Training and Development Test 2

Mental and physical Processes

- learning depends on the learner's cognitive processes, organizing the content in a mental representation, and relating the content to existing knowledge from long-term memory - expectancy, perception, working storage, semantic encoding, long-term storage, retrieval, generalizing, gratifying

The Learning Styles

Diverger Assimilator Converger Accommodator

Return on expectations (ROE)

Process through which evaluation demonstrates to key business stakeholders that their expectations about training have been satisfied

External Conditions

Processes in the learning environment that facilitate learning

Internal Conditions

Processes within the learner that must be present for learning to occur

Learning Theories

Reinforcement Theory Social Learning Theory Goal Theories Need Theories Expectancy Theory Adult Learning Theory Information Processing Theory

Boosters

Retrieval opportunities that can help the learner's brain consider training information as important and help retain it.

Punishment

The adding or taking away of a stimulus following a response, which decreases the likelihood of that response being repeated.

Lesson Plan

Translates the content and sequence of training activities into a guide that is used by the trainer to help deliver the training

Multiple Learning Outcomes

Verbal Information Intellectual Skills Motor Skills Attitudes Cognitive Strategies

Selecting an Outside Vendor or Consultant

a request for proposal is a document that outlines for potential vendors: - type of service the company is seeking - type of references needed - number of employees to be trained - funding for the project - followup process - expected date of completion

Positive Reinforcement

adding a desirable stimulus to increase a behavior

Near Transfer

applying learned capabilities exactly as taught in training Promoting: - use standardized procedures, processes and check lists - provide explanations of any differences between training tasks and work tasks - explain why the procedure should be performed exactly

Far Transfer

applying learned capabilities to a work environment that is not identical to training Promoting: - teach general concepts, broad principles and key behaviors - focus on general principles that apply to a number of situations - provide a list of prompts and questions to help trigger self-reflection and questions

Generalization

applying what was learned to situations that are similar but not identical to those in training

Horseshoe-Type Seating

appropriate for both presentation and total group instruction

Conference-Type Seating

appropriate for total group discussion

Classroom-Type Seating

appropriate when lecture and audiovisual presentations are the primary methods

Utilities Analysis

assessing the dollar value of training based on: estimates of the differences in performance between trained and untrained employees number of individual trained length of time trained is expected to influence performance variability in performance is the untrained group of employees

Attitudes

beliefs and feelings that predispose a person to behave in a certain way

Opportunities to Use

can be measured by asking former trainees: - whether they perform a task - how many times they perform the task - they extent to which they perform difficult and challenging tasks

Fan-Type Seating

can easily with from listening to practicing in groups best for combination of team work & presentations

Ensure a Supportive Work Environment

characteristics of positive work environment: - supervisor and coworkers encourage transfer - task cues to use new skills - lack of punishment for using new skills - extrinsic reinforcement consequences - intrinsic reinforcement consequences

Pre-Training Motivation

communicate to trainees the purpose of the course, objectives, prerequisite and who else will be attending assign pre work managers should encourager employees to attend

The Learning Cycle

concrete experience: trainees encounter a concrete experience reflective observation: trainees think about the program abstract conceptualization: trainees generate ideas how to solve the problem active experimentation: trainees implement ideas to solve the problem

Maintenance

continued use of what was learned over time

Motor Skills

coordination of physical movements

Indirect Costs

costs not related directly to design and delivery

The Training Room

create an environment conductive to training - noise, color, room structure, lighting, wall and floor, chairs, are, ceiling, electrical outlets

Learning Strategies

different learning strategies influence how training content is coded Rehearsal - learning through repetition Organizing - finding similarities and themes Elaborating - relating the material to other more familiar knowledge

The Program Design Process: Post Training

encourager learners to apply what they learned to their work

Alderfer's Theory

existence - physical need such as food, clothing and shelter relatedness - interpersonal needs such as personal and professional settings growth - needs for personal development

Whole Practice

focusing on all the tasks at the same time

Provide and Overview

give a big picture, including objectives, timeline, activities and assignments concept map

Affective Outcomes

including attitudes and motivations the attitude of interest depends on the training objectives affective outcomes often measured via surveys

Spaced Practice

individuals are given rest intervals within practice sessions superior

Reinforcement Theory

individuals are motivated to perform or avoid behaviors because of past outcomes of behavior trainers need to ID what outcomes learners find most pos or neg and then link there outcomes to acquiring new knowledge and skills

Social Learning Theory

individuals learn by observing models of behavior, emulating behavior, and receiving reinforcement and rewards learning results from directly experiencing others, and seeing the consequences of their behavior - attention, retention, motor reproduction, motivational processes

Return on Investment

involves comparing the training program's benefits to its cost in monetary terms

Part Practice

involves practicing parts of a skill before practicing the whole skill

Closed Skills

involves responding to predictable situations with standardized responses

Open Skills

involves responding to variable situations with adaptive responses

Preparation of Materials

know content very well use mental and physical rehearsal to build your confidence and assess your strengths and areas for improvement design training from the audience perspective

Trainers Should Promote 3 Types of Interaction

learner-content learner-instructor learner-learner

Goal Oriention

learning oriented refers to trying to increase ability and competence in a task view mistakes as useful for learning performance orientation refers to a desire to look good in comparison to others and avoid mistakes because they don't want to appear foolish promoting it: - set goals around experimentation - deemphasize competition - creating a community if learning - provide constructive feedback when trainees make mistakes

Kirkpatrick's Model of Training Evaluation

level 1: reactions level 2: learning (cognitive, behavior/skills and affective outcomes) level 3: transfer ( behavior/skills outcome) level 4: results level 5: return on investment (ROI)

Determining Benefits

literature that summarizes benefits pilot training programs observing successful job performers asking trainees and managers for estimates

McClelland's Theory

need for achievement - need to achieve challenging goals, prove something and recognition need for power - need to dominate and influence others need for affiliation - need to be apart of something and a desire for social relationships

Massed Practice

practicing continuously without rest

Controlling Threats

pre-test and post-test control group random assignment of employees control and training group

The Program Design Process: Learning Event

prepare instruction and physical environment to facilitate learning and transfer of training

Getting Trainees Involved

prepare questions to be discussed in breakout groups use creative activities and games use assessments for trainees to learn about themselves incorporate role playing

The Program Design Process: Pre Training

prepare, motivate, and energize trainees to attend/earning event ensure work environment supports learning and transfer of training

Cost Categories

program development or purchase instructional materials equipment and hardware facilities travel and lodging salary of the trainer and supporting staff cost of lost productivity or replacement workers while trainees are aways

Threats to Validity

refer to factors that will lead an evaluator to question the results internal validity is the believability of the study external validity id the generalizability of the evaluation results to other groups and situations

Self-Efficacy is Critical

reflects an individual's belief that he/she can successfully learn knowledge and skills can be increased through: - verbal persuasion - logical verification - modeling - past accomplishments

Learning and Cognitive Outcomes

relate to familiarity with information, including principles, facts, techniques, procedures and processes typically measured via paper and pencil tests and self-assessments

Behavioral and Skill-Based Outcomes

related to proficiency with Technical skills, motor skills and behaviors include learning and transfer learning often assessed via work samples transfer often assessed via observation or managerial/peer rating

Learning

relatively permanent change in human capabilities

Negative Reinforcement

removing an unpleasant outcome following desirable behavior

Extinction

removing desirable outcome following undesirable behavior

Direct Costs

salaries for employees involved in training, program materials, facilities and travel

Employees Need Feedback

should be specific and should follow the behavior as closely as possible

Employees Need Opportunities to Practice

should involve the trainee actively include overlearning take the appropriate amount of time include the appropriate unit of learning

Verbal Information

specialized knowledge, including names, labels, facts, and bodies of knowledge

Cognitive Strategies

strategies that regulate thinking and learning; they relate to decisions regarding what information to attend to, how to remember, and how to solve problems

Levels of Management Support

teaching-serving as a trainer practice-allowing trainees to practice their skills reinforcement- discussing progress with trainees participating in training acceptance of training

Practicality

the extent to which an outcome can be easily measured and collected companies often claim the measurement is to burdensome

Discrimination

the extent to which measured performance reflects a true difference we want test that discriminate between high and low performances -a test that is too easy may not discriminate - in this instance both high and low perfumers would do well and appear good even though they are not

Reliability

the extent to which the outcomes can be measured consistently overtime evaluators are concerned with consistency over time such as items dont change in meaning or interpretation over time

Knowledge Management

the process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge

When Evaluation is a Must

the training is ongoing and had the potential to affect many employees the training program involves multiple classes and large number of trainees the expertise exist to evaluate the cost of training is significant there is a sufficient time and interest

When No Evaluation is Necessary

time constraints managers and trainees may lack expertise the company may view training as an investment does which it expects little to no return

Managing Group Dynamics

to ensure an even distribution of expertise ask trainees to indicate whether they consider themselves novice, experienced or expert arrange groups with individuals of different expertise

Self-Management Training

to prepare trainees for obstacles on the job, provide instruction in self-management - discuss relapses - set transfer and performance goals - ID obstacles - generate strategies to overcome obstacles

Transfer

trainees applying what they have learned to their job

Reactions

trainees perceptions of the training experience relating to the content, facilities, training methods key question: - did the trainees like the program? - did the environment help learning? - was the material meaningful?

Choosing a Trainer

trainers need to be both skilled in the subject matter at hand and in programs facilitation given the trainers are central to learning experience, great care should be taken when selecting outside vendors

Micro Learning

training delivered into small pieces or chunks to engage trainees, motivate them to learn and help facilitate retention can be done using videos

Consider Language and Cultural Differences

training should include language, familiar names and examples the audience can relate to determine the trainees level of fluency in English consider cultural norms that might affect activities and interactions

Benefits

value the company gains

Concept Map

visual representation of patient problems and interventions that shows their relationships to one another

Evaluation is Important Because

- IDs program's strengths and weaknesses - assess what features of training content and text matter - IDs which trainees benefited - gather information for marketing training - determine financial benefits and costs

Relevance

- The extent to which training outcomes are related to the learned - - capabilities emphasized in the program - contamination refers to the omission of important info

The Training Site

- comfortable and accessible - quiet, private and free from interruptions - sufficient space from trainees to move around easily - enough room for trainees to have the adequate work space - good visibility

Employees Need Meaningful Content

- content should be linked to current job experiences and tasks that have meaning - material should be presented using familiar concepts, terms, and examples - content should be aligned with personal and professional goals

Results

- did training have an impact on meaningful business outcomes? - outcomes used to determine the benefits of training to the company

Expectancy Theory Implications

- expectancy - valence - instrumentality - ensure trainees are confident in their ability - provide and communicate valued rewards - ensure rewards are received if trainees successfully learn and transfer

Adult Learning Theory

- have the need to know why - have the need to self-directed - bring more work related experienced to the learning situation - enter a learning experience with a problem centered approach - extrinsically and intrinsically motivated implications - mutual planning and collaboration - use learners experience for example and applications - develop instructions based on learners interests and competencies - ensure training is problem centered

Employees Need to Commit training Content to Memory

- help them understand how they learn - emphasize important points and eliminate irrelevant content - teach keywords, provide procedures, sequences and visual images - encourage trainees engage in overlearning - provide rest breaks during training - uses quizzes and boosters - breaks courses into small chunks of learning using modules or micro learning - have trainees complete pre training work

Employees Need Practice Involving Experience

- learners need practice involving direct experiences - over learning is needed - incorporate error in the learning process and teach individuals how to learn from it

The Program Design Process

- phase 1: pre training - phase 2: learning event - phase 3: post training

The Importance of Training Design

- program design refers to the organizations and coordination of training - program design is the heart of effective training because it directly influences knowledge and skills acquisition - programs must be carefully designed to ensure max learning

Information Process Theory

- proposes that information taken in by the learner undergoes several transformations in the brain - a message is received by the senses, is registered, stored in shot-term memory and a response to the message is organized - the final link in the model is feedback from the environment

Promoting Transfer for Closed Skills

- provide detailed checklist to follow - provide high-fidelity practice - shape favorable attitudes towards compliance - reward compliance

Employees Need a Number of Prepracticing Conditions

- provide strategies that will result in the greatest learning - encourage trainees to reflect - provide advance organizers - help trainees set challenging learning objectives - create realistic expectations for trainees - for training in team clarify roles and responsibilities

Formative Evaluation

- refers to the evaluation of training that takes place during program design and development - helps ensure training is well organized, runs smoothly and that trainees learn and are satisfied - provides information on how to make the program better

Promoting Transfer for Open Skills

- teach general principles - shape favorable attitudes towards experimentation - allow trainees to make mistakes without fear of punishment - provide rewards for experimentation

Need Theory Implications

- trainers should attempt to understand learners' needs and explain how training will meet needs and adapt training - if certain basic needs are not met, motivation may suffer - however, training should not necessarily attempt to meet all needs

Simulus Generalization Approach

- transfer is enhanced when the most important features, or general principles, are emphasized during training - the stimulus generalization approach is appropriate to promote far transfer, applying learned capabilities to the work environment when it is not identical to training

Theory of Identical Elements

- transfer will be maximized when the task, materials, and equipment in training are similar to the work environment - identical elements are particular important for promoting near transfer, applying learned capabilities exactly to the whole situation

What's Included in a Objective

- what the learner is expected to do or know - quality it level of acceptable performance - conditions under which the learner is expected to perform

Cognitive Theory of Transfer

-Transfer depends on a trainee's ability to retrieve learned capabilities -Meaningful material and coding schemes enhance storage and recall of training

Summative Evaluation

-refers to evaluation conducted to determine if training has lead to desirable outcomes - examines whether trainees have improved or acquired knowledge, skills, attitudes, behaviors or other outcomes - includes examining the business impact of training

The Evaluation Process

1. Conduct a needs analysis 2. Develop measurable learning objectives and analyze transfer of training 3. Develop outcome measures 4. Choose an evaluation strategy 5. Plan and execute the evaluation

Curriculum Road Map

A figure showing all of the courses in a curriculum, the paths learners can take through it, and the sequences in which courses have to be completed.

Intellectual Skills

Concepts and rules, which are critical to solve problems, serve customers, and create products

Success Cases

Concrete examples of the impact of training that show how learning has led to results that the company finds worthwhile

Calculating Return on Investments (ROI)

ID annual changes in outcomes determine the annual charge in value determine training costs calculate net benefits divide net benefits by costs

Classroom Management

Monitor the room for extra chairs, overflowing trash cans, and piles of materials left over from previous training sessions

Design Document

Outlines scope of project, delivery methods, and objectives used to guide development and explain training to stakeholders

Self-Management

Person's attempt to control certain aspects of decision making and behavior

Myers-Briggs Type Indicator

a personality test that taps four characteristics and classifies people into 1 of 16 personality types - introversion or extroversion - sensing or intuition - thinking or feeling - judging or perceiving