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| Organization analysis is a strategic process designed to link workforce planning considerations with trainings needs-assessment results. Another purpose behind this is to pinpoint inefficient organizational units to determine whether training is the appropriate antidote to performance problems. The final purpose behind organization analysis is to estimate the amount of support for a specific application of what is learned in training to the actual performance on the job. |
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| The MTM is a method of uncovering specific training needs for a job. It is a three-faceted approach that includes organization analysis, operations analysis (ID of the content of the training), and person analysis (Textbook). |
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| In general, over learning refers to the continued practice or study of material or a skill long after information or the skill has been mastered. |
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| Part learning refers to a type of learning where an individual breaks a task up into chunks in order to better process the information. |
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| Person analysis refers to the identification of who needs training and what kinds of training are needed with the workplace. This is after the ideal set of KSAOs has been identified. A good tool to perform person analysis is the critical incident technique. |
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| Personnel training is the process of orienting and educating employees in the workplace on their new jobs. This is also referred to as on the job training. Training of this nature is associated with entry level education that helps to prepare new employees for the kind of work that they will do. May also include a remediation process for current employees. |
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| Positive transfer refers to when one type of learning situation assists learning in another situation. Positive transfer allows for learners to acquire specific information more easily. It also helps learners function in certain situations where they may not have a lot of previous knowledge. |
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| Procedural knowledge is knowledge of how to do something. It is essentially knowledge of action/how to perform a certain behavior. |
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| Skill acquisition is the process of learning a particular skill. Skill acquisition can be cognitive or physical in nature. For example, cognitive skill acquisition is the gaining of ability to solve problems in intellectual tasks. |
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| Succession planning refers to the planning and finding of internal workers in a company for future leadership positions based on the current needs and turnover rates for a specific company. |
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| Task analysis is the process of identifying how tasks at a specific job are completed. Task analysis itself has five distinct functions: classifying tasks according to learning outcomes, inventorying tasks within a job, selecting the tasks needed to complete a job, decomposing the tasks, and sequencing the tasks in order to achieve successful completion of said job. |
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| Transfer of training is referred to as the extent to which behavior learned in training is actually applied on the job. Transfer of training is essentially how successful a person's training actually prepares them for performing on a job. Transfer of training can be measured right after a person completes training and down the line at a later date. |
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| Vestibule training is a term for near-the-job training offering access to something new. Vestibule training is essentially taught in a classroom or a conference room on the premises of where a person will be working similar to the actual workplace. It's essentially like on-the-job training, but the training will not actually interfere with productivity. Popular during the Industrial Revolution in factories. |
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| Whole learning refers to learning the whole of something as opposed to just the sums of the individual parts. |
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| A part of Kirkpatrick's four-level model of categorizing training criteria, reaction criteria refer to measures of trainee impressions in regards to a specific training program. Measures of reaction criteria are sometimes called "smile sheets" because they address the satisfaction and enjoyment of the trainees. |
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| Training climate is a result of the interaction between trainees and trainers in the context of whatever training environment they might be working in. Training climate can either be favorable or unfavorable for the effective delivery of training protocols. Favorable: teamwork, trust, and commitment. Unfavorable: Low trust, unhealthy competition, and a lack of interest. |
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| Most common measure of the reliability of internal conisistency aka making sure a question perpetually gets the same outcomes on questions. |
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| With an external criterion, it is implied that the test and criterion behavior are of two different types or they are not the same thing. However, an empirical relation has been established to make an assumption based on the test behavior in relation to the criterion behavior that is being measured. |
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| Often touted as the most rigorous of all research designs, experimental design essentially looks at whether there is a casual relationship between a manipulation and some kind of outcome. Strong for internal validity which leads to cause and effect related inferences. |
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| Kirkpatrick's taxonomy refers to the four levels of training assessment within his model of evaluation. The first level is reaction criteria which measures how participants feel about the training. The second level is learning criteria which looks at what participants have actually learned in training. The third level is behavior criteria which measures whether what was learned is actually being applied on the job. The fourth level is results criteria which measures whether or not the application of training is actually achieving results. |
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| An internal criterion refers to when the specific content domain being test and the criterion behavior being measured are drawn for the same content pool. |
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| The Solomon 4-Group Design is a type of experimental design where the experimental groups receives both and pretest and a post-test. There are three control groups associated with the design. One control group receives the pretest and the posttest. Another group receives training plus a posttest. The final group receives the posttest only. With this particular design, we can assess the main effect of a testing as well as the interaction of the training and the testing. This allows for us to generalize the effects of the training towards the general population. |
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| The training criteria is a generally agreed upon benchmark or performance level for assessing the success of a training program. If the work is not performing up to the level of the training criterion, they may be assigned to remediation or could potentially even be terminated. |
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