Please enable JavaScript.

Coggle requires JavaScript to display documents.

HR T2 (SALAS (CHARACTERISTICS OF A WELL DESIGNED TRAINING (Trainees can…

- - - - sociotechnical approach = very good approach when comes to conecptualizing learning processes
  - - - Follow appropriate instructional practices
        
        opportunities to practice
        
        promote self-regulation (self-performance monitoring practice)
        
        use valid training strategies and designs
        
        incorporate errors into training
      - Use technology wisely
        
        Provide structured user controll
        
        Enhance training through simulations
        
        Use computer-based training correctly
      - Enable right trainee mindset
        
        promote learning(mastery) orientation
        
        Boost motivation to learn
        
        build self-efficacy
    - - Ensure training transfer
        
        Provide tools/advise for supervisors
        
        Encourage use of reinforcement
        
        remove obstacles
      - Evaluation
        
        Consider measurement on multiple levels
        
        precisely link evaluation to the training needs
        
        Clearly specify the purpose
    - - Needs Analysis
        
        job-task
        
        person analysis
        
        organizational needs
      - Prepare training climate
        
        Notify people of attendance policy
        
        Prepare supervisors and leaders
        
        schedule accordingly
  - - - Goal orientation
      - Motivation to learn
      - Self-efficacy
    - - tools, methods and contexts that are combined and integrated to create a delivery approach
  - - - variability in practice conditions
      - withholding knowledge of results until trainees have completed multiple trials (non-continuous feedback)
      - contextual inference during practice (embed context specific cues)
      - Gradual removal of knowledge of results
  - - - during a debrief, the team or individual reflects on recent experiences and identifies what went good adn what went wrongs, and hwo it could be improved
        
        self reflection and reinforcement
  - - - declarative knowlege
      - skilled behaviors
      - self-efficacy for transfer
  - - - make decisions about the future of the training programe
      - provide feedback to trainees
      - marketing of the training outcomes either to future organisators or future trianees
- - - - Learning = permament change in behavior
        
        attitudinal outcomes
        
        behavioral outcomes
        
        cognitive outcomes
      - Goldstein and Ford training Model( CHECK LITERATURE)
        
        Task needs analysis
        
        Task analysis
        
        Obtaining KSAOs and analyzing performed task to determine what employees must do to perform well in the aforementioned task
        
        Person analysis
        
        obtaining KSAOs and performance to determine who needs training
        
        Organisational anlaysis
        
        Examines company; goals, problems to determine what employee has to do to perform successfully
      - Training = systematic acquisition of skills/concepts/attitudes
    - - Trainee readiness; whether participant has the personal characteristics necesseary to acquire knowledge from a training and apply it to the job
        
        goal orientation
        
        2 types of orientation
        
        Performance orientation
        
        Mastery orientation
        
        experience level
        
        inexperienced = long and structured training
        
        Experienced = shorter and less structured training
        
        general mental ability
        
        also important ; trainee motivation
    - - auditory
      - kinetic
      - visual
    - - Reinforcement theory (Skinner) - you know this shit, no need ot epxlain
      - Social Learning theory (Bandura) = modelling, (u know this shit)
      - self-efficacy, goal setting, feedback
      - PRINCIPLES OF LEARNING
        
        Automaticity (overlearning) - comes when task is performed with limited attention
        
        Fidelity
        
        Physical fidelity - Extent to which the training mirrors the physical features of the task performed on the job
        
        Psychological fidelity - Extent to which the training task helps trainee develop necessary KSAO's necessary to perform the job
        
        Active practice
      - Whole vs Part learning = Whole (made on one sitting) is best for complex tasks that show high level of organisation/structure. Partial learning is better for complex tasks that seem somewhat chaotic- low organisation.
    - - Ethnocentric vs Globally Inclusive Organisaitons
  - - - Demonstrate KSAO's
      - Create opportunities for trainees to practice the required skils
      - Present relevant info and content
      - Provide feedback during and after the practice
    - - Job rotations
      - Apprenticeship
    - - Simulations
        
        Why are they so awesome?
        
        Safety considerations
        
        Learning considerations - active practice and feedback
        
        Controlled reproductability (of the real world)
        
        Costs
      - Blended learning = distance plus face-face learning
      - Distance learning- skype /tv
      - Computer-based learning
        
        Adaptive guidance: providing info that helps to interpret past performance and determine what should be studied/practiced in order to increase the performance (in other words feedback)
      - Programmed instruction
        
        linearly programmed
        
        branched programming
      - CLASSROOM LECTURE - Good just for conveying large amount of knowledge to a large amount of people - not skill acquisition
    - - Transfer of training climate = workplace characteristics that inhibit/facilitate the transfer to the job what has been learned during the training
        
        Horizontal transfer = Transfer across tasks/contexts at the same level of organisation
        
        Vertical transfer = transfer across different levels of the organisation (individual learning outcome influencing team outcome f.e.)
      - Activities before (f.e. supervisors involvement) and after the training (supervisors support) also influence the transfer
      - CHARACTERISTICS OF A POSITIVE TRANSFER OF TRAINING CLIMATE
        
        Opportunities to use learned capabilities
        
        Access to equipment or resources that are essenial for transfer of training
        
        Adequate peer and supervisor support
        
        Adequate working conditions
        
        Continuous learning culture
        
        Regular feedback and positive reinforcement
        
        Early socialization indicating that training is important
    - - most of the off-site training programs create an artificial, almost vacation-like atmosphere, that does not easily transfer back to the workplace
  - - - purposes
        
        Provide feedback that will improve training even further
        
        Justification of the costs of training
        
        Checking whether training si effective
      - KIRKPATRICKS 4-LEVEL MODEL (CHECK)
        
        Internal criteria
        
        Reaction criteria
        
        Affective
        
        Utility (more predictive)
        
        Learning Criteria
        
        External criteria
        
        Behavioral criteria
        
        Results criteria
- - - - 2) Implementtion of training needs assessment
        
        meta-analysis couldnt find a pattern
        
        organizational/task/personal analysis
      - 3) The skill or task characteristics trained
        
        skills/tasks: cognitive, interpersonal, psychomotor
      - 1) Type of evaluation cirteria
        
        Kirkpatricks model
        
        difference between different criteria is negligible = all are the same
      - 4) The match between the skill or task characteristic and the training method
        
        Learning and Behavioral criteria - best effect obtained through cognitive tasks and interpersonal tasks
        
        Result criteria = best for interpersonal, worst for psychomotrt
        
        Reaciton criteria = medium-arge effect for cognitive and psychomotor skills
- - - - Goal: Link evaluation and measurement unique capabilities and strategic initiatives of the organisation
        
        Link training outcomes to measures of organisational effectiveness
        
        Link measures of roganisational effectivenes to job-level knowledge and skills
        
        identify business results that matter to the organisation
      - Tools:
        
        Develop logic models or causal models linking training to the organisational impact
        
        Introduce decision-makers in long-term planning for training
        
        Scan internal and external environment to determine organization-level strategic initiatives
    - - Goal: Establish reasonable expectation from decision makers about the type of evidence that will demonstrate training success
        
        Identify required levels of evidence to show training success
        
        Frame expectations for evaluation outcomes in the mind of decision-makers
        
        Distinguish between proof and evidence in the mind of decision makers (evidence = undeniable)
      - Tools:
        
        Clarify costs of evaluation as a function of evaluation rigor
        
        Involve decision-makers in planning for training evaluation
        
        Clarify the purpose for evaluation or intended use of information
    - - Goal: Improve the impact of training on individulal and organisational effectiveness by involving all organisational members in the planning of training
        
        Increase support by peers and supervisors on the job
        
        Increase organisational support for training
        
        Increase motivation to train in trainees
      - Tools:
        
        Clarify the relationship between training and organisational effectiveness, and train supervisors in post-training supporting behaviors
        
        Involve decision makers in planning for the training
        
        Use evidence of past training success to enhance motivation of future trainees
    - - Goal: Eliminate or reduce counterarguments to claim that training is effective (defend your baby!)
        
        Demonstrate the linkage between training and organisational effectiveness
        
        Choose appropriate research designs
      - Tools:
        
        Use trend lines or start dates for training when more sophisticated research designed are unavailable
        
        Use internal reference strategy when other research designs are unavailable
        
        use control groups and pretests whenever possible
    - - Planning for training must be a collaborative process
      - accountability for training must be emphasized throughout the organisation
      - training development must be a rational process
- - - - Facilitation of Learning
        
        practice
        
        feedback
        
        demonstration
        
        information
      - Facilitation of Transfer
        
        exploration
        
        simulation-based training
        
        error management
        
        guided team self-correction
        
        embedded training
        
        e-learning
    - - Training evaluations
        
        reactions
        
        behavior
        
        learning
        
        results
      - Climate for Transfer and Sustainment
        
        resources
        
        policies and procedures
        
        support
        
        follow-up
    - - Training Needs analysis
        
        person analysis
        
        organisational analysis
        
        job/task analysis
      - Buy-In
        
        stakeholders
        
        trainees