SCLT 2362 Lecture Notes - Lecture 17: Behavior Modification, Relate, Job Rotation

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Chief learning officers: high ranking manager directly responsible for fostering
employee learning and development within the firm
A Strategic Approach to Training
The Scope of Training
Examination of the environment, strategies, and resources of the organization to
determine where training emphasis should be placed
Organization Analysis
Process of determining what the content of a training program should be on the basis
of a study of the tasks and duties involved in the job
Competency assessment: focuses on the sets of skills and knowledge needed for
decision-oriented and knowledge-intensive jobs
Task Analysis
Person Analysis
Phase 1: Conducting the Needs Assessment
Desired outcomes of a training program
Developing Instructional Objectives
Assessing the Readiness and Motivation of Trainees
Goal Setting
Meaningfulness of Presentation
Recorded or real-life demonstrations
Visual aids
Modeling
Visual, verbal, etc.
Individual Learning Differences
Active Practice and Repetition
If task can be broken down successfully, it probably should be broken down to
facilitate learning; otherwise, it should probably be taught as a unit
After presented, trainee asked question
Self-paced learning: break down learning into sequences for employees to learn
at their own pace
Whole-versus-Part Learning
Amount of time devoted to practice in one session
Principle of distributed learning
Spacing out training result in faster learning and longer retention
Plateau: reduced motivation or person gets discouraged
Massed-versus-Distributed Learning
Behavior modification: technique that operates on the principle that behavior
that is rewarded or positively reinforced, will be exhibited more frequently in
the future, whereas behavior that is penalized or unrewarded will decrease in
frequency
Spot rewards: programs that award employees on the spot when they do
something particularly well during training or on the job
Feedback and Reinforcement
Incorporating the Principles of Learning
Shows a little more effort and prep
Characteristics of Instructors
Phase 2: Designing the Training Program
Phase 3: Implementing the Training Program-Training Delivery Methods
Chapter 7
Tuesday, February 28, 2017
9:43 AM
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Document Summary

Chief learning officers: high ranking manager directly responsible for fostering employee learning and development within the firm: phase 1: conducting the needs assessment. Examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job. Competency assessment: focuses on the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs. Determination of the specific individuals who need training: phase 2: designing the training program. Assessing the readiness and motivation of trainees. If task can be broken down successfully, it probably should be broken down to facilitate learning; otherwise, it should probably be taught as a unit. Self-paced learning: break down learning into sequences for employees to learn at their own pace. Amount of time devoted to practice in one session.

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