chapters 1-4 Flashcards
1
Q
Competitiveness
A
Ability to maintain and gain market share in an industry
2
Q
Human resource management
A
Policies, practices, and systems that influence employees’ behavior, attitudes, and performance
3
Q
Stakeholders
A
All parties that have an interest in seeing that the company succeeds
4
Q
Learning
A
Acquiring knowledge, skills, competencies, attitudes, or behaviors
5
Q
Human capital
A
Knowledge (know what), Advanced skills (know how), System understanding and creativity (know why), Motivation to deliver high-quality products and services (care why)
6
Q
Training
A
Learning of job-related competencies, knowledge, skills or behavior (current)
7
Q
Development
A
Future focused, may include formal education, job experiences, assessments
8
Q
Formal training and development
A
Programs, courses, and events developed and organized by the company
9
Q
Informal learning
A
Learner initiated, motivated by an intent to develop, not in a formal learning setting
10
Q
Explicit knowledge
A
Well documented, easily articulated, easily transferred from person-to-person
Primary focus of formal training and development
11
Q
Tacit knowledge
A
Personal knowledge based on individual experiences, difficult to codify, result of informal learning
12
Q
Knowledge management
A
: Enhancing company performance by designing and implementing: tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge
13
Q
Systematic approach for developing training programs
Based on the principles of Instructional System Design (ISD)
ADDIE model- Analysis, Design, Development, Implementation, and Evaluation
A
The Training Design Process
14
Q
Analysis, Design, Development, Implementation, Evaluation
A
ADDIE model
15
Q
Step by-step approach is rarely followed in real life organizations
Necessary requirement of trainers adds time and cost to developing a training program
Implies an end point: evaluation
May lead to assumption that training is the best solution
A
Flaws of the ISD model
16
Q
1) Economic cycles
2) Globalization
3) Increased value placed on intangible assets and human capital
Focus on link to business strategy
Changing demographics and diversity of the workforce
Talent management
Customer service and quality emphasis
New technology
High-performance work systems
A
Forces Influencing Work and Learning
17
Q
Human capital
A
Employees’ attributes, life experiences, knowledge, inventiveness, energy
18
Q
Intellectual capital
A
Codified knowledge that exists in a company
19
Q
Social capital
A
Relationships in the company
20
Q
Customer capital
A
Value of relationships with persons or other organizations
21
Q
SME
A
knowledge worker
22
Q
Employee engagement
A
Degree to which employees are fully involved in their work (strength of employee commitment to the job and company)
23
Q
o Change
A
Adoption of a new idea or behavior by a company
24
Q
o Learning organization
A
Embraces a culture of lifelong learning, enables all employees to continually acquire and share knowledge
25
Human capital
Intellectual capital
Social capital
Customer capital
Examples of Intangible assets
26
Focus on the SME
Employee Engagement
Change and continuous learning (learning organization)
Implications of intangible assets
27
Increase in racial and ethnic diversity
| Aging labor force
What are the changes in demographics and diversity in the workforce
28
Aging labor force
Increased work-force participation of individuals 55 years or greater
Generational differences
29
Increase in racial and ethnic diversity
Increased participation of minorities in the work force
30
Talent management
Systematic, planned, and strategic effort by a company to attract, retain, develop, and motivate highly skilled employees and managers
31
Changes in demand for certain occupations and jobs
Skill requirement
Anticipated retirement of baby boomer generation
Requirement to develop managerial talent
Why is talent management important
32
Customer service and quality emphasis
A company’s customers judge its quality and performance
33
Total Quality Management (TQM)
Companywide effort to continuously improve the ways people, machines, and systems accomplish work
34
Six Sigma Process
Measuring, analyzing, improving, and controlling processes
35
Lean thinking
doing more with less effort, equipment, space, and time, but satisfying consumer needs and wants
36
Allows flexibility of time and any place
Reduces travel costs
Increased ability to access experts and share learning with others
Creates a learning environment that provides feedback, self-pacing, and practice exercises
LMS and E-Learning Instructional Design are becoming more popular
How does technology influence training
37
Work teams
Cross training
Virtual teams
What are the high performance models of work
38
Work teams
Employees with various skills interact to assemble a product or provide a service
39
Cross training
Training employees in a wide range of skills to fill any of the roles needed
40
Virtual teams
Separated by time, geographic, cultural, and/or organizational boundaries
41
Key trends in learning investments
What is the snapshot of training practices
42
Use of technology-based learning delivery increased
Self-paced online learning is the most popular technology-based learning
ATD Snapshot InfoGraphic
What are the key trends in learning investments
43
Trainers, managers, in-house consultants, and employee experts or
Outsourcing
Who provides training
44
Outsourcing
training and development activities provided by individuals outside the company
45
Professionals in human resource development
Who is in charge of training
46
Business strategy
Integrates the company's goals, policies, and actions
| Influences how the company uses: physical capital, financial capital, and human capital
47
Goals
What the company hopes to achieve in the medium- and long-term future
48
Strategy determines
Amount of training required for current or future job skills
Extent to which training should be customized for particular needs
Extent to which training is planned and systematically administered
49
Learning organization
a company that has:
An enhanced capacity to learn, adapt, and change
Carefully scrutinized and aligned training processes with company goals
50
The Strategic T&D Process
Business Strategy
Strategic Training & Development Initiatives
Training & Development Activities
Metrics That Show Value of Training
51
Strategic training and development initiatives
Learning-related actions that help to achieve business strategy
52
Diversify the Learning Portfolio
Expand Who Is Trained
Improve Customer
Service
Identify and collect metrics to show training success
What are the four concepts of the strategic training and development initiatives
53
Metrics
business-level outcomes chosen to measure the overall value of training or learning
54
Balance scorecard
means of measurement for overall company performance, performance of departments or functions
55
1. Customer
2. Internal innovation
3. Learning
4. Financial
What are the four perspectives to consider
56
Concentration Strategy
Internal growth strategy
External growth strategy
Disinvestment strategy
What are the training needs in different strategies
57
Concentration Strategy
reducing cost, creating and maintaining market niche
58
Internal growth strategy
focus on new market and product development, innovation, and joint ventures
59
External growth strategy
emphasis on acquiring vendors and suppliers or buying businesses to expand into new markets
60
Disinvestment strategy
emphasis on liquidation and divestiture of businesses
61
1) Role of employees and managers
2) Top management support
3) Integration of business units
4) Global presence
5) Business conditions
6) Other HRM practices
7) Strategic value of Job and employee uniqueness
8) Extent of unionization
9) Staff involvement in training and development
What are the organizational characteristics that influence training
62
responsible for quality of goods and services
What are the employees role
63
Manage individual and performance; Develop employees and encourage continuous learning; Plan and allocate resources; Coordinate activities and interdependent team; Facilitate decision making; Create and maintain trust; Represent one’s work unit
What are managers role
64
Setting a clear direction for learning
Providing encouragement, resources and commitment for strategic learning
Promoting the company’s commitment to learning
What is the CEO responsible for
65
Integration of business units
Training likely includes rotating employees between jobs in different businesses
66
Global presence
Training helps prepare employees for temporary or long-term overseas assignments
67
Business conditions
Impact the ability to find employees with necessary skills, and retain current employees
68
Human resource management (HRM) practices
```
Activities related to:
Staffing
Performance management
Training
Compensation and benefits
```
69
Focuses on avoiding obsolescence no systematic development
Survival Struggle for resources
Natural resources
Fortress
70
Use of job experiences no development related to succession planning
Innovation and Creativity
Advertising
Baseball Team
71
Job rotation soecial assignments with career paths
Monopoly and Highly regulated
Nursing homes
Club
72
Assessment and sponsorship use of upward, lateral, and downward moves within and across functions
Dominant in Market
Consumer Products
Academy
73
Fortress,
Baseball Team,
Club,
Academy
What are the staffing strategy
74
Uniqueness
Extent to which employees are rare and specialized and not highly available
75
Strategic value
Employee potential to improve company effectiveness and efficiency
76
Knowledge-based workers
high value and uniqueness
77
Job-based employees
high value and low uniqueness
78
Contract employees
low value and low uniqueness
79
Alliance/partnerships
low value and high uniqueness
80
Joint union
management programs help employees prepare for new jobs
81
Staff involvement in training and development
Effectiveness of the training program depends on the level of involvement of both employees and managers.
If managers are aware of what development activity can achieve, they will be more willing to become involved in it.
They will also become more involved in the training process if they are rewarded for participating.
An emerging trend is that companies expect employees to initiate the training process.
82
Centralized Training
Training and development resources, and professionals are housed in one location
Training investment and delivery methods decisions are made from one department
Advantages- Helps integrate programs for developing leaders and managing talent
83
Resistance to change:
Managers’ and employees’ unwillingness to change
84
Control
Managers’ and employees’ ability to obtain and distribute valuable resources
85
Power:
Ability to influence others
86
Task redefinition
Creating changes in managers’ and employees’ roles and job responsibilities
87
Clarify the request for change
Make the vision clear
Design the solution
Communicate and market for buy- in
Choose and announce action as soon as possible
Execute and create short term wins
Follow up , reevaluate and modify
What are the steps in a change process
88
Internal marketing
making employees and managers enthusiastic about training
89
Internal marketing tactics
Involve the target audience in developing the training program
Demonstrate how a training program can be used to solve specific business needs
Advertise on e-mail, on company websites, in employee break areas
90
Outsourcing:
use of an outside company that take complete responsibility and control of some or all T&D activities including administration, design, delivery, and development
91
Cost and time savings
Improvements in compliance with training mandates
Access best training practices
What are the advantages of outsourcing training
92
Inability of outsourcing providers to meet company needs
| Desire to maintain control over all aspects of T&D
What are the reasons why companies dont outsource
93
Needs Assessment
Process used to determine whether training is necessary
94
Organizational analysis
Person analysis
Task analysis
What does a needs assessment involves
95
Organizational analysis
Determines the appropriateness of training, given the company’s business strategy and resources
96
Person analysis
Determines whether performance deficiencies result from a lack of knowledge, skill, or ability
Who needs training
Employee readiness for training
97
Task analysis
Identifies the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to complete their tasks
98
1) Training may be incorrectly used as a solution to a performance problem
2) Training programs may have the wrong content, objectives, or methods
3) Trainees may be sent to programs for which they do not have the basic skills, prerequisite skills, or confidence needed to learn
4) Training will not deliver the expected learning, behavior change, or financial results that the company expects
5) Money will be spent on training programs that are unnecessary because they are unrelated to the company’s business strategy
why is a needs assessment necessary
99
SME
Job incumbent
Who should participate in a needs assessment
100
Subject-matter experts (SMEs)
Employees, managers, technical experts, who are knowledgeable with regard to
Training issues
Knowledge, skills, and abilities required for successful performance
Necessary equipment and conditions under which task has to be performed
101
Job incumbents
: Employees currently performing the job
They tend to be most knowledgeable about the job
They can be a great hindrance to the training process if they do not feel they have had input in the process
102
Observation
Surveys
Interviews
Focus groups, Crowdsourcing
Documentation
Technology
Historical data reviews
What are the Needs assessment techniques
103
Generates data relevant to work environment
Minimizes interruption of work
What are the advantages of observation
104
Needs skilled observers
Employees behavior may e affected by being observed (Hawthorne effect)
What are the disadvantages of observation
105
Inexpensive
Can collect data from a large number of persons
Data easily summarized
What are the advantages of surveys
106
Requires time
Possible low return rates Inappropriate responses
lack if detail
only provides information directly related to questions asked
What are the disadvantages of surveys
107
Good at uncovering details of training needs, as well as causes of and solutions to problems
Can explore unanticipated issues that come up
Questions can be modified
What are the advantages of interviews
108
Time-consuming
Difficult to analyze
Needs skilled interviewers
Can be threatening to SMEs
Difficult to schedule
SMEs provide only information they think you want to hear
What are the disadvantages of interviews
109
Useful with complex or controversial issues that one person may be unable or unwilling to explore
Questions can be modified to explore unanticipated issues
Reduce risk that training based on needs assessment will be rejected by stakeholders
What are the advantages of focus groups
110
Time consuming to organize
Group members provide only information they think you want to hear
What are the disadvantages of focus groups
111
Good source of information on procedure
object
Good source of task information for new jobs and jobs in the process of being created
What are the advantages of documentation
112
you may be unable to understand technical language
Materials may be obsolete
What are the disadvantages of documentation
113
Objective
Minimizes interruption of wok
Requires limited human involvement
Data can be quickly summarized into reports
What are the advantages of technology
114
May threaten employees
Manager may use information to punish rather than train
What are the disadvantages of technology
115
Provide data related to performance and practices
What are the advantages of historical data reviews
116
Available data may be inaccurate or incomplete or may not fully represent performance
What are the disadvantages of historical data reviews
117
Focus groups
Crowdsourcing
Benchmarking
What are the selected needs assessment techniques
118
Focus groups
Interviews that involves a face-to-face meeting with groups of SMEs in which the questions that are asked relate to specific training needs
119
Crowdsourcing
Asking a large group of employees to help provide information for needs assessment that they are not traditionally asked to do
120
Benchmarking
Using information about other companies’ training practices to help determine the appropriate type, level, and frequency of training
121
Organizational analysis
Person analysis
Devoting time
Task Analysis
Training or Development Method
What is the needs assessment process
122
Organizational Analysis
the company’s strategic direction (strategic role of training influences the frequency and type of training)
Support of managers, peers, and employees for training activities
Training resources
123
Person Analysis
Helps to identify employees who need training
This process includes evaluating person characteristics, input, output, consequences, and feedback
124
Gap analysis
Determining what is responsible for the difference between employees’ current and expected performance
125
Readiness for training
Refers to whether employees have the personal characteristics necessary to learn program content and apply it on the job
126
Personal characteristics
Basic skills, cognitive ability, language skills, and other traits that employees need to perform their jobs or learn the content of training programs successfully
127
Cognitive ability
Verbal comprehension, quantitative ability, and reasoning ability
128
Readability
Difficulty level of written materials
If trainees’ reading level does not match the level needed for the training materials, four options are available:
1) Lower the reading level of training materials or on-the-job training
2) Identify employees without the necessary reading level through and reassign to other positions more compatible with their skill levels
3) Use reading tests to identify employees who lack the necessary reading skills and provide them with remedial training
4) Alternative training methods need to be considered, or managers can elect a non-training option (job redesign - most costly option)
129
Self-Efficacy
Employees’ belief that they can perform their job or learn the content of the training program successfully
130
1) Letting employees know the purpose of training
2) Providing as much information as possible about the training program and the purpose of training prior to the actual training
3) Showing employees the training success of their peers who are now in similar jobs
4) Providing employees with feedback that learning is under their control
How can an employee's self-efficacy be increased
131
Awareness of Training Needs, Career Interests, and Goals
Managers should make sure that employees understand why they have been asked to attend this training
Hold career development discussions
If possible, employees need to be given a choice of what programs to attend
132
Generation Z
(born after 1995)
133
Millennials and Generation Y
(born after 1980)
134
Gen Xers
(1965 to 1980)
135
Baby boomers
(1946 and 1964)
136
Traditionalists
(1925 and 1945)
137
Input
Ensure that the work environment enhances trainees’ motivation to learn
138
Person Characteristics
Input
Output
Consequences
Feedback
What are the process for analyzing the factors that influence employee performance and learning
139
Situational constraints
Lack of proper tools and equipment, materials and supplies, budgetary support, and time
140
Social support
1) Managers’ and peers’ willingness to provide feedback and reinforcement
2) Speak positively about the company’s training programs to employees
141
Output, Consequences, and Feedback Analysis
Trainees need to understand what specifically they are expected to learn in the training program
Norms: Accepted standards of behavior for workgroup members
For employees to perform to standard, feedback needs to be given frequently, not just during a yearly performance evaluation
142
Root cause analysis
The process of determining whether training is the best or most likely solution to a performance problem or gap (examples: the 5 whys question method; Fishbone diagram method)
143
Employees lack the knowledge and skill to perform a job and the other factors are satisfactory
When is training needed
144
Employees have the knowledge and skill to perform but input, output, consequences, or feedback is inadequate
When is training not needed
145
Task analysis
```
Job
Task
Knowledge
Skill ]
Ability
Other
```
146
Job
Specific position requiring the completion of certain tasks
147
Task
Employee’s work activity in a specific job
148
Knowledge
Includes facts or procedures
149
Skill
Indicates competency in performing a task
150
Ability
Includes the physical and mental capacities to perform a task
151
Other
Other characteristics surrounding how the work is performed
152
1) Select the job or jobs to be analyzed
2) Develop a preliminary list of tasks performed on the job by interviewing and observing expert employees and their managers
3) Validate or confirm the preliminary list of tasks
4) Once the tasks have been identified, it is important to identify the knowledge, skills, or abilities necessary to successfully perform each task
What are the steps involved in a task analysis
153
Competency Models
Identifies the competencies necessary for each job
They can be used for:
Performance management
Identifying the best employees to fill open positions
154
Competency
a set of KSAOs and personal characteristics that enable employees to perform their jobs successfully. They provide descriptions of competencies that are common for an entire occupation or organization
155
Identify broader behavior clusters needed for effective job performance
Determine the talent level of the entire company
Define competencies that managers could use for hiring, performance management, and training
How are competency models useful for training and development
156
Rapid needs assessment
Sometimes we might feel there is no time or resources to conduct a proper and thorough needs assessment
Needs assessment that is done quickly and accurately, but without sacrificing the quality of the process or the outcomes
157
Depends on the size of the potential pressure point
Anticipate training needs (proactive vs. reactive)
Consider using already available data collected for other purposes
The web: O*Net Example
What are the ways to conduct a rapid needs assessment
158
Learning
Relatively permanent change in capabilities
159
Transfer of training
Trainees effectively and continually applying what they have learned in training to their jobs
160
Generalization
Trainee’s ability to apply what they learned to on-the job work problems
161
Maintenance
Process of trainees continuing to use what they learned over time
162
Verbal information
Intellectual Skills
Motor Skills
Attitudes
Cognitive strategies
What are the types of learning outcomes
163
Verbal information
State, tell, or describe previously stored information
164
Intellectual skills
Apply generalizable concepts and rules to solve problems and generate novel products
165
Motor skills
Execute a physical action with precision and timing
166
Attitudes
Choose a personal course of action.
167
Cognitive strategies
Manage one's own thinking and learning processes
168
Reinforcement Theory
Social Learning Theory
Goal Theories
Need Theories
Expectancy Theory
Adult Learning Theory
Information Processing Theory
What are the learning theories
169
Reinforcement Theory
People are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from them
Identify what outcomes the learner finds most positive and negative
Link these outcomes to learners acquiring knowledge, skills, or changing behaviours
170
Positive reinforcement
Negative reinforcement
Extinction
Punishment
What are the processes in reinforcement theory
171
Positive Reinforcement
Giving something that they want or like when they perform the action desired
172
Negative Reinforcement
Taking something that they dislike away to get them to perform the action away
173
Extinction
withdrawing either a positive or a punishment
174
Punishments
Introducing an unpleasant outcome
175
Social Learning Theory
People learn by observing other persons (models) whom they believe are credible and knowledgeable
Behavior that is reinforced or rewarded tends to be repeated
Person’s self-efficacy can be increased using several methods
176
Verbal persuasion
Words of encouragement
177
Logical verification
relationship between a new task and an already mastered one
178
Observation of others (modeling)
seeing other people do something and repeating it
179
Past accomplishments
Building on past accomplishments you did it once you can do it again
180
Goal setting theory
Assumes that behavior results from a person’s conscious goals and intentions
Goals influence a person’s behavior by:
Directing energy and attention
Sustaining effort over time
Motivating the person to develop strategies for goal attainment
Learning can be facilitated by providing trainees with specific challenging goals
181
SMART Goals
Specific
Measurable
Achievable
Relevant
Time-bound
182
SMARTER Gals
Evaluate
Reevaluate
183
Goal orientation
Goals held by a trainee in a learning situation
184
Learning orientation
Trying to increase ability or competence in a task (learning for the sake of learning)
185
Performance orientation
Learners who focus on task performance and how they compare to others (getting the task right)
186
Need Theories
Explains the value that a person places on certain outcomes
Maslow’s and Alderfer’s need theories focused on physiological needs, relatedness needs, and growth needs (see pyramid)
187
Maslow’s and Alderfer’s need theories
Physiological
Safety
Social
Esteem
Self- fulfillment
188
McClelland’s need theory
needs for achievement, affiliation, and power
189
Expectancy Theory
A person’s behavior is based on
Expectancies
Instrumentality
Valence
E * I * V = Effort
190
Expectancies
Link between trying to perform a behavior and actually performing well
191
Instrumentality
Belief that performing a given behavior is associated with a particular outcome
192
Valence
Value that a person places on an outcome
193
Adult Learning Theory
Adults have the need to know why they are learning something
Adults have a need to be self-directed
Adults bring more work-related experiences into the learning situation
Adults enter a learning experience with a problem-centered approach to learning
Adults are motivated to learn by both extrinsic and intrinsic motivators
194
Andragogy
Theory of adult learning
195
Pedagogy
science of teaching children
196
Information Processing Theory
It gives more emphasis to the internal processes that occur when training content is learned and retained
Verbal instructions, pictures, diagrams, and maps suggesting ways to code the training content so that it can be stored in memory
Meaningful learning context (examples, problems) creating cues that facilitate coding
The more technical and neuro/bio related one of the theories
197
Transfer of Training Theory
Near Transfer
| Closed Skills
198
Near Transfer
Transfer of training is more likely to occur when the trainee works on tasks during training that are very similar, if not identical, to the work environment
199
Closed skills
Training objectives that are linked to learning specific skills that are to be identically produced by the trainee on their job
200
Open skills
Linked to more general learning principles
201
Identical elements
Training environment is identical to work environment
202
Stimulus generalization
General principles are applicable to many different work situations
203
Cognitive theory
Meaningful material and coding schemes enhance storage and recall of training content
204
The Learning Process
Expectancy
Perception
Working storage
Semantic Encoding
205
Expectancy
Mental state that the learner brings to the instructional process
206
Perception
Ability to organize the message from the environment so that it can be processed and acted upon
207
Working storage
Rehearsal and repetition of information occurs
208
Semantic encoding
Actual coding process of incoming messages
209
Rehearsal
Organizing
Elaboration
What are the learning strategies
210
Rehearsal
Focuses on learning through repetition
211
Organizing
Requires the learner to find similarities and themes in the training material
212
Elaboration
Requires the trainee to relate the training material to other, more familiar knowledge
213
Concrete experience,
reflective observation,
abstract conceptualization, active experimentation, feedback
What is the learning cycle
214
Concrete experience
Presented with a work problem
215
reflective observation
Thinking about the problem
216
abstract conceptualization
Coming up with ideas on how to solve the problem
217
active experimentation
fixing the problem
218
feedback
did the intervention work
219
Diverger,
assimilator,
converger,
accommodator
what are the learning styles
220
Diverger
Concrete experience and
| Reflective observation
221
Assimilator
Abstract conceptualization and
| Reflective observation
222
Converger
Abstract conceptualization and
| Active experimentation
223
Accommodator
Concrete experience and
| Active experimentation
224
Diverger
Is good at generating ideas, seeing a situation from multiple perspectives, and being aware of meaning and value
Tends to be interested in people, culture, and the arts
225
Assimilator
Is good at inductive reasoning, creating theoretical models, and combining disparate observations into an integrated explanation
Tends to be less concerned with people than with ideas and abstract concepts
226
Converger
Is good at decisiveness, practical application of ideas, and hypothetical deductive reasoning
Prefers dealing with technical tasks rather than interpersonal issues
227
Accommodator
Is good at implementing decisions, carrying out plans, and getting involved in new experiences
Tends to be at ease with people but may be seen as impatient or pushy
228
Employees need to know the objectives
Employees need meaningful training content
Employees need opportunities to practice
Employees need to commit training content to memory
Employees need feedback
Employees learn through observation, experience, and interaction
Employees need the training program to be properly coordinated and arranged
Encourage trainee responsibility and self-management
Ensure that the work environment supports learning and transfer
What is the learning process
229
1) Employees need to know the objectives
the purpose and expected outcome of training activities
| Objectives help employees understand why they need training and what they need to learn by the end of it.
230
Training context
The physical, intellectual, and emotional environment in which training occurs
231
Practice:
Physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge
232
Overlearning
Continuing to practice even if you have been able to perform the objective several times
233
Error management training
Giving opportunities to make errors during training and learn from them
234
Massed practice
Individuals practice a task continuously, without resting
235
Spaced practice
Individuals are given rest intervals within practice sessions, is superior to massed practice
236
Whole practice
All tasks or objectives should be practiced at the same time
237
Part practice
An objective or task should be practiced individually as soon as each is introduced
238
4) Employees need to commit training content to memory
If a lengthy process or procedure is to be taught, instruction needs to be delivered in short sessions in order to not exceed memory limits
239
Automatization:
Making performance of a task, recall of knowledge, or demonstration of a skill so automatic that it requires little thought or attention
240
5) Employees need Feedback
Information about how well people are meeting the training objectives
241
Communities of practice
Groups of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished. Employees learn through observation, experience, and interacting with others
242
Learner-content
Learning the task alone
243
Learner-Learner
Learning in a group
244
Learner- instructor
learning from a professor
245
90-20-8 rule
90 min sessions then break
20 min content chucks
8 min interaction and audience participation
246
Training administration
Coordinating activities before, during, and after the program
247
Self-management
taking responsibility for their own learning and transfer (active involvement, willingness to change)
248
Lapses
Reverting back to the old, less effective behaviour
249
Climate for transfer
Trainees are motivated, managers and co-workers support learning and transfer
