Normal view MARC view

Training in organizations: needs assessment, development, and evaluation

Author: Goldstein, Irwin L. Series: Cypress series in work and science Publisher: Brooks Cole, 1993.Edition: 3rd ed.Language: EnglishDescription: 364 p. : Graphs/Ill. ; 24 cm.ISBN: 0534164528Type of document: BookBibliography/Index: Includes bibliographical references and index
Tags: No tags from this library for this title. Log in to add tags.
Item type Current location Collection Call number Status Date due Barcode Item holds
Book Europe Campus
Main Collection
Print HD6958 .T7 G65 1993
(Browse shelf)
Available 001261325
Total holds: 0

Includes bibliographical references and index


Training in Organizations Needs Assessment, Development, and Evaluation Contents 1 Needs Assessment and teaming Environment 1 Chapter 1 Introduction 3 Scope of the Instructional Process 4 The Training Struggle 8 The Future Workplace 11 Changes in Demographics of Entry-Level Persons in the Work force 11 Technology and the World of Work 12 Shifts from Manufacturing to Service Jobs 12 Organizations and Global Markets 13 Implications of the Future Workplace for Training Systems 13 The Problem of Unskilled Youth 13 Changes in Technology 14 Concern for Maximizing Individual Worker Potential 15 Managerial Training Implications of a Competitive Environment 15 Accountability 16 Training as a Subsystem 17 CHAPTER 2 A Systematic Approach to Training 19 Instructional Technology 19 Assessment Phase 20 Assessment of Instructional Need 20 Instructional Objectives 23 Training-Development Phase 24 The Training Environment 24 Learning Principles 25 Evaluation Phase 26 CHAPTER 3 The Needs Assessment Phase 29 Organizational Support for the Needs Assessment Process 32 Establishing a Relationship with Top-Level Management 34 Establishing a Relationship with Members of the Organization 35 Organizational Analysis 36 The Specification of Goals 37 The Determination of the Organizational Training Climate 40 The Identification of External and Legal Constraints 42 Resource Analysis 44 Performing a Requirements Analysis 45 Understanding the Job in the Context of the Organization 45 Defining the Target Job 47 Choosing the Methods for Conducting a Needs Assessment 47 Determining the Participants in the Needs Assessment Process 51 Determining the Points of Contact in the Organization 52 Anticipating Problems to Be Resolved 53 Development of a Protocol 53 Task and Knowledge, Skill, and Ability Analysis 54 Task Description 55 Development of Task Statements 56 Determination of Task Clusters 59 Knowledge, Skill, and Abilities and Psychological Fidelity 60 Development of Knowledge, Skill and Ability Analysis 61 Determination of Relevant Task and KSA Characteristics 64 Linking Knowledge, Skill, and Abililties to Tasks 67 Person Analysis 69 Summary 71 Examples of Needs Assessment Methods and Techniques 73 Content-Oriented Job Analysis 73 Strategic Job Analysis 74 Functional Job Analysis 77 Derivation of Objectives 79 Conclusions 81 CHAPTER 4 The teaming Environment 83 Learning and Instruction 83 The Instructional Environment 86 Preconditions of Learning 86 Trainee Motivation and Other Predispositions 90 The Design of Training Environments 93 Motivation in the Training Environment 93 Social Learning Theory 94 Goal Setting and Motivation 96 Expectancy Theory 97 Reinforcement Theory 98 Need Theory and Motivation 100 Equity Theory 100 Significant Issues in Learning and Instruction 101 What Is to Be Learned 102 Stages of Learning 105 Automaticity 110 Emphasis on Self-Regulation 111 Emphasis on Mental Models 112 Production of the Response 114 Feedback 115 Emphasis on Individual Differences 117 Cognitive Strategies and Needs Assessment Procedures 122 The Conditions of Transfer 123 The Basic Transfer Design 124 Identical Elements 124 Transfer through Principles 126 Transfer and Automaticity 128 Climate for Transfer 130 The Training Environment 133 Instructional Quality 133 The Role of the Trainer 136 Characteristics of Good Trainers 139 Conclusions 141 2 Evaluation 145 CHAPTER 5 The Criterion Choices: Introduction to Evaluation 147 Introduction to Criterion Development 150 The Evaluation of Criteria 152 Criterion Relevancy 152 Criterion Deficiency 154 Criterion Contamination 156 Criterion Reliability 157 Other Considerations 158 The Many Dimensions of Criteria 158 Levels of Criteria 161 The Interrelationship of Reactions, Learning Behavior, and Results 167 Process and Outcome Measures 170 Time Dimension 172 Criterion- and Norm-Referenced Measures 173 Objective and Subjective Measures 175 Unobtrusive Measures 176 Types of Criteria 173 Conclusions 179 CHAPTER 6 Evaluation Procedures 181 Views of the Evaluation Process 183 Phases of Evaluation 183 Values and the Evaluation Process 184 Formative and Summative Evaluation 187 Practical, Statistical, and Scientific Significance 188 Methodological Considerations in the Use of Experimental Designs 189 Pretesting/Posttesting 189 Control Groups 190 Internal and External Validity 191 Threats to Internal Validity 191 Threats to External Validity 195 Experimental Design 197 Preexperimental Designs 197 Research Example of Preexperimental Designs 198 Experimental Designs 200 Research Example of Experimental Designs 201 Quasi-Experimental Designs 202 Research Example of Quasi-Experimental Designs 203 Utility Considerations 206 Other Methods of Evaluation 209 Individual-Differences Models 209 Content-Validity Models 212 Statistical Considerations in the Choice of Designs 216 From Needs Assessment to Training Validity: Some Concluding Words 217 Intraorganizational Validity 218 Interorganizational Validity 220 3 Instructional Approaches 223 CHAPTER 7 A Variety of Instructional Techniques 225 Control Procedures--On-the-Job Training and the Lecture Method 227 On-the-Job Training 228 Lecture Method 231 Programmed Instruction 234 Approaches to Programmed Instruction 235 Evaluation of Programmed Instruction 238 Advantages and Limitations of Programmed Instruction 242 Computer-Assisted Instruction 244 State of the Art 244 Examples of CAI Systems 246 Evaluation of Computer-Assisted Instruction 250 Advantages and Limitations of Computer-Assisted Instruction 252 Audiovisual Techniques 253 Evaluation of Audiovisual Techniques 255 Advantages and Limitations of Audiovisual Techniques 256 Videodisc Technology 257 Machine Simulators 260 Reasons for Simulation 260 Team Training 265 Behavior Modification 268 CHAPTER 8 Training Techniques Emphasizing Managerial and Interpersonal Skills 273 Simulations 273 Business Games 274 Case Study 281 Role Playing 283 Behavioral Role Modeling 285 Laboratory (Sensitivity) Training 291 Characteristics and Objectives of Laboratory Training 291 The Controversy over Laboratory Training 293 Evaluation of Laboratory Training 294 Achievement Motivation Training 296 Leader Match 299 Rater Training 303 CHAPTER 9 Special Training Issues 309 Training and Fair Employment Practices 310 Training and the Americans with Disabilities Act 314 Training for the Hard-Core Unemployed 315 Changing Careers and Training 321 Organizational Entry, Training, and Socialization 327 International Training Issues 332 Training Organizational Leaders for a Complex World 333 Epilog 339 References 341 Author Index 359 Subject Index 363

There are no comments for this item.

Log in to your account to post a comment.
Koha 18.11 - INSEAD Catalogue
Home | Contact Us | What's Koha?