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| A systematic approach to developing training programs. Its six steps include: Conducting a needs assesment, ensuring employees readiness for training, creating a learning environment, ensuring transfer of training, selecting training methods, and evaluating training programs. Example Googles T-D process |
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| Instructional System Design (ISD) |
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| A process for designing and devrloping programs. Example:A training design Process ADDIE model |
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| The codified knowledge that exisits in a company. Example: Patents, copyrights, trade secrets, inteelectual property. |
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| Employees who own the means of producing a product or service. These employees have a specialised body of knowledge r expertise that the use to perform their jobs and contribute to company effectivness. Example: A Subject Matter Expert (SME) |
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| A company that has an enhanced capacity to learn, adapt, and change; an organisation whose employees continuously attempt to learn new things and then aply what they have learned to improve product or service quality. Example: Nokia |
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| Total Quality Management (TQM) |
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| A style of doing business that relies on the talents and capabilities of both labor and management to build and provide high quailty products and services and continuously improve them Example: Nokia |
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| Training method in which team members understand and practice each others skills so that members are prepared to step in and take another members place should someone be temporarily or permenantly leave the team. Simply training employees to learn the skills of other job descriptions. Example: McDonalds employees learning all roles. |
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| Independant contractors, on-call workers, temporary workers, and contract workers. |
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| Model describes what it takes for a training professinal to be successful |
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| Mastery of concepts and rules |
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| Coordination of physical movement |
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| Combination of beleifs and feelings that pre dispose a person to behave in a certain way. |
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| Theory Emphasising that people are motivated to perform or avoid certain behaviours because of past outcomes that have resulted from those behaviours. |
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| Theory Emphasizing that people learn by observing other persons (modles) who beleive are credible and knowledgeable Example:mentors or role models. |
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| Perceiving a relationshp between a new task and a task already mastered |
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| Having employees who have mastered the desired laerning outcomes demonstarte them for trainees. Example: Sales Manager teaching traininees how to sell. |
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| A theory assuming that behaviour results from a persons concious goals and intentions. |
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| Beleif about the link trying to perform a behaviour (or effort) and actually performing well; the mental state that the learner brings to the instructional process. |
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| In expectancy theory, a belief that performing a given behaviour is associated with a particular outcome. |
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| The theory of adult learning |
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| The rehersal and repetition of information, allowing it to be cded for memory. |
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| the actual process of incoming memory |
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| A learning strategy whereby trainess direct their attention to to their own learning processes. |
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| Training methods in which trainees are passive recepitnts of nformation |
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| Training in which new or inexperianced employees learn through first observing managers and peers and then trying to imitate what the have seen. |
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| a training method that represents a real life situation with teainees decsions resulting in outcomes that mirror what would happen if they were on the job. |
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| A description of how employees or an organisation dealt with a situation in the past. |
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| A training method in which trainees are presented with a model who demonstartes key behaviours to replicate and provides them with the opportunity to practice those key behaviours. |
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| Situation in which trainee sees a model being reinforced for using certai behaviours |
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| A training method in which participants (1) are presented with conceptual knowledgeand theory (2) take part in a behavioural simulation (3) analyze the activity and (4) connect the theory to and activity with the OTJ or real life situations |
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| Employees continuing to practice even if they have been able to perform the objective several times. |
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| Training approach in which trainees practice a task continously without rest |
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| training approach where individuals are given rest intervels beween practice sessions. |
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| Trainees aplying to their jobs the capabilities they have gained during training. |
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| Theory of identical elements |
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| a theory that transfer of learning occurs when what is leanred in training is identical to what the trainee has has t perform on the job. |
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| a trainees ability to apply learned capability exactly to the work situation. |
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| Trainees ability to apply learned capabilities to the work environemnt even though it is not identical to the training session environment. |
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| Cognitive theory of transfer |
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| Theiry asserting that the likelihood of transfer depends on the trainees ability to retrieve learned capabilities. |
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| the chance to use laerned capabilities |
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| the process used to determine whether or not training is nessescary; the first ste in the Instructional System Desgin Model |
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