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OrgDev
Organization Learning, Development, & Training
| Org Learning, Dev, & Train-Q | Org Learning, Dev, & Train-A |
|---|---|
| Apprenticeship | On-the-job training - inexperienced individuals in skilled trades learn under a master or journeyman. Programs normally operate under government auspice & include both classroom & on-the-job training. Normally, results in the trainee certification |
| Behaviorist (behavioural conditioning) | An appraisal system where the assessment is made against “behavioural” standards that has been developed by the organization |
| Behaviourally-anchored | Focus is on changing behavior thorough the use of reinforcement (and is therefore sometimes referred to as reinforcement learning) |
| Behavioral evaluation | Assesses whether the training resulted in a change in actual employee behaviour on the job |
| Benchmarking | An assessment where practices in “best in class” organizations are used as comparators. It is sometimes used for evaluation to ensure a training strategy is at least in line with those of other targeted organizations |
| Bloom’s taxonomy | Made up of three domains: cognitive, affective & psychomotor |
| Case studies | Generally used in management or leadership training; they involve the presentation of a situation involving a problem or problems that the participant is asked to resolve either on their own or in a team learning context |
| Cognitive development theory | Pioneered by Jean Piaget, theory focuses on the chronological developmental stages for learning & the mental processes that take place throughout an individual’s development from childhood to adulthood |
| Competencies based | An appraisal system based on items such as: communication, decision-making, problem-solving & teamwork that tend to be generic & sometimes not relevant to the job & are as well dependent upon subjective assessment & hard to measure accurately |
| Critical incident based | An appraisal system whereby the appraisers are asked to identify incidents that support their assessment of the employee |
| Didactic | Trainer-led information or skills giving techniques that involves presentations, lectures & demonstrations with questions |
| Experiential learning | A technique for validating training where 2 groups are selected, one which undergoes the training & anther which does not. |
| Experimental & control groups | Training that allows the participant to learn through experience or the discovery of understanding that comes from performing a job-related task or simulation in a training environment |
| Facilitative | Trainer-created, student-led methods where there is an experimental & discovery element to the learning that comes from participant involvement |
| Formative evaluation | Sometimes known as a “rank & yank” appraisal systems that result in a perception of unfairness & employee dissatisfaction |
| Forced distribution | Post-session discussion or interview evaluation |
| Four critical elements of learning | Motivation, reinforcement, retention & transference |
| In-basket exercises | A form of management development & leadership training where participants are presented with a manager’s “in basket” & either on an individual or group basis asked to resolve the issues they find in the in-basket |
| Impact evaluation | A level of measurement that assesses the changes in behaviour or results arising from the training |
| Job instruction training | Considered to be a more formal approach to on-the-job training, where there is a structure, time schedules, specified performance & behavioural outcomes associated with the training |
| KoIb’s learning cycle | Says that learning is made up of four stages (experience, conceptualization, generalization & experimentation) that form a learning cycle |
| Learning evaluation | Assesses whether there was an accurate transfer of knowledge/skill. This is most often done through post-training tests |
| Management development | Focuses on development of leadership knowledge, skills and abilities. Can include: coaching, mentoring, understudy assignments, job rotation, lateral transfers, etc. |
| Organizational analysis | Examines the environment, strategies & resources of the organization to determine training needs |
| Performance analysis | A process Whereby an expert in the area reviews the training program & assesses whether it will achieve its stated objectives |
| Personal mastery | Used to verify that there is a performance deficiency & to determine the appropriate training & development solution. It is essential to distinguish between “can’t do” & “won’t do” employee issues |
| Peer review | The discipline of continually clarifying & deepening our personal vision, focusing our energies, developing patience & seeing reality objectively |
| Programmed learning | Refers to a systematic means of presenting questions/facts or problems requiring the individual to respond, & then providing feedback on the accuracy of their answers. Has been shown to reduce training time by about 1/3 & allows learning at own pace. |
| Reaction evaluation | Assesses the participants’ satisfaction with the training & whether they felt it was worthwhile |
| Request for proposal (REP) | A way to communicate your needs to suppliers so that they can respond by describing their products or services that will best meet them |
| Results evaluation | Assesses whether the training had a measurable impact on the success of the organization. Results that can be tracked include: increased productivity, increased customer satisfaction, reduced waste, etc. |
| Social learning | Theory is based en the notion that some of our behaviour is imitation or modeling of behaviour we have seen in others |
| Social reinforcement | The support the employee will receive in the workplace for the training |
| Socratic | Trainer-led information seeking technique where participants are presented with situations or questions that lead them to discovering new insights & understanding |
| Steps in the training design process | End-of-session questionnaires |
| Summative evaluation | Needs analysis, instructional design, validation, implementation, evaluation & follow-up |
| Task analysis | A detailed study of a job to identify the skills & competencies it requires so as to determine the appropriate training program |
| Trait-characteristic based | An appraisal system based on assessing items such as: determination, initiative, loyalty etc. that are highly subjective & very difficult or impossible to measure in an objective manner |
| Vestibule training | Allows individuals to learn on actual pieces of equipment in a simulated environment |
Created by:
smczim
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