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Training and Development - Coggle Diagram

- - - - On-the-job training: Training during working through modelling
      - Apprenticeship: Working for a master for a long time to acquire a skill with teachings done off-the-job occassionally
      - Mentoring: Informal apprenticeship involving a buddy system between a new recruit and an experienced worker
      - Vestibule training: Create a training environment next to the real one, high physical fidelity
      - Job rotation: Work in different positions for a brief period of time. Allows employers and employees to know employees' strengths and weaknesses
    - - Seminars/Lectures
      - Conference: Sharing among participants
      - Audio-visual instruction
      - Computer-assisted instruction
      - Executive coaching: Working with a consultant for professional development
      - Behavioural modelling training: Trainees observe behaviours from models and imitate
      - Simulation-based training: Create environment with replica of equipment
      - Programmed instruction: Instructional materials given that positively reinforce them as they move through material at their own pace
        
        Linear programming: All trainees proceed through same material
        
        Branching programming: Customised approach giving learner extra practice on material they have difficulty with
  - - - System elements: Things that can go wrong during training
      - Recipient elements: Individual differences, responses towards training, psychological processes involved
      - Pre-training factors
        
        Individual differences
        
        Cognitive ability (g): The higher cognitive ability, the more effective training is
        
        Self-efficacy: Perceived ability of accomplishing something domains specific, leads to better training outcomes and job attitudes
        
        Goal orientation
        
        Mastery/learning goal: Learning for the sake of learning and care for improvement. Leads to better performance in learning
        
        Performance goal: Learning for the sake of performing well
        
        Motivation
        
        Can be a trait: IQ, conscientiousness
        
        Can be a state: Perceived usefulness, workload
        
        Increase motivation by stressing importance of training, reducing stress associated with training, and also incentivising training
        
        Employee participation in training decision
        
        Training induction: Previewing training contents to trainees to prep them on what to expect and teaching them learning strategies
        
        Framing of training: Label it as an opportunity rather than a punishment
        
        Organisational climate
    - - Display relevance in information and concepts covered in training
      - Demonstrate required KSAs to be learned
      - Opportunities to practice: Distributed practice over mass practice
      - Feedback during and after training
    - - Focus on applying and maintaining training in work activities
      - Training transfer increases training effectiveness
      - Horizontal transfer: Transfer across different settings at the same level of the organisation
      - Vertical transfer: Transfer across different levels of organisation
    - - Transfer of training climate: Does the workplace create an environment that facilitates and encourages transfer of training
        
        Promote and reward transfers
        
        Supportive environment
      - Opportunity to apply trained skills immediately on the job to prevent reverting back to old ways of doing work: Shorter the delay, the better the transfer
      - Team leaders reinforcement of training
    - - Reaction: Affect towards training and perceived usefulness of training (training feedback forms)
        
        Internal criteria: Focus on what occurred within the training programme
      - Learning: KSAs acquired after the training
      - Behaviour: Changes observed back in actual work settings
        
        External criteria: Focus on changes occurring back on the job
      - Result: Changes in desired organisational outcomes
      - All 4 levels must be met for training to be successful
        
        Criticism: Blindly following the 4 criteria
        
        Decision-based instead: Decide what the purpose of the training is and evaluate based on that
    - - Focus on level 2-4 of Kirkpatrick's model
      - Strong conclusions only made from proper experimental designs (control group and random assignment)
      - Posttest only: No baseline
      - Pretest-posttest: Results can be due to natural learning
      - Pretest-posttest with control group: Random assignment and psychological reaction to pretests. Can employ a waitlist method
- - - - Physical fidelity: Physical features mirrored
      - Psychological fidelity: KSAOs necessary developed
    - - Whole learning: Entire task is practiced at once
      - Part learning: Subtasks practiced separately and then combined (complex task with low organisation)
    - - Massed practice: Individuals practice a task continuously without rest
      - Distributed practice: Individuals rest between practice sessions. Results in more efficient learning and retention