Term
|
Definition
| Evaluation based on comparisons of trainee behaviors before and after training |
|
|
Term
| Computer-based training (CBT) |
|
Definition
| Use of computers to train employees. |
|
|
Term
|
Definition
| Process of determining results of training. |
|
|
Term
|
Definition
| Learning opportunities designed to help employees grow. Broader than training (training is a special case of employee development). Focuses on the long term to help employees prepare for future work demands. |
|
|
Term
|
Definition
| Setting specific and challenging goals help improve performance n general and in training in particular. |
|
|
Term
|
Definition
| Requires a terainee to synthesize and remember the contents of written material, audio, or videotapes, or other sources of information. |
|
|
Term
|
Definition
| Describe the performance you want treainees to be able to exhibit before you consider them competent. They should contain observable actions, measurable criteria, and conditions of performance. |
|
|
Term
|
Definition
| Determine what should be taught in training. |
|
|
Term
|
Definition
| Measures the degree to which trainees have mastered the concepts, knowledge, and skills of the training. |
|
|
Term
| Massed vs. spaced practice |
|
Definition
| Practicing new behaviors without breaks vs. taking rest periods in between. |
|
|
Term
| Multiple time series design |
|
Definition
| Evaluation measures taken several times before and after the training (there is a control group). |
|
|
Term
|
Definition
| Systematic, objective determination of training needs. Including: organization analysis, job/task analysis, and person analysis. |
|
|
Term
| On the job training (OJT) |
|
Definition
| Training that takes place while actually doing the work of the job. |
|
|
Term
| One group pretest posttest design |
|
Definition
| Evaluation of training is based on measures taken before and after the training (no control group). |
|
|
Term
| One shot posttest only design |
|
Definition
| Evaluation takes place at conclusion of training. |
|
|
Term
| Organizational analysis (needs assessment) |
|
Definition
| Determines where training emphasis should be placed and what factors may affect training. |
|
|
Term
|
Definition
| Examines impact of training using outcome measures (e.g., sales, productivity, number of sexual harassment complaints.) |
|
|
Term
|
Definition
| Familiarize employees with their supervisors and coworkers, company policies and procedures, requirements of their jobs, and the organization culture. |
|
|
Term
|
Definition
| Practicing beyond the point of first accurate recall. |
|
|
Term
| Person analysis (training) |
|
Definition
| Determines who needs training and what type of training is needed for those persons. |
|
|
Term
| Posttest only control group design |
|
Definition
| Evaluation of training is based on measures taken after the training; however, there is a control group. |
|
|
Term
| Pretest posttest control group design |
|
Definition
| Evaluation measures before and after the training (there is a control group). |
|
|
Term
|
Definition
| Evaluation based on trainee opinions of training. |
|
|
Term
|
Definition
| Return of investment of a training program. A measure of financial outcome from a training program. |
|
|
Term
| Self directed learning (SDL) |
|
Definition
| Trainee takes responsibility for learning the necessary knowledge and skills at his or her own pace. |
|
|
Term
| Self directed Learning Readiness Scale (SDLRS) |
|
Definition
| Assessment tool used to measure an individuals SDL level. |
|
|
Term
| Systems Model of Training |
|
Definition
| Model elaborating stages of developing, implementing, and evaluating training programs; including 3 stages: need assessment, development, and evaluation. |
|
|
Term
|
Definition
| Extent to which learning from training translate to actual work performance. |
|
|
Term
|
Definition
| A monetary value that organizations can expect to gain from a training program. A measure of financial outcome from a training program. |
|
|
Term
|
Definition
| Whole learning shows trainees the whole performance they are to learn; yet for effective results the whole of the learning is broken down into its parts. |
|
|
