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| process whereby people acquire capabilities to perform jobs |
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| such as teaching sales representatives hot to use intranet resources , review income statement, etc |
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| critical and can be taught and may include communicating, mentoring, managing a meeting, and working as a part of a team |
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-Required and Regular training (legal requirements such as OSHA and EEO, and new employee orientation -Job/technical Training (enables employees to perform their jobs well) -Interpersonal and problem-solving training (addressed both operational and interpersonal problems and seeks to improve organizational working relationships) -Development and career training (provides longer-term focuses to enhance individual and organizational capabilities for the future) |
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-Required and Regular (safety compliance, wage and hr rules, sexual harassment) -Job and Technical (customer service, IT systems, operations, product detail) -Interpersonal and Problem Solving (communications, team relationships, conflict resolution) -Development and Career (business trends, leadership, career planning, performance management) |
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| the way an organization identifies and leverages knowledge in order to be competitive |
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| process in which a trainer and the organizational client work together to determine what needs to improve organizational and individual results |
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| chief learning officer CLO or chief knowledge officer CKO |
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| a leader who designs knowledge through training for individual employees and the organization .. likely to develop strategic training plans for their organization |
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| 3 components of intercultural competence require attention when training expatriates for global assignments: |
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-Cognitive: what does the person know about the culture -Emotional: How does the person view other cultures, and how sensitive they are to cultural customs and issues? -Behavioral: How does the person act in intercultural situations? |
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| programmed training and learning method consisting of short case studies and critical incidents such as intercultural interactions and potential misunderstanding involving expatriates and host-country nationals |
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| Intercultural Competence Training Components |
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Cognitive -cultural specific training and language course Emotional- social skill training, prejudices, sensitivity Behavioral- cultural assimilator, international projects, and social skills with intercultural situations |
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| Systematic Training Process |
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| Training Needs Assessment--> Training Design-->Training Delivery-->Evaluation--> |
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| Sources of information used in training needs assessment |
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| Organization-wide Sources, Job/Task Sources, and individual employee sources |
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| 3 primary considerations when designing training: |
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1. Determining learning readiness 2. understanding different learning styles 3. designing training for transfer |
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| persons belief that he or she can learn the training program content |
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| performance of job related tasks and duties by trainees during training |
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| practice performed in several sessions spaced over a period of hours or days |
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| practice performed all at once |
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| copying someone else's behavior (most elementary, one of the best) |
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| based on the idea that people tend to repeat responses that give them some type of positive reward and avoid actions associated with negative consequences |
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| based on the idea that people learn best if reinforcement and feedback are given as soon as possible after training |
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| training that occurs through interactions and feedback among employees |
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| on the job training OJT stages |
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| prepare the trainees, present the information, have the trainee practice, do follow up |
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| variety of OJT, training people to do more than one job |
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| Workforce Investment Act WIA |
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| provides states with block grant programs that target adult education, disadvantage youth, and family literacy. Employers hiring and training individuals who meet the WIA criteria receive tax credits and other assistance for six months or more, depending on the program regulations |
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| planned introduction of new employees to their jobs, co-workers, and the organization |
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| use of the internet or an organizational intranet to conduct training on-line |
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| learning approach that combines short, fast-paced, interactive computer-based lessons and teleconferencing with traditional classroom instruction and simulation |
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| Levels of Training Evaluation / Value to organization |
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Least to Most Reaction, Learning, Behavior, and Results |
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| comparison of costs and benefits associated with training |
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| four stages calculated in cost-benefit analysis |
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1. Determine Training Costs 2. Identify potential saving results 3. Compute potential savings 4. Conduct costs and saving benefits comparisons |
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