Training in Organizations Needs Assessment, Development and Evaluation

ISBN-10: 0534164528

ISBN-13: 9780534164522

Edition: 3rd 1993

List price: $54.95
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Description: In this extensive revision of his best-selling text, Irwin Goldstein, a leader in the training field, teams up with Kevin Ford, well-known for his work in "the learning organization," to provide readers with a framework for examining and establishing viable training programs in education, business, and government. Capturing the excitement of training research and systems issues, the author discusses training as it occurs in real organizations. Part I focuses on societal training issues, how organizations conduct assessments to understand their training needs, and significant issues in learning and instruction. Part II focuses on the evaluation process, and Part III reviews training programs and procedures.

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Book details

List price: $54.95
Edition: 3rd
Copyright year: 1993
Publisher: Brooks/Cole
Publication date: 8/13/1992
Binding: Paperback
Pages: 320
Size: 6.69" wide x 9.45" long
Weight: 0.352
Language: English

Gerard P. Hodgkinson, #60;i#62;Director of the Centre for Organizational Strategy, Learning and Change and Professor of Organizational Behaviour and Strategic Management, Leeds University Business School, The University of Leeds, UK#60;/i#62;#60;p#62;J. Kevin Ford, #60;i#62;Professor of Psychology, Department of Psychology, Michigan State University, USA#60;/i#62;

Prefacep. xiii
About the Authorsp. xix
Information on the Internetp. xxi
Needs Assessment and the Learning Environment
The Training Contextp. 1
Scope of the Instructional Processp. 2
What Do We Know about Trainers?p. 3
What Do We Know about Types of Training and Training Methods?p. 4
Training Challengesp. 9
The Changing Workplace and Workforcep. 11
Changes in Demographics of Entry-Level Persons in the Workforcep. 11
Increasing Job Complexityp. 13
Shifts from Manufacturing to Service Jobsp. 14
Organizations and Global Marketsp. 15
Implications for Future Workplace Training Systemsp. 15
The Problem of Youth with a Skill Gapp. 16
Changes in Technologyp. 16
Concern for Maximizing Individual Worker Potentialp. 17
Managerial Training Implications of a Competitive Environmentp. 18
Accountabilityp. 19
Training as a Subsystemp. 20
A Systematic Approach to Trainingp. 22
Assessment Phasep. 24
Assessing Training Needsp. 24
Deriving Instructional Objectivesp. 27
Training and Development Phasep. 28
Choosing a Training Environmentp. 28
Trainee Characteristicsp. 29
Learning Principlesp. 29
Contextual Factorsp. 30
Evaluation Phasep. 30
Instructional Techniques and Training Methodsp. 32
The Needs Assessment Phasep. 34
Organizational Support for the Needs Assessment Processp. 37
Establishing a Relationship with Top-Level Managementp. 39
Establishing a Relationship with Members of the Organizationp. 40
Organizational Analysisp. 41
Specifying Goalsp. 41
Determining the Organizational Training Climatep. 43
Identifying External and Legal Constraintsp. 46
Resource Analysisp. 48
Requirements Analysisp. 49
Understanding the Job in the Context of the Organizationp. 50
Defining the Target Jobp. 51
Choosing the Methods for Conducting a Needs Assessmentp. 51
Determining the Participants in the Needs Assessment Processp. 53
Determining the Points of Contact in the Organizationp. 57
Anticipating Problems to Be Resolvedp. 57
Developing a Protocolp. 58
Task and Knowledge, Skill, and Ability Analysisp. 59
Developing Task Statementsp. 59
Determining Task Clustersp. 62
Knowledge, Skills, and Abilities and Psychological Fidelityp. 64
Developing Knowledge, Skill, and Ability Analysisp. 64
Determining Relevant Task and KSA Characteristicsp. 68
Linking of Knowledge, Skills, and Abilities to Tasksp. 72
Competenciesp. 74
Person Analysisp. 75
Developing Performance Indicatorsp. 75
Determining KSA Gaps and Developing Approaches to Resolve Themp. 76
Summarizing the Needs Assessment Phasep. 77
Examples of Needs Assessment Methods and Techniquesp. 78
Content-Oriented Job Analysisp. 78
Strategic Job Analysis and Strategic Trainingp. 80
Conclusionsp. 83
The Learning Environmentp. 85
Instructional Designp. 88
What Is to Be Learned?p. 88
Learning Outcomesp. 88
Stages of Learningp. 89
Expert-Novice Differencesp. 92
Implications of Cognitive Learning Approaches for Training Needs Assessmentp. 96
Building Effective Instructionp. 98
From Training Objectives to a Plan of Instructionp. 99
Incorporating Learning Principlesp. 104
Feedbackp. 104
Automaticity and Overlearningp. 106
Production of the Responsep. 107
Advanced Organizersp. 108
Massed versus Spaced Practicep. 108
Whole versus Part Learningp. 109
Trainee Issuesp. 110
Trainee Readinessp. 111
Trainee Motivation to Learnp. 115
Motivational Theoriesp. 120
Social Learning Theoryp. 120
Goal Settingp. 122
Expectancy Theoryp. 123
Reinforcement Theoryp. 124
Equity Theoryp. 125
Need Theoryp. 125
The Conditions of Transferp. 126
Classical Approach to Transferp. 128
The Work Context and Transferp. 132
Conclusionsp. 136
Evaluation
The Criterion Choices: Introduction to the Evaluation Processp. 138
Barriers and Contributions in the Evaluation Processp. 138
Values and the Evaluation Processp. 142
Introduction to Criterion Developmentp. 143
Choosing the Criterion Measuresp. 143
The Evaluation of Criteriap. 145
Criterion Relevancyp. 145
Criterion Deficiencyp. 148
Criterion Contaminationp. 149
Criterion Reliabilityp. 150
Other Considerationsp. 151
The Many Dimensions of Criteriap. 151
Levels of Criteriap. 152
The Interrelationship of Reaction, Learning, Behavior, and Resultsp. 161
A Conceptually Based Classification Scheme of Learningp. 164
Outcome Criteria and Summative Evaluation: Process Criteria and Formative Evaluationp. 166
Time Dimensionp. 168
Types of Criteriap. 169
Criterion- and Norm-Referenced Measuresp. 169
Objective and Subjective Measuresp. 171
Conclusionsp. 174
Evaluation Proceduresp. 177
Views of the Evaluation Processp. 178
Phases of the Evaluation Processp. 178
Methodological Considerations in the Use of Experimental Designsp. 179
Pretesting and Posttestingp. 179
Control Groupsp. 179
Internal and External Validityp. 180
Threats to Internal Validityp. 181
Internal Validity and Intervention Threatsp. 183
Threats to External Validityp. 184
Experimental Designp. 186
Preexperimental Designsp. 187
Research Example of Preexperimental Designsp. 188
Experimental Designsp. 191
Research Example of Experimental Designsp. 193
Quasi-Experimental Designsp. 194
Research Example of Quasi-Experimental Designs--Time Seriesp. 195
Research Example of Quasi-Experimental Designs--Nonequivalent Control-Group Designp. 199
Utility Considerationsp. 201
Other Methods of Evaluationp. 205
Individual-Differences Models of Predictive Validityp. 205
Content-Validity Modelsp. 208
Practical, Statistical, and Scientific Significancep. 214
From Needs Assessment to Training Validity: Some Concluding Wordsp. 215
Intra-organizational Validityp. 217
Inter-organizational Validityp. 218
Instructional Approaches
Training Delivery: Traditional Instructional Approaches and Emerging Learning Technologiesp. 220
Traditional Instructional Approachesp. 222
Classroom Instructionp. 223
Self-Directed Learning Programsp. 231
Readings, Workbooks, and Correspondence Coursesp. 231
Programmed Instructionp. 232
Simulated Work Settingsp. 236
Reasons for Using Training Simulatorsp. 236
Fidelity Issuesp. 240
Simulator Designed to Facilitate Training Transferp. 242
Effective Instructionp. 244
Role of the Trainerp. 244
Characteristics of Good Trainersp. 245
Emerging Training Technologiesp. 249
Distance Learningp. 251
CD-ROM and Interactive Multimediap. 252
Web-based Instructionp. 257
Intelligent Tutoring Systemsp. 260
Virtual Reality Trainingp. 264
Conclusionsp. 268
A Variety of Training Interventions and Learning Experiencesp. 271
Building Employee Capabilitiesp. 274
Employee Orientationp. 275
Newcomer Socializationp. 276
On-the-Job Trainingp. 281
Apprenticeshipsp. 283
Embedded Trainingp. 286
Performance Support Systemsp. 287
Enterprise Trainingp. 289
Building Team Effectivenessp. 290
Cross Trainingp. 295
Interpositional Trainingp. 296
Team Self-Managementp. 297
Challenge Education and Adventure Learningp. 299
Action Learningp. 302
Developing Leadersp. 305
Business Simulationsp. 305
Behavioral Role Modeling and Applied Learningp. 308
Assessment Centers and Multirater Feedbackp. 313
Experience-Centered Learningp. 317
Global Leadershipp. 320
Conclusionsp. 326
Learning Systemsp. 328
A Systems Perspectivep. 328
Training and the Learning Organizationp. 331
Fundamental Characteristics of a Learning Organizationp. 332
Models for Becoming a Learning Organizationp. 334
Challenges to Becoming a Learning Organizationp. 342
Training and Societal Concernsp. 343
Increasing Workforce Readinessp. 344
Ensuring Fainess and Enhancing Opportunity at Workp. 352
Retraining Workers Given Changing Marketsp. 359
Conclusionsp. 363
Referencesp. 365
Author Indexp. 397
Subject Indexp. 407
Table of Contents provided by Syndetics. All Rights Reserved.
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