Chapter 5 - Orientation, Training, and Development

Develop realistic goals andor measures for each ojt

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Unformatted text preview: whole- versus- part learning – most jobs can be broken down into parts that lend themselves to further analysis • determining most effective manner for completing each part provides basis for giving specific instruction ! massed- versus- distributed learning – amount of time devoted to practice in one session • spacing out training will result in faster learning and longer retention ! Feedback and reinforcement – some feedback comes from self- monitoring while other feedback comes from trainers, fellow trainees, etc. As employee’s training progresses, feedback serves purpose of knowledge of results and motivation Meaningfulness of presentation – presented in meaningful manner so trainees can connect training with things already familiar to them Modelling – learning by watching • Behaviour modification – technique that if behaviour is rewarded (positively reinforced) it will be exhibited more frequently in the future o Important to use some type of incentive to reinforce • ! ! Characteristics of Trainers • Success of training activity depend on skills and personal characteristics of those responsible for conducting training • Good trainers (staff or line managers) need to be knowledgeable about subject, well- prepared, good communication skills, and enthusiastic with sense of humour Phase 3: Implementing the Training Program • • • • Choices regarding instructional methods are where “rubber meets road” in implementing a training program Major consideration in choosing among various training methods is determining which ones are appropriate for KSAs to be learned Factual = lecture, classroom, programmed instruction Large beha...
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