Training Performance and Age

Training and development refer to systematic processes, managed by organizations, that result in a relatively permanent change in the knowledge, skills, or attitudes of its members.

Training and development allow organizations to be more competitive, more efficient and productive, and to adapt and be more innovative.

$171 billion.

Worker participation and total hours spent in training increased.

Studies show a direct relationship between investments in human resources and organizational effectiveness.

The three domains of success that lead to competitive advantage according to Boudreau and Ramstad are finance, products or markets, and human capital.

Well-designed training works, as evidenced by various effect sizes and their positive impact on organizational outcomes.

1. managing the instructional system (as a process), 2. conducting a training needs assessment to define training content, 3. training design, 4. delivering training, 5. managing transfer of training back to the job, 6. evaluating the impact of training and revising the instructional system based on that data

The role of a psychologist in training and development is to contribute to the design, implementation, and evaluation of training programs based on psychological principles and theories

Within-person variables: trainee motivation to learn, Organizational-level variables: whether training was voluntary or mandatory

Needs assessment is an ongoing process of gathering data to determine the training needs that exist in an organization in order to develop training programs that help the organization achieve its objectives

1. Needs identification, 2. Needs specification, 3. Training needs assessment (organizational, task, and person analyses), 4. Evolution phase (determining the impact of training)

The most important outcome is the decision whether training should be conducted and for whom and what. Other outcomes include understanding trainee's motivation and the potential influence of individual and situational characteristics on training outcomes

Aptitude by Treatment Interactions (ATI) refers to the concept that some instructional strategies may be more effective for certain individuals based on their specific abilities or characteristics

Transfer of training refers to the extent to which trainees effectively apply the knowledge, skills, and attitudes gained from training to their job.

It is important to demonstrate that new knowledge or behavior must be used to generalize and be maintained over time in order to ensure that the training has a lasting impact on job performance.

The design of the training program and the presence of a supportive transfer environment in the job can facilitate the transfer of training.

Transfer climate refers to a broad set of organizational variables that affect the extent to which training is applied to the job and leads to better performance.

The meta-analysis found support for transfer climate and general work environment factors as predictors for both transfer motivation and actual transfer.

The role of social support for transfer is mixed and not clearly supported by empirical results.

Kraiger & Cullbertson (2012) suggest that situational constraints, organizational support, and transfer climate influence transfer.

Behavioral modeling and error management training are mentioned as two specific trainings that foster transfer.

The text mentions future research interest in how learners gain and combine packets of knowledge, the impact of social media on training, and the need for a better understanding of the social, political, and technical environment in which training is held and transferred back to the job.

Some specific training design features mentioned in the text include active learning, error management training, self-regulation, and technology-delivered instruction.

Error management training is an active learning technique that encourages trainees to make errors. It helps trainees understand the causes of errors and develop strategies to avoid similar errors in the future. It also minimizes the negative effects of errors on motivation and self-efficacy, and improves job performance.

Self-regulation is when trainees monitor and control their own learning processes, including attention to and active engagement with the training content. It is useful in training because it helps trainees take meaningful action when needed, potentiating adaptive transfer. It is particularly effective for activities related to goal level, persistence, effort, and self-efficacy.

Technology-delivered instruction (TDI) refers to any form of training that is delivered principally via technology. In its design, factors such as structuring and presenting information in a meaningful and easy way, balancing learner control with guidance, providing opportunities for practice and feedback, and encouraging learners to be mindful of cognitive processing and take control of their own learning (self-regulation) should be considered.

Some benefits of TDI include flexibility and opportunities for reflection and study before having to give answers. However, learner control received mixed support. To mitigate this, combining learner control with adaptive guidance can improve trainees' study and practice effort, knowledge acquired, and performance.

Training evaluation is the systematic collection of data to determine whether learning objectives were achieved and whether the accomplishment of objectives resulted in enhanced job performance. Two frameworks/models mentioned in the text are Kirkpatrick's hierarchy and Kraiger, Ford & Salas' multidimensional learning model.

The different levels of Kirkpatrick's hierarchy are: trainee reactions (liking), learning (declarative knowledge and skills), behavior (job performance), and results (more profit, fewer errors - tangible). Higher-level outcomes are not expected to change unless lower-level outcomes are met.

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