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To train or not to train: Effective Training & Evaluation of Training
To train or not to train: Effective Training & Evaluation of Training
LEARNING & TRAINING DEVELOPMENT
Techniques and methods
Case studies
Role-play
On-job training
Simulations
Coaching
Demonstrations
Mentoring
Lectures
E-learning (computer)
Intelligent development systems
Computer-based simulations
Programmed instruction
Development centers
Organizational & team learning strategies
Secondment
Job rotation
Competitor and client placements
Team training
Encouraging networking
Communities of practice
Training Evaluation
Two main issues
Defining evaluation criteria, judging effectiveness of training
Designing systematic methods and procedures
Evaluation criteria; Kirkpatrick's Model
Learning
Behaviour
Reactions
Results
Modelling individual learning outcomes; Gagnes & colleagues
Intellectual skills
Cognitive strategies
Verbal information
Attitudes
Motor skills
Learning & educational taxonomies; Kraiger et. al
Skill-based outcomes
Behavioural; learned performance
Affective outcomes
Attitudes
Motivation
Self-efficacy
Cognitive outcomes
Declarative, procedural knowledge, &c ognitive strategies
Training evaluation designs
Quasi-experimental design
Time-series design
Experimental design :check:
Success or Failure?
Individual differences
3 important areas in understanding how individuals react to training
Ability & cognition
Acquisition of job knowledge
High ability --> exploration & problem solving = better learning
Guided reflection
Personality traits
Conscientiousness positively related with training success
Openness related to training success (not in JP)
Emotional stability weakly related to training succes
Extraversion positively related to training succes
Goal orientation
Performance goal orientation (PGO)
Learning goal orientation (LGO)
Gully & Chen
Learning outcomes are effected through intervening individual differences
Attribute-treatment interactions moderates relationship
Learning outcomes are effected by trainee characteristics
Training Transfer
EXPERIENTIAL LEARNING THEORY (ELT)
Learning = created through the transformation of experience
Knowledge = grasping + transforming
2 dialectic modes of
grasping
experience
Concrete Experience (CE)
Abstract conceptualization (AC)
2 dialectic modes of
transforming
experience:
Reflective observation (RO)
Active experimentation (AE)
Learning Styles
Learning Style Inventory (LSI)
Assimilating
dominant learning abilities: AC + RO
Converging
dominant learning abilities: AC + AE
Accomodating
dominant learning abilities: CE + AE
Diverging
dominant learning abilities: CE + RO
Factors influencing learning style
Educational Specialization
Professional career choice
Personality types
Current job role
Adaptive competencies
FOUNDATIONS OF TRAINING AND LEARNING
Learning outcomes
Skill-based
Affective
Cognitive
Training = systematic acquiring of skills, concepts & attitudes
Needs analysis
Steps:
Task analysis
Person analysis
Organizational analysis
Learning process of training
Trainee characteristics
Readiness
Experience level
Goal orientation
Mental ability
Motivation
Expectancy framework
Theories:
Social learning
Behavioural modelling technique
Increasing self-efficacy
Modelling
Goal setting
Short-term for transfer
Long-term for mastery
Feedback is constructive +accurately timed
Reinforcement
Behvaiour modification method
Positive reinforcement
Principles of learning
Over-learning --> automaticity
Fidelity
Physical
Psychological
Whole learning
Part learning
Massed practice
Distributed
Active practice
Training criteria; Kirkpatrick
Learning criteria (amount learned in training)
Behavioural criteria (training transfer)
Reaction criteria (impression of training)
Results criteria (organizational outcomes)
Utility Analysis
Costs
JP difference estimates between trained & untrained
Extent (length) training is expected to influence JP
Number of people being trained
Variability in JP of untrained people
Validity:
Training validity
Transfer Validity
Intra-organizational validity
Inter-organizational validity