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Training (Landy (2007) (trainee characteristics (orientation (mastery…

- - - - permanent behaviour change
      - not observable
    - - declarative knowledge ( cognitive)
      - procedural knowledge (skills based)
      - attitudes ( affective)
    - - distributed practice prevails over massed practice
      - overlearning is desirable
        
        leads to task automaticity
      - fidelity
        
        training should be as similar to real task as possible
      - partitioning of practice
        
        effective for complex tasks
  - - - Who needs training?
    - - Which skill needs improvement?
    - - Which departments need training?
  - - - high experience x high cognitive ability = brief training
    - - mastery
        
        trainee accepts mistakes as part of progress
      - performance
        
        belief of fixed abilites, low frustration threshold
  - - - positive rewards increase behaviour frequency
        
        best given right after training/behaviour
    - - observation of other employees has learning effect
      - self-efficacy as core concept
        
        needs to be supported/increased
    - - focused practice of desired behaviour
      - use of demonstration videos and rehearsal
    - - reaction ( trainee impression)
      - learning ( skill assesment)
      - behavioural ( skill transfer to work setting)
      - results ( organizational outcomes)
- - - - overall training participation
    - - new ideas
    - - setting challenging goals
- - - - AE
        
        accomodating
      - RO
        
        diverging
        
        References:
        Landy, F. J., & Conte, J. M. (2007). Training and Development In Landy, F. J., & Conte, J. M. (Ed.), Work in the 21st century: an introduction to industrial and organizational psychology (p. 293-320)
        Woods, S.A., & West, M.A. (2010). Learning, Training, development. In The psychology of work and organizations (pp. 238–256). South-Western Cengage Learning.
        Kolb, D. A., Boyatzis, R. E., Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. In Perspectives on thinking, learning and cognitive styles (pp. 1–40).
        
        Name: M. Schoen StudentNr:431297 Tutor: F. Wolters Group: 15 Course: 2.8 Problem: 4
    - - AE
        
        converging
      - RO
        
        assimilating
  - - - grasping
        
        concrete experience (CE)
        
        abstract conceptualization (AC)
      - transformation
        
        active experimentation (AE)
        
        reflective observation (RO)