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EE Evaluation categories performance |
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Computer Assisted Instruction |
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Continuing education Units |
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CEUs to maintain certification |
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group in study no training |
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Total cost + # of Trainees |
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especially good especially bad jobs |
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Difference between Training and Ed |
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Training is specific Education is general |
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training mgrs openness and feedback |
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acquiring general knowledge |
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determines if training was successful |
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Experiential Group Exercises |
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groups that make decisions solve problems |
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Group that receives the training |
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5 principles of Andragogy |
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EPPCI -experince, problem, participation, calloborative, involvement |
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predetermined % per category |
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evaluation process pairs of items, only one is outstanding performer |
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Four Criteria for Evaluation Training Programs |
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RLBR- Reactions, Learning, behavior, results |
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Evaluation procedure performance - rating scales |
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Evalutation bias one Pos. = overall perception OR one neg (Horn effect) |
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improvements = after new habits are aquired |
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events between Pretest and Posttest. Threaten Eval. design |
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Modeling, observing others. (vicarious learning) |
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Individual identifies performance defeciencies |
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Teaching WHAT is right and WHY it is right |
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Students work to apply learning |
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Two Evaluators = same outcomes EE or Applicant |
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broaden focus and increase knowledge |
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Simplifying a job - repetitive |
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add more of the same kind of elements |
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Assign trainees to decision making executive board |
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Sensitivity (T-Group) express personal feelings |
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graph of correct responses |
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creates, acquires, transfers knowledge Behavior reflects this |
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Leniency-Strictness Effect |
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Level of learning Analysis |
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Level of learning Application |
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Learner applies to practical problems |
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Level of Learning Comprehension |
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Learner able to perceive importance |
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Level of Learning Evaluation |
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Learner able to make judgements of Value and Worth |
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Level of Learning Knowledge |
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Learner recalls specific Facts |
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Level of Learning Synthesis |
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drawing from related sources reach conclusions |
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Steps in the action research model |
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Problem, data, feedback, diagnosis, action planning, action , reevaluation |
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internal changes of trainees from pretest to posttest |
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Mgt by Objectives Goals, evaluate performance |
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Method of sucessive approximations |
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shaping behavoir by selectively reinforcing |
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info is threatening or not useful |
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skills acquired thru practice |
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Negative transfer of training |
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inhibits performance new situation |
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Negatively acceleratin learning curve |
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rapid learning in beginning smaller learning later |
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numbers more exact then subjective info |
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reduction of effectiveness new knowledge |
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stimulus-response selective reinforcement |
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behaviors needed to perform task properly |
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Organizational Development |
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HR improving Org thru structured interventions |
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assessment of org. problems succession planning, org climate |
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ranking by comparing EEs to each other |
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Coworker evaluates employee's performance |
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identify deficiences in EE performance |
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learning curve no performance improvements |
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Positive transfer of training |
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training enhances performance new situation |
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Positively accelerating learning curve |
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slow in beginning significant later |
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forget old info interferes with new info |
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small steps master each step |
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Quasi-experimental design |
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studies in natural setting less control |
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bias recent events are weighted more |
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environment influences behavoir individuals influence environment |
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behavior determined by rewards or punishment |
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foregetting new info interferes with remembering old |
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training act out roles of other people |
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echange roles act out situation |
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slow learning beg. and end rapid learning in the middle |
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Achieve all genetic blueprint |
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Self managed group rotate jobs |
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Belief in your own capabilities |
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How we see ourselves skills, abilities, behaviors |
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unstructured group discussion share feelings and emotions no trainer or agenda |
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Eval. bias compared to previous EE |
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Change behavior by selective rewards |
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training environment reproduction of real-life environment |
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Knowledge Comprhension Application Analysis Synthesis Evaluation |
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Core demension of a job allows EE to develop skills |
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Learning is influenced by what is reinforced. |
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Solomon four-group design |
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random 4 groups two groups pretested two groups trained |
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learn with symbols, images, associations |
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degree that task has signficant impact |
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Task is whole job - not just small act (core dimension of job) |
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Three phanses of the sytems model of training |
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Assessment Train. & Dev Eval |
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research periodically measuring |
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Total Quality Mgt continuous improvement = error-free products |
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learning specific info or skills |
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Training and development phase |
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Design and presentation phase of Systems model of training |
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transfer of new knowledge or skill to new job |
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Data gathered without influencing EE behavior (files) |
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Attitudes and beliefs internalized into values |
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training in a replication of actual job sistuation |
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Also "imitative learning"- learn by observation |
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bias EE eval. fit a specific avg |
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OD strategy Problem, data, feedback, diagnosis, action planning, action, reevaluate |
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Also "Andrgogy" - experienced based, problem centered, participative |
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Asynchronous Learning Networks Anytime-Anywhere combines self-study with others |
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Eval procedure EEs ranked best and worst until all are ranked |
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Adult learning process participative, experience-based, problem-centered |
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trainee works with skilled EE |
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First phase of Systems Model of Training determine need for training and Dev |
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Assess the mgt potential of EEs use problem solving groups |
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Behaviorly Anchored Rating Scales Each point on scale has a behavioral description |
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behavior to be learned how the behavior is to be performed |
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Behavioral Observation Scales |
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how frequent certain behaviors are observed |
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Sequence of career activities |
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posttest data after training program |
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Perf. Eval Bias Evaluator gives AVG ratings to all EES |
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combining series of activities performed sequentially |
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conditioned stimulus paired with an unconditioned stimulus |
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