to be used to demonstrate mastery of training content (should be able to calculate mortgage rates) - where and when the behaviour is to be demonstrated (when inquired on by customer) - the standard that it will be judged upon (On the spot without having to refer to manuals) (should come from task analysis)

Gagne and delivering/implement

should have 9 events of instruction (external events that are designed to help learning) 1. gain attention (ei. a thought-provoking opening statement/question) 2. describe objectives (how training will relate to the job/why it is important 3. Stimulate recall of prior knowledge (may also provide framework that will help learn future material) 4. present the material to be learned 5. provide guidance/direction for learning 6. elicit performance practice (give opportunity to practise and apply the training material) 7. provide informative feedback 8. Assess performance (test on learning during and after a training program - ideally after each concept) 9. enhance retention and transfer (outline how it can be used and applied on the job)

simulation implementation

succesful simulations involve 4 steps: - preparing for the simulation (consider the participants and the learning objective) - delivering the simulation (inform participants why they are being asked to participate and the expected outcomes - debriefing the simulation (most important - discuss and connect to the workplace) - follow up (use post-training activating to maintain learning) - should have physical fidelity (physical aspects similar to actual job) and psychological fidelity (psychological conditions are similar to work conditions - pressure, stress, conflicts etc)

knowledge management infrastructure

systems and structures refers to systems and structures that integrate people, processes and technology to that knowledge is stored in a way that it is accessible (it is coded and stored) - practices used to manage knowledge are a critical part of knowledge management - 5 processes through which organizations can manage knowledge (aquizision, interpretation, dissemination, retention and utilization

Self regulation

the ability to regulate own behaviour without requiring external enforcement

knowledge utilization

the most important as what employees do with their knowledge/how they apply and use it is ultimately most important - requires employees to use knowledge and information in ways that will result in improved performance and org effectiveness

Learning style (Kolb)

the way that an individual gathers information and processes/acts on it during the learning process - it is a combination of learning modes + the way people gather information and processes information - their PREFERENCE = that results in a learning style

Need theories

theories focus on the things that motivate and the conditions in which they are motivated to satisfy - needs are considered physiological and psychological desires - mallows theory and Alderfers

computer based training

training delivers on a computer that teaches job-relevant skills (uses text, graphics and/or animation) - e-learning is similar (training on the internet) - can be initiated/done at the convenience of the trainee

purchase or design decision

whether to purchase training program, outsource or build in-house Factors to consider: - can be more economical to outsource when training is not job/organizationally specific (ei. sexual harassment training) - weight costs-benefits (choose best ratio) - determine whether organization is capable of performing training (is there someone to deliver/design) - time constraints - if short on time purchase - number of employees requiring training (if it is a small# likely not worth it to outsource/purchase