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Training Organizations

ISBN-10: 0534345549
ISBN-13: 9780534345549
Edition: 4th 2002 (Revised)
List price: $169.95
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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  More...

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Book details

List price: $169.95
Edition: 4th
Copyright year: 2002
Publisher: Wadsworth
Publication date: 6/21/2001
Binding: Paperback
Pages: 432
Size: 6.50" wide x 9.00" long x 0.50" tall
Weight: 1.232
Language: English

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.

Preface
About the Authors
Information on the Internet
Needs Assessment and the Learning Environment
The Training Context
Scope of the Instructional Process
What Do We Know about Trainers?
What Do We Know about Types of Training and Training Methods?
Training Challenges
The Changing Workplace and Workforce
Changes in Demographics of Entry-Level Persons in the Workforce
Increasing Job Complexity
Shifts from Manufacturing to Service Jobs
Organizations and Global Markets
Implications for Future Workplace Training Systems
The Problem of Youth with a Skill Gap
Changes in Technology
Concern for Maximizing Individual Worker Potential
Managerial Training Implications of a Competitive Environment
Accountability
Training as a Subsystem
A Systematic Approach to Training
Assessment Phase
Assessing Training Needs
Deriving Instructional Objectives
Training and Development Phase
Choosing a Training Environment
Trainee Characteristics
Learning Principles
Contextual Factors
Evaluation Phase
Instructional Techniques and Training Methods
The Needs Assessment Phase
Organizational Support for the Needs Assessment Process
Establishing a Relationship with Top-Level Management
Establishing a Relationship with Members of the Organization
Organizational Analysis
Specifying Goals
Determining the Organizational Training Climate
Identifying External and Legal Constraints
Resource Analysis
Requirements Analysis
Understanding the Job in the Context of the Organization
Defining the Target Job
Choosing the Methods for Conducting a Needs Assessment
Determining the Participants in the Needs Assessment Process
Determining the Points of Contact in the Organization
Anticipating Problems to Be Resolved
Developing a Protocol
Task and Knowledge, Skill, and Ability Analysis
Developing Task Statements
Determining Task Clusters
Knowledge, Skills, and Abilities and Psychological Fidelity
Developing Knowledge, Skill, and Ability Analysis
Determining Relevant Task and KSA Characteristics
Linking of Knowledge, Skills, and Abilities to Tasks
Competencies
Person Analysis
Developing Performance Indicators
Determining KSA Gaps and Developing Approaches to Resolve Them
Summarizing the Needs Assessment Phase
Examples of Needs Assessment Methods and Techniques
Content-Oriented Job Analysis
Strategic Job Analysis and Strategic Training
Conclusions
The Learning Environment
Instructional Design
What Is to Be Learned?
Learning Outcomes
Stages of Learning
Expert-Novice Differences
Implications of Cognitive Learning Approaches for Training Needs Assessment
Building Effective Instruction
From Training Objectives to a Plan of Instruction
Incorporating Learning Principles
Feedback
Automaticity and Overlearning
Production of the Response
Advanced Organizers
Massed versus Spaced Practice
Whole versus Part Learning
Trainee Issues
Trainee Readiness
Trainee Motivation to Learn
Motivational Theories
Social Learning Theory
Goal Setting
Expectancy Theory
Reinforcement Theory
Equity Theory
Need Theory
The Conditions of Transfer
Classical Approach to Transfer
The Work Context and Transfer
Conclusions
Evaluation
The Criterion Choices: Introduction to the Evaluation Process
Barriers and Contributions in the Evaluation Process
Values and the Evaluation Process
Introduction to Criterion Development
Choosing the Criterion Measures
The Evaluation of Criteria
Criterion Relevancy
Criterion Deficiency
Criterion Contamination
Criterion Reliability
Other Considerations
The Many Dimensions of Criteria
Levels of Criteria
The Interrelationship of Reaction, Learning, Behavior, and Results
A Conceptually Based Classification Scheme of Learning
Outcome Criteria and Summative Evaluation: Process Criteria and Formative Evaluation
Time Dimension
Types of Criteria
Criterion- and Norm-Referenced Measures
Objective and Subjective Measures
Conclusions
Evaluation Procedures
Views of the Evaluation Process
Phases of the Evaluation Process
Methodological Considerations in the Use of Experimental Designs
Pretesting and Posttesting
Control Groups
Internal and External Validity
Threats to Internal Validity
Internal Validity and Intervention Threats
Threats to External Validity
Experimental Design
Preexperimental Designs
Research Example of Preexperimental Designs
Experimental Designs
Research Example of Experimental Designs
Quasi-Experimental Designs
Research Example of Quasi-Experimental Designs--Time Series
Research Example of Quasi-Experimental Designs--Nonequivalent Control-Group Design
Utility Considerations
Other Methods of Evaluation
Individual-Differences Models of Predictive Validity
Content-Validity Models
Practical, Statistical, and Scientific Significance
From Needs Assessment to Training Validity: Some Concluding Words
Intra-organizational Validity
Inter-organizational Validity
Instructional Approaches
Training Delivery: Traditional Instructional Approaches and Emerging Learning Technologies
Traditional Instructional Approaches
Classroom Instruction
Self-Directed Learning Programs
Readings, Workbooks, and Correspondence Courses
Programmed Instruction
Simulated Work Settings
Reasons for Using Training Simulators
Fidelity Issues
Simulator Designed to Facilitate Training Transfer
Effective Instruction
Role of the Trainer
Characteristics of Good Trainers
Emerging Training Technologies
Distance Learning
CD-ROM and Interactive Multimedia
Web-based Instruction
Intelligent Tutoring Systems
Virtual Reality Training
Conclusions
A Variety of Training Interventions and Learning Experiences
Building Employee Capabilities
Employee Orientation
Newcomer Socialization
On-the-Job Training
Apprenticeships
Embedded Training
Performance Support Systems
Enterprise Training
Building Team Effectiveness
Cross Training
Interpositional Training
Team Self-Management
Challenge Education and Adventure Learning
Action Learning
Developing Leaders
Business Simulations
Behavioral Role Modeling and Applied Learning
Assessment Centers and Multirater Feedback
Experience-Centered Learning
Global Leadership
Conclusions
Learning Systems
A Systems Perspective
Training and the Learning Organization
Fundamental Characteristics of a Learning Organization
Models for Becoming a Learning Organization
Challenges to Becoming a Learning Organization
Training and Societal Concerns
Increasing Workforce Readiness
Ensuring Fainess and Enhancing Opportunity at Work
Retraining Workers Given Changing Markets
Conclusions
References
Author Index
Subject Index

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