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