Term
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Definition
Training is a powerful lever for structuring and guiding experiences that facilitate the acquisition of affective, behavioral and cognitive (ABCs) learning outcomes by employees.
-In turn, learning outcomes can horizontally transfer to the workplace and over time transfer vertically to impact key organizational outcomes. |
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Term
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Definition
Learning Outcomes
-Affective
-Behavioral
-Cognitive |
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Term
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Definition
| Most important phase of training design - success depends on intensive collaborative partnership between key stakeholders. |
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Term
| Why does training needs analysis rely on stakeholder partnership?? |
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Definition
| The charge of the partnership is to clarify the purposes of training, illuminate the organizational context, define effective performance and its drivers, and begin to cultivate a climate of learning. |
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Term
| Training Needs Analysis Essential Activities |
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Definition
1. Conducting Due Diligence
2. Defining Performance Functions and Process
3. Defining Affective and Cognitive States
4. Defining an attribute model
5. Delineating Learning Objectives |
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Term
| Conduct Due Diligence (Training Needs Analysis) |
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Definition
Due diligence is a process for clarifying and quantifying the expected benefits from training for individuals, teams, and higher-level units (division, organization, society).
-The purpose of the process is to gather the info required to have an objective and dispassionate dialog about whether and when a particular solution should be institutionalized.
-And the conversation must encompass more than just performance, productivity and profitability concerns, as training can also be a powerful lever for enhancing performance-related factors. |
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Term
| Conducting Due Diligence Core Component |
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Definition
-Pretraining Transfer Analysis
-The analysis helps describe the dimensions targeted for horizontal transfer, the emergent processes of vertical transfer, and the contextual factors that may promote or impinge on the transfer process. |
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Term
| Define Performance Requirements (Training Needs Analysis) |
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Definition
Established theories of performance, and taxonomies of performances processes, should be leveraged to precisely define the nature of performance.
-Involves describing, disaggregating, and contextualizing the taskwork and teamwork processes
-Once key performance dimensions are defined they should be bracketed by mapping their antecedents and moderators within and outside the focal level of interest.
-It is essential to map the projected trajectory of trainee change in these factors over time - provides insight into how training content should be developed, delivered and evaluated. |
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Term
| Define cognitive and affective states (Training Needs Analysis) |
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Definition
Taskwork and teamwork process are not executed in isolation. As employees enact PERFORMANCE processes (i.e. situation assessment) they dynamically draw upon and review their COGNITIVE (i.e. mental models, situation awareness) and AFFECTIVE (i.e. self-efficacy, motivations) states. Designers charges with creating training solutions must describe and frame these states, specify why and how they enable effective performance, and forge instructional experiences that appropriately target them for development.
-The unfolding compositional or compilational process via which the content and structure of cognition and affect emerge to the unit level should be clearly specified because it provides insight about the kinds of instructional methods, features, and tools required to facilitate the development of team states. |
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Term
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Definition
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Term
| Define KSA attributes (Training Needs Analysis) |
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Definition
Attribute models specify the direct determinants of performence such as knowledge, skills, and attitudes (KSAs).
-Training designers should leverage structured attribute inventories, skill repositories, and even performance records to shed light on the KSAs that should be targeted for development by a training solution.
-KSAs must first be identified and then ordered in a sequence from those that are more fundamental to those that are more complex in order to maximize the benefit of sequenced learning opportunities. |
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Term
| Delineate learning objectives (Training Needs Analysis) |
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Definition
The information gathered from prior steps in need analysis process must be translated into training objectives, learning objectives, and enabling objectives.
-Task statements are often transformed into learning objectives by supplementing them with contextual information and performance standards.
-Suitable learning objectives are clear, concise and measurable. |
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Term
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Definition
Series of activities undertaken in support of developing training content:
1. Designing a learning architecture
2. Creating instructional experiences
3. Developing assessment tools |
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Term
| Design learning architecture (Develop Training Content) |
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Definition
A learning architecture is comprised of several integrated subsystems which collectively provide the capability to plan, select, author, sequence, push, evaluate, store and mine learning content, techniques, assessment algorithms, KSA profiles, and performance records.
-An intelligent scenario management system can be programmed to provide instructional designers, instructors, and trainees with the access, tools, and guidance required to create and change content to reflect operational challenges.
-Learning architectures should be designed to account for learner differences in goals, competencies, and capabilities and adjust accordingly. |
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Term
| Forge instructional experiences (Develop Training Content) |
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Definition
*The most important step*
Involves forging and blending instructional experiences.
-Process includes outlining an instructional management plan, instructor guides, and when necessary detailed scripts.
-When a myriad of branching paths preclude precisely defining a single overarching chronology of experiences, the most effective alternative event timelines should be mapped to help inform scenario sequencing, assessment, and feedback. This means it is essential to impart the capabilities underlying the component tasks prior to developing KSAs underpinning linking tasks.
-When instructional content is integrated and orchestrated it serves to foster holistic, meaningful experiences for trainers. |
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Term
| Three of most common means of packaging training content |
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Definition
1. Information presentation
2. Demonstration
3. Practice |
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Definition
Lectures
Exercises
Case studies
Games |
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Term
| Demonstration or Modeling |
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Definition
Role-playing
Motion Pictures
Closed-Circuit Television
Interactive Multimedia Displays |
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Term
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Definition
-Allotting time for massed practice followed by a variable practice schedule can be effective
-Sufficient spacing between separate training modules and between lessons and learning assessment
-Novice learners should be exposed to routine obstacles that must be navigated
-Practice difficulty can be increased to simulate complex challenges in increasingly incongruent environments |
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Term
| Develop Assessment Tools (Develop Training Content) |
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Definition
Assessment tools and techniques must be developed to operationalize key learning constructs.
-The most straightforward guidance is to develop standardized measures of unitary constructs; assess multiple learning outcomes and performance processes; and triangulate the measurement of outcomes via multiple assessment methods. |
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Term
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Definition
1. Setting the stage for learning
2. Delivering a blended learning solution
3. Supporting transfer and maintenance |
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Term
Setting the stage for learning (Implement Training)
First Step |
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Definition
| Begins by ensuring trainers are properly prepared to facilitate the delivery of instruction, recognize and assess learning, and reinforce effective performance when it occurs. There are several approaches to preparing trainers to perform their duties such as "rater error" training, "frame of reference" training, and the "mental simulation of instructor" activities. |
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Term
Setting the stage for learning (Implement Training)
Second Step |
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Definition
Involves preparing the trainee for the acquisition of KSAs. This includes measuring and increasing a trainee's motivation to learn, self-efficacy and self-regulatory skills.
-Once trainers and trainees are adequately prepared to engage in learning, the purpose and objectives of training must be stated and explained. |
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Term
Setting the stage for learning (Implement Training)
Third Step |
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Definition
Stating learning and performance standards so that trainees have appropriate benchmarks against which to gauge their development.
-In addition to setting standards, trainers should discuss how trainees should pursue goals. |
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Term
Setting the stage for learning (Implement Training)
Final Step |
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Definition
Involved providing trainees with learning tips.
-Learners should be encouraged to explore, experiment, and actively construct meaning from training events. |
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Term
| Deliver the blended learning solution (Implement Training) |
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Definition
Involves delivering the blended learning solution. There are three mechanisms for delivering content including: information presentation, modeling, and practice.
-Specific content of what is discussed is dictated by particular KSAs targeted for development
-Trainees should be encouraged to actively construct, integrate, and associate various facts rather than be treated as passive recipients of instructional content.
-During practice, trainees should be given ample opportunity to repeatedly engage in the cognitive and behavioral actions targeted for development to the point of overlearning... guide trainees thru deliberate practice by requiring repetitions on gradually modified tasks. |
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Term
| Support transfer and maintenance (Implement Training) |
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Definition
The post-practice stage (after training is complete) provides a window of opportunity to enhance learning transfer and maintenance.
-Asking trainees to generate explanations for their actions is critical.
-Trainers should debrief trainees. Once debriefing is complete, trainers should offer final guidance to learners.
-Trainees should be prompted to set proximal and distal goals for applying newly acquired capabilities in the workplace.
-Intervene in the workplace to ensure transfer. |
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Term
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Definition
Final phase of design involves evaluating whether training was effective and, more importantly, WHY it was effectively (or ineffective) so that required improvements can be made.
-Determining the purpose of the evaluation as well as the sophistication of the consumers of evaluation study findings. |
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Term
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Definition
| Anything that is useful to decide who to hire or not hire. |
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Term
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Definition
Conscientiousness - how dependable
Agreeableness - friendly, trusting
Neuroticism - Emotional Stability
Openness - Receptive to ideas/feelings, etc.
Extraversion - Outgoingness |
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Term
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Definition
Most consistently predicts job performance - the dependability in doing one's job
--other factors predict job performance in team or group settings-- |
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| Single best predictor of job performance |
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Definition
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Term
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Definition
| Consistency with which something is measured |
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Definition
| Measuring what you intended to measure |
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Term
| Reliability and Variablity |
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Definition
Reliability is a necessary but not sufficient condition for validity...
Something can be reliable without being valid BUT it can not be valid without being reliable. |
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