| training | The systematic acquisition of skills, concepts, or attitudes that results in improved performance in another environment.
|
 |
|
|
| learning | A relatively permanent change in behavior and human capabilities that is produced by experience and practice.
|
|
|
|
| cognitive outcome | A type of learning outcome that includes declarative knowledge, or knowledge of rules, facts, and principles.
|
|
|
|
| skill-based outcome | A type of learning outcome that concerns the development of motor or technical skills.
|
|
|
|
| affective outcome | A type of learning outcome that includes attitudes or beliefs that predispose a person to behave in a certain way.
|
|
|
|
| performance | Actions or behaviors that are relevant to the organization's goals and measurable in terms of each individual's proficiency.
|
|
|
|
| training needs analysis | A three-step process of organizational, task, and person analysis; required to develop a systematic understanding of where training is needed, what needs to be taught or trained, and who will be trained.
|
|
|
|
| organizational analysis | Component of training needs analysis that examines organizational goals, available resources, and the organizational environment; helps to determine where training should be directed.
|
|
|
|
| task analysis | Component of training needs analysis that examines what employees must do to perform the job properly.
|
|
|
|
| competencies | Sets of behaviors that are instrumental in the delivery of desired organizational results or outcomes.
|
|
|
|
| person analysis | Component of training needs analysis that identifies which individuals within the organization should receive training and what kind of instruction they need.
|
|
|
|
| trainee readiness | Refers to whether employees have the personal characteristics necessary to acquire knowledge from a training program and apply it to the job.
|
|
|
|
| performance orientation | Orientation in which individuals are concerned about doing well in training and being evaluated positively.
|
|
|
|
| mastery orientation | Orientation in which individuals are concerned with increasing their competence for the task at hand; they view errors and mistakes as part of the learning process.
|
|
|
|
| trainee motivation | The extent to which trainees are interested in attending training, learning from training, and transferring the skills and knowledge acquired in training back to the job.
|
|
|
|
| expectancy framework | Approach in which employees expectations about the relationship between how much effort they expend and how well they perform are important to employee motivation and learning.
|
|
|
|
| positive reinforcement | Occurs when desired behavior is followed by a reward, which increases the probability that the behavior will be repeated.
|
|
|
|
| behavior modification | A training and motivational method that is based primarily on reinforcement theory; involves identifying, measuring, rewarding, and evaluating employee behaviors aimed at performance improvement.
|
|
|
|
| social learning theory | A cognitive theory that proposes that there are many ways to learn, including observational learning which occurs when people watch someone perform a task and then rehearse those activities mentally until they have an opportunity to try them out.
|
|
|
|
| behavioral modeling | Learning approach that consists of observing actual job incumbents (or videos of job incumbents) that demonstrate positive modeling behaviors, rehearsing the behavior using a role-playing technique, receiving feedback on the rehearsal, and finally trying out the behavior on the job.
|
|
|
|
| self-efficacy | The belief in one's capability to perform a specific task or reach a specific goal; also, the belief that one can overcome obstacles and accomplish difficult tasks.
|
|
|
|
| goal setting | Motivational approach in which specific, difficult goals direct attention and improve performance in training and on the job.
|
|
|
|
| feedback | Knowledge of the results of one's actions; enhances learning and performance in training and on the job.
|
|
|
|
| active practice | Practice that involves actively participating in a training or work task rather than passively observing someone else performing the task.
|
|
|
|
| automaticity | Occurs when tasks can be performed with limited attention; likely to be developed when learners are given several extra learning opportunities even after they have demonstrated mastery of a task.
|
|
|
|
| fidelity | The extent to which the task trained is similar to the task required on the job.
|
|
|
|
| physical fidelity | The extent to which the training task mirrors the physical features of the task performed on the job.
|
|
|
|
| psychological fidelity | The extent to which the training task helps trainees to develop the knowledge, skills, abilities, and other characteristics (KSAOs) necessary to perform the job.
|
|
|
|
| whole learning | Training approach in which the entire task is practiced at once.
|
|
|
|
| part learning | Training approach in which subtasks are practiced separately and later combined.
|
|
|
|
| massed practice | Conditions in which individuals practice a task continuously and without rest.
|
|
|
|
| distributed practice | Provides individuals with rest intervals between practice sessions, which are spaced over a longer period of time.
|
|
|
|
| learning organization | Company that emphasizes continuous learning, knowledge sharing, and personal mastery.
|
|
|
|
| on-the-job training | Training that involves assigning trainees to jobs and encouraging them to observe and learn from more experienced employees.
|
|
|
|
| apprenticeship | A formal program used to teach a skilled trade.
|
|
|
|
| job rotation | Approach that involves moving employees to various departments or areas of a company, or to various jobs within a single department.
|
|
|
|
| classroom lecture | Training method in which the trainer communicates through spoken words and audiovisual materials what trainees are supposed to learn; also commonly used to efficiently present a large amount of information to a large number of trainees.
|
|
|
|
| programmed instruction | Approach in which trainees are given instructional materials in written or computer-based forms that positively reinforce them as they move through the material at their own pace.
|
|
|
|
| linear programming | A type of programmed instruction in which all trainees proceed through the same material.
|
|
|
|
| branching programming | A type of programmed instruction that provides a customized approach enabling each learner to practice material he or she had difficulty with when it was first presented.
|
|
|
|
| simulator | Teaching tool designed to reproduce the critical characteristics of the real world in a training setting that produces learning and transfer to the job.
|
|
|
|
| distance learning | Approach that allows trainees to interact and communicate with an instructor by using audio and video (e.g., television, computer, or radio) links that allow for learning from a distant location.
|
|
|
|
| computer-based training | Training that includes text, graphics, and/or animation presented via computer for the express purpose of teaching job-relevant knowledge and skills.
|
|
|
|
| critical thinking skills | Skills that require active involvement in applying the principles under discussion.
|
|
|
|
| transfer of training | The degree to which trainees apply the knowledge, skills, and attitudes gained in training to their jobs.
|
|
|
|
| transfer of training climate | Workplace characteristics that either inhibit or facilitate the transfer to the job of what has been learned in training.
|
|
|
|
| training evaluation | Approach that involves the systematic collection of descriptive and judgmental information that can be used to make effective training decisions.
|
|
|
|
| reaction criteria | Measures of trainee impressions of the training program.
|
|
|
|
| learning criteria | Measures that assess how much was learned in the training program.
|
|
|
|
| behavioral criteria | Measures of how well the behaviors learned in training transfer to the job.
|
|
|
|
| results criteria | Measures of how well training can be related to organizational outcomes such as productivity gains, cost savings, error reductions, or increased customer satisfaction.
|
|
|
|
| internal criteria | Criteria that assess trainee reactions to and learning in the training program; generally assessed before trainees leave the training program.
|
|
|
|
| external criteria | Criteria that assess whether changes as a result of training occur when trainees are back on the job.
|
|
|
|
| utility analysis | A technique that assesses the economic return on investment of human resource interventions such as staffing or training.
|
|
|
|
| pretest posttest control group design | Design that generally includes random assignment of participants to conditions, a control group, and measures obtained both before and after training has occurred.
|
|
|
|
| Solomon four-group design | A rigorous evaluation design that includes random assignment of participants to four groups, pretests for training and control groups, and posttests for all four groups.
|
|
|
|
| development | Refers to formal education, job experiences, mentoring relationships, and assessments of personality and abilities that help employees prepare for the future.
|
|
|
|
| assessment center | Collection of procedures for evaluation that is administered to groups of individuals; assessments are typically done by multiple assessors.
|
|
|
|
| 360 degree feedback | The process of collecting and providing an employee with feedback that comes from many sources including supervisors, peers, subordinates, customers, and suppliers.
|
|
|
|
| coaching | A practical, goal-focused form of personal, one-on-one learning for busy employees that may be used to improve performance, enhance a career, or to work through organizational issues or change initiatives.
|
|
|
|
| informal training | Training experiences that occur outside of formal training programs; can include specific job assignments, experiences, and activities outside work.
|
|
|
|
| sexual harassment | Unwelcome sexual advances, requests for sexual favors, and other conduct of a sexual nature constitute sexual harassment when submission to or rejection of this conduct explicitly or implicitly affects an individual's employment, unreasonably interferes with an individual's work performance, or creates a hostile work environment. See also quid pro quo sexual harassment and hostile working environment sexual harassment.
|
|
|
|
| quid pro quo sexual harassment | Harassment that involves direct requests for sexual favors-for example, when sexual compliance is mandatory for promotions or retaining one's job.
|
|
|
|
| hostile working environment sexual harassment | Harassment that occurs when a pattern of conduct, which is perceived as offensive and is related to sex or gender, unreasonably interferences with work performance.
|
|
|
|
| expatriate | Manager or professional assigned to work in a location outside of his or her home country.
|
|
|
|
| culture shock | A condition typically experienced four to six months after expatriates arrive in a foreign country; symptoms include homesickness, irritability, hostility toward host nationals, and the loss of ability to work effectively.
|
|
|
|
| cross-cultural training | Training designed to prepare individuals from one culture to interact more effectively with individuals from different cultures. The goal is to develop trainees' understanding of basic differences in values and communication styles.
|
|
|
|
| cultural assimilator | A written or computer-based tool for individual use which presents a collection of scenarios describing challenging, cross-cultural critical incidents.
|
|
|
|
| culture-specific assimilator | An assimilator developed for a particular culture.
|
|
|
|
| culture-general assimilator | An assimilator used to sensitize people to cross-cultural differences they may encounter across a wide variety of cultures.
|
|
|
|
| intercultural sensitivity | The ability to interpret events in the same way as those from other cultures.
|