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Preface | |
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About the Authors | |
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Information on the Internet | |
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Needs Assessment and the Learning Environment | |
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The Training Context | |
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Scope of the Instructional Process | |
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What Do We Know about Trainers? | |
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What Do We Know about Types of Training and Training Methods? | |
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Training Challenges | |
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The Changing Workplace and Workforce | |
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Changes in Demographics of Entry-Level Persons in the Workforce | |
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Increasing Job Complexity | |
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Shifts from Manufacturing to Service Jobs | |
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Organizations and Global Markets | |
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Implications for Future Workplace Training Systems | |
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The Problem of Youth with a Skill Gap | |
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Changes in Technology | |
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Concern for Maximizing Individual Worker Potential | |
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Managerial Training Implications of a Competitive Environment | |
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Accountability | |
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Training as a Subsystem | |
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A Systematic Approach to Training | |
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Assessment Phase | |
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Assessing Training Needs | |
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Deriving Instructional Objectives | |
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Training and Development Phase | |
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Choosing a Training Environment | |
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Trainee Characteristics | |
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Learning Principles | |
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Contextual Factors | |
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Evaluation Phase | |
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Instructional Techniques and Training Methods | |
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The Needs Assessment Phase | |
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Organizational Support for the Needs Assessment Process | |
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Establishing a Relationship with Top-Level Management | |
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Establishing a Relationship with Members of the Organization | |
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Organizational Analysis | |
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Specifying Goals | |
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Determining the Organizational Training Climate | |
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Identifying External and Legal Constraints | |
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Resource Analysis | |
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Requirements Analysis | |
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Understanding the Job in the Context of the Organization | |
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Defining the Target Job | |
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Choosing the Methods for Conducting a Needs Assessment | |
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Determining the Participants in the Needs Assessment Process | |
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Determining the Points of Contact in the Organization | |
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Anticipating Problems to Be Resolved | |
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Developing a Protocol | |
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Task and Knowledge, Skill, and Ability Analysis | |
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Developing Task Statements | |
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Determining Task Clusters | |
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Knowledge, Skills, and Abilities and Psychological Fidelity | |
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Developing Knowledge, Skill, and Ability Analysis | |
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Determining Relevant Task and KSA Characteristics | |
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Linking of Knowledge, Skills, and Abilities to Tasks | |
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Competencies | |
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Person Analysis | |
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Developing Performance Indicators | |
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Determining KSA Gaps and Developing Approaches to Resolve Them | |
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Summarizing the Needs Assessment Phase | |
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Examples of Needs Assessment Methods and Techniques | |
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Content-Oriented Job Analysis | |
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Strategic Job Analysis and Strategic Training | |
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Conclusions | |
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The Learning Environment | |
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Instructional Design | |
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What Is to Be Learned? | |
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Learning Outcomes | |
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Stages of Learning | |
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Expert-Novice Differences | |
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Implications of Cognitive Learning Approaches for Training Needs Assessment | |
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Building Effective Instruction | |
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From Training Objectives to a Plan of Instruction | |
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Incorporating Learning Principles | |
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Feedback | |
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Automaticity and Overlearning | |
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Production of the Response | |
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Advanced Organizers | |
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Massed versus Spaced Practice | |
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Whole versus Part Learning | |
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Trainee Issues | |
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Trainee Readiness | |
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Trainee Motivation to Learn | |
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Motivational Theories | |
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Social Learning Theory | |
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Goal Setting | |
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Expectancy Theory | |
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Reinforcement Theory | |
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Equity Theory | |
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Need Theory | |
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The Conditions of Transfer | |
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Classical Approach to Transfer | |
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The Work Context and Transfer | |
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Conclusions | |
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Evaluation | |
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The Criterion Choices: Introduction to the Evaluation Process | |
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Barriers and Contributions in the Evaluation Process | |
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Values and the Evaluation Process | |
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Introduction to Criterion Development | |
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Choosing the Criterion Measures | |
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The Evaluation of Criteria | |
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Criterion Relevancy | |
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Criterion Deficiency | |
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Criterion Contamination | |
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Criterion Reliability | |
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Other Considerations | |
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The Many Dimensions of Criteria | |
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Levels of Criteria | |
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The Interrelationship of Reaction, Learning, Behavior, and Results | |
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A Conceptually Based Classification Scheme of Learning | |
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Outcome Criteria and Summative Evaluation: Process Criteria and Formative Evaluation | |
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Time Dimension | |
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Types of Criteria | |
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Criterion- and Norm-Referenced Measures | |
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Objective and Subjective Measures | |
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Conclusions | |
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Evaluation Procedures | |
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Views of the Evaluation Process | |
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Phases of the Evaluation Process | |
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Methodological Considerations in the Use of Experimental Designs | |
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Pretesting and Posttesting | |
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Control Groups | |
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Internal and External Validity | |
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Threats to Internal Validity | |
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Internal Validity and Intervention Threats | |
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Threats to External Validity | |
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Experimental Design | |
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Preexperimental Designs | |
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Research Example of Preexperimental Designs | |
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Experimental Designs | |
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Research Example of Experimental Designs | |
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Quasi-Experimental Designs | |
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Research Example of Quasi-Experimental Designs--Time Series | |
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Research Example of Quasi-Experimental Designs--Nonequivalent Control-Group Design | |
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Utility Considerations | |
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Other Methods of Evaluation | |
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Individual-Differences Models of Predictive Validity | |
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Content-Validity Models | |
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Practical, Statistical, and Scientific Significance | |
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From Needs Assessment to Training Validity: Some Concluding Words | |
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Intra-organizational Validity | |
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Inter-organizational Validity | |
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Instructional Approaches | |
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Training Delivery: Traditional Instructional Approaches and Emerging Learning Technologies | |
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Traditional Instructional Approaches | |
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Classroom Instruction | |
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Self-Directed Learning Programs | |
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Readings, Workbooks, and Correspondence Courses | |
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Programmed Instruction | |
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Simulated Work Settings | |
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Reasons for Using Training Simulators | |
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Fidelity Issues | |
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Simulator Designed to Facilitate Training Transfer | |
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Effective Instruction | |
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Role of the Trainer | |
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Characteristics of Good Trainers | |
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Emerging Training Technologies | |
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Distance Learning | |
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CD-ROM and Interactive Multimedia | |
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Web-based Instruction | |
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Intelligent Tutoring Systems | |
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Virtual Reality Training | |
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Conclusions | |
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A Variety of Training Interventions and Learning Experiences | |
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Building Employee Capabilities | |
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Employee Orientation | |
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Newcomer Socialization | |
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On-the-Job Training | |
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Apprenticeships | |
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Embedded Training | |
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Performance Support Systems | |
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Enterprise Training | |
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Building Team Effectiveness | |
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Cross Training | |
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Interpositional Training | |
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Team Self-Management | |
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Challenge Education and Adventure Learning | |
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Action Learning | |
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Developing Leaders | |
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Business Simulations | |
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Behavioral Role Modeling and Applied Learning | |
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Assessment Centers and Multirater Feedback | |
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Experience-Centered Learning | |
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Global Leadership | |
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Conclusions | |
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Learning Systems | |
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A Systems Perspective | |
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Training and the Learning Organization | |
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Fundamental Characteristics of a Learning Organization | |
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Models for Becoming a Learning Organization | |
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Challenges to Becoming a Learning Organization | |
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Training and Societal Concerns | |
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Increasing Workforce Readiness | |
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Ensuring Fainess and Enhancing Opportunity at Work | |
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Retraining Workers Given Changing Markets | |
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Conclusions | |
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References | |
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Author Index | |
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Subject Index | |