2.2- Training and Measuring Outcomes

2.2- Training and Measuring Outcomes - Unit 2, Lecture 2:...

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TRAINING AND DEVELOPMENT Prof. John Kammeyer-Mueller MGT 4301 Unit 2, Lecture 2: Training and Measuring Outcomes
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Plan Where we are Understand the basics of how companies socialize individuals Where we want to be Understand something about the training and development process Understand what people learn in training sessions How we know how we’re doing How does one go about developing learning goals? What are the most effective ways to deliver training to employees? How can we evaluate the success of a training program? Unit 2, Lecture 2: Training and Measuring Outcomes
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Teaching Someone How to Be a Better Driver There are a lot of jobs where driving matters, so this isn’t purely abstract How would you develop learning goals for driving? How would you teach someone to drive more effectively? How would you measure if someone had effectively mastered the content? Unit 2, Lecture 2: Training and Measuring Outcomes
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Teaching Someone How to Be a Better Driver Develop a training session for a new employee just starting work at a job in your company What are the basics of what people need to do (i.e. do a miniature job analysis)? How do you identify what it is that people need to learn? How to you identify the possible methods for providing this information? What are some variables you need to consider? How do you measure whether the training works? Unit 2, Lecture 2: Training and Measuring Outcomes
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The Process of Developing Training Unit 2, Lecture 2: Training and Measuring Outcomes Identify Training  Needs Develop Specific  Learning Goals Develop Training  Program Principles for  learning •Delivery  methods Evaluate  Effectiveness of  Training
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Training Principles: Part vs. Whole Learning Part learning Learning small pieces of material and then eventually combining everything to form larger concepts Expertise in fields like sports and musical performance is built by doing one small activity very frequently, until each activity can be completed proficiently without conscious thought Useful for cases where a specific skill is all that is needed, without the unnecessary complications provided by seeing how all the issues fit together. Whole learning Learning the large concepts well with the expectation that the pieces will fall into place more easily when the big picture is mastered. Expert performers are able to take a big picture view of a topic Useful for cases where the main task is understanding and coordinating a variety of topics Unit 2, Lecture 2: Training and Measuring Outcomes
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Training Principles: Active Learning Active participation Ask questions about material Challenge their existing ideas Apply the material Information is much easier to integrate into your network of existing ideas if you are actively involved in the process of thinking about the material because your attention is more focused and engaged Learning by osmosis Doesn’t really work well Unit 2, Lecture 2: Training and Measuring Outcomes
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2.2- Training and Measuring Outcomes - Unit 2, Lecture 2:...

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