员工培训与开发重点英文版.docx
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员工培训与开发重点英文版.docx
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员工培训与开发重点英文版
Topic3
1.Discussthefivetypesoflearneroutcomes.
•Verbalinformation
•Intellectualskills
•Motorskills
•Attitudes
•Cognitivestrategies
.
2.Explaintheimplicationsoflearningtheoryforinstructionaldesign.
Fromatrainingperspective,reinforcementtheorysuggeststhatforlearnerstoacquireknowledge,changebehavior,ormodifyskills,thetrainerneedstoidentifywhatoutcomesthelearnerfindsmostpositive(andnegative).Trainersthenneedtolinktheseoutcomestolearners’acquiringKSAsE.gBehaviormodification
Accordingtosociallearningtheory,learningisinfluencedbyaperson’sself-efficacy,whichisonedeterminantofreadinesstolearn.
Sociallearningtheoryistheprimarybasisforbehaviormodelingtrainingandhasinfluencedthedevelopmentofmultimediatrainingprograms.
Goalsettingtheoryinfluencestrainingmethodstobeconsidered.Goalsettingtheoryalsoisusedintrainingprogramdesignbecauseitsuggeststhatlearningcanbefacilitatedbyprovidingtraineeswithspecificchallenginggoalsandobjectives
Goaorientationtheoryisbelievedtoaffecttheamountofeffortatraineewillexpendinlearning(motivationtolearn).Learnerswithahighlearningorientationwilldirectgreaterattentiontothetaskandlearnforthesakeoflearningincomparisontolearnerswithaperformanceorientation.
Needtheoriessuggestthattomotivatelearning,trainersshouldidentifytrainees’needsandcommunicatehowtrainingprogramcontentrelatestofulfillingtheseneeds?
Anotherimplicationsofneedtheoryrelatestoprovidingemployeeswithachoiceoftrainingprogramstoattend
Expectancytheorysuggeststhatlearningismostlikelytooccurwhenemployeesbelievetheycanlearnthecontentoftheprogram;learningislinkedtooutcomes;andemployeesvaluetheseoutcomes.
Adultlearningtheoryisespeciallyimportanttoconsiderindevelopingtrainingprogramsbecausetheaudienceformanysuchprogramstendstobeadults,mostofwhomhavenotspentamajorityoftheirtimeinaformaleducationsetting.ImplicationsofAdultlearningtheoryfortrainingasfollowing:
self-concept,experience,readiness,timeperspective,orientationtolearning.
Besidesemphasizingtheinternalprocessesneededtocapture,store,retrieve,andrespondtomessage,theinformationprocessingmodelhighlightshowexternaleventsinfluencelearning.
3.Incorporateadultlearningtheoryintothedesignofatrainingprogram
AdultLearningTheorywasdevelopedoutofaneedforaspecifictheoryofhowadultslearn.
ImplicationsofAdultlearningtheoryfortraining
DesignIssue
Implications
Self–concept
Mutualplanningandcollaborationininstruction
Experience
Uselearnerexperienceasbasisforexamplesandapplications
Readiness
Developinstructionbasedonlearner’sinterestsandcompetencies
Timeperspective
Immediateapplicationofcontent
Orientationtolearning
Problem–centeredinsteadofsubject–centered
4.Describehowlearnersreceive,process,store,retrieve,andactuponinformation.
5.Discusstheinternalconditions(withinthelearner)andexternalconditions(learningenvironment)necessaryforthetraineetolearneachtypeofcapability.
LearningOutcome
InternalConditions
ExternalConditions
VerbalInformation
(Labels,facts,andpropositions)
Previouslylearnedknowledgeandverbalinformation
Strategiesforcodinginformationintomemory
Repeatedpractice
Meaningfulchunks
Advanceorganizers
Recallcues
IntellectualSkills
(Knowinghow)
Linkbetweennewandpreviouslylearnedknowledge
CognitiveStrategies
(Processofthinkingandlearning)
Recallofprerequisites,similartasks,andstrategies
Verbaldescriptionofstrategy
Strategydemonstration
Practicewithfeedback
Varietyoftasksthatprovideopportunitytoapplystrategy
Attitudes
(Choiceofpersonalaction)
Masteryofprerequisites
Identificationwithmodel
Cognitivedissonance
Demonstrationbyamodel
Positivelearningenvironment
Strongmessagefromcrediblesource
Reinforcement
MotorSkills
(Muscularactions)
Recallofpartskills
Coordinationprogram
Practice
Demonstration
Gradualdecreaseofexternalfeedback
6.Discusstheconsiderationsindesigningeffectivetraining
•Selectingandpreparingthetrainingsite
•Selectingtrainers
•Makingthetrainingsiteandinstructionconducivetolearning
•Programdesign
Topic5TrainingEvaluation
1.Explainwhyevaluationisimportant.
Trainingevaluationreferstotheprocessofcollectingtheoutcomesneededtodeterminewhethertrainingiseffective.Thatinformationisveryimportanttoorganizationalperformanceoutcomesandhumanresourceoutcomes.
Therearetwotypesofevaluation,formativeandsummativeevaluation.Bothareaimtoimprovethetrainingprogramstobedesignedeffectively.Thus,thefollowingarereasonsforevaluation:
-Toidentifytheprogram’sstrengthsandweaknesses.
-Toassesswhetherthecontent,organization,andadministrationoftheprogramcontributetolearningonthejob.
-Toidentifywhichtraineesbenefitmostorleastfromtheprogram
-Toassistinmarketingprogramsconcernedwiththeinformationaboutparticipants.
-Todeterminethefinancialbenefitsandcostsoftheprogram.
-Tocomparethecostsandbenefitsofdifferenttrainingprogramstochoosethebestprogram.
2.Discusstheprocessusedtoplanandimplementagoodtrainingevaluation.
OverviewoftheEvaluationProcess
Therearefivestepsinvolvingintheevaluationprocess.
-Thefirststepistoconductaneedsanalysis.Ithelpsidentifywhatknowledge,skills,behavior,orotherlearnedcapabilitiesareneeded.Italsohelpsidentifywherethetrainingisexpectedtohaveanimpact.Ithelpsfocustheevaluationbyidentifythepurposeoftheprogram,theresourcesneeded(human,financial,company),andtheoutcomes
-Thesecondstepistodevelopmeasurablelearningobjectivesandanalyzetransferoftraining.Thisstepistoidentifyspecific,measurabletrainingobjectivestoguidetheprogram.Analysisoftheworkenvironmenttodeterminetransferoftrainingcanbeusefulfordetermininghowtrainingcontentwillbeusedonthejob.
-Thethirdstepistodevelopoutcomemeasures.Basedonthelearningobjectivesandanalysisoftransferoftraining,outcomemeasuresaredesignedtoassesstheextenttowhichlearningandtransferhaveoccurred.
-Thefourthstepistochooseanevaluationstrategy.Thisstepistodetermineanevaluationstrategy.
Factorssuchasexpertise,howquicklytheinformationisneeded,changepotential,andtheorganizationalcultureshouldbeconsideredinchoosingadesign.
-Thefinalstepistoplanandexecutetheevaluation.Planningandexecutingtheevaluationinvolvespreviewingtheprogram(formativeevaluation)aswellascollectingtrainingoutcomesaccordingtotheevaluationdesign.
3.Identifyandchooseoutcomestoevaluateatrainingprogram.
ReactionOutcomes
LearningorCognitiveOutcomes
Behavior&Skill-basedOutcomes
AffectiveOutcomes
ResultsOutcomes
ReturnonInvestment
Kirkpatrick’sfour-levelmodel(seeTable6-1,p.201)suggeststrainingcanbeevaluatedonthefollowinglevels:
1)Reactionslevel,whichfocusesontraineesatisfaction.
2)Learninglevel,whichfocusesontheacquisitionofknowledge,skills,attitudesand/orbehaviors?
3)Behaviorlevel,whichfocusesonimprovementinjobperformanceorbehaviors.
4)Resultslevel,whichfocusesonwhetherdesiredbusinessresultswereachievedasaresultofthetraining.
a.Levels1and2measuresarecollectedbeforetraineesreturntotheirjobs.
b.Levels3and4criteriameasuretheextenttowhichthetrainingtransfersbacktothejob.
Trainingoutcomesareclassifiedintofivemajorcategories(seeTable6-2,p.202):
1)Cognitiveoutcomesdemonstratetheextenttowhichtraineesarefamiliarwithinformation,includingprinciples,facts,techniques,procedures,andprocesses,coveredinthetrainingprogram.
2)Skill-basedoutcomesassesstheleveloftechnicalormotorskillsandbehaviorsacquiredormastered.Thisincorporatesboththelearningofskillsandtheapplicationofthem(i.e.,transfer).Skilllearningisoftenassessedbyobservingperformanceinworksamplessuchassimulators.Skilltransferistypicallyassessedbyobservingtraineesonthejobormanagerialandpeerratings.
3)Affectiveoutcomesincludeattitudesandmotivation
a.Reactionoutcomesrefertothetrainees’perceptionsofthetrainingexperience,includingthecontent,thefacilities,thetrainerandthemethodsofdelivery(seesample,Table6-5,p.204).Theseperceptionsaretypicallyobtainedattheendofthetrainingsessionviaaquestionnairecompletedbytrainees,butusuallyareonlyweaklyrelatedtolearningortransfer.
b.Aninstructorevaluationmeasuresatrainer’sorinstructor’ssuccess.
c.Otheraffectiveoutcomesincludetolerancefordiversity,motivationtolearn,attitudestowardsafety,andcustomerserviceorientation.Theattitudeofinterestdependsontrainingobjectives.
4)Resultsarethoseoutcomesusedtodeterminethebenefitsofthetrainingprogramtothecompany.Examplesincludereducedcostsrelatedtoemployeeturnoveroraccidents,increasedproduction,andimprovedqualityorcustomerservice.
5)ReturnonInvestmentinvolvescomparingthetrainingprogram’sbenefitsinmonetarytermstotheprogram’scosts,bothdirectandindirect.
a.Directcostsincludesalariesandbenefitsoftrainees,trainers,consultants,andanyothersinvolvedinthetraining;programmaterialsandsupplies;equipmentandfacilities;andtravelcosts.
b.Indirectcostsincludeofficesupplies,facilities,equipmentandrel
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