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Training in Organizations Needs Assessment, Development, and Evaluation (Non-InfoTrac Version)

by: Goldstein, Irwin L.; Ford, Kevin

Training in Organizations Needs Assessment, Development, and Evaluation (Non-InfoTrac Version)

by: Goldstein, Irwin L.; Ford, Kevin

ISBN 13:
9780534249854
ISBN 10:
053424985X
Edition: 4th
Format: Paperback
Copyright: 06/22/2001
Publisher: Wadsworth Publishing
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Summary

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	p. xiii
About the Authors	p. xix
Information on the Internet	p. xxi
Needs Assessment and the Learning Environment
The Training Context	p. 1
Scope of the Instructional Process	p. 2
What Do We Know about Trainers?	p. 3
What Do We Know about Types of Training and Training Methods?	p. 4
Training Challenges	p. 9
The Changing Workplace and Workforce	p. 11
Changes in Demographics of Entry-Level Persons in the Workforce	p. 11
Increasing Job Complexity	p. 13
Shifts from Manufacturing to Service Jobs	p. 14
Organizations and Global Markets	p. 15
Implications for Future Workplace Training Systems	p. 15
The Problem of Youth with a Skill Gap	p. 16
Changes in Technology	p. 16
Concern for Maximizing Individual Worker Potential	p. 17
Managerial Training Implications of a Competitive Environment	p. 18
Accountability	p. 19
Training as a Subsystem	p. 20
A Systematic Approach to Training	p. 22
Assessment Phase	p. 24
Assessing Training Needs	p. 24
Deriving Instructional Objectives	p. 27
Training and Development Phase	p. 28
Choosing a Training Environment	p. 28
Trainee Characteristics	p. 29
Learning Principles	p. 29
Contextual Factors	p. 30
Evaluation Phase	p. 30
Instructional Techniques and Training Methods	p. 32
The Needs Assessment Phase	p. 34
Organizational Support for the Needs Assessment Process	p. 37
Establishing a Relationship with Top-Level Management	p. 39
Establishing a Relationship with Members of the Organization	p. 40
Organizational Analysis	p. 41
Specifying Goals	p. 41
Determining the Organizational Training Climate	p. 43
Identifying External and Legal Constraints	p. 46
Resource Analysis	p. 48
Requirements Analysis	p. 49
Understanding the Job in the Context of the Organization	p. 50
Defining the Target Job	p. 51
Choosing the Methods for Conducting a Needs Assessment	p. 51
Determining the Participants in the Needs Assessment Process	p. 53
Determining the Points of Contact in the Organization	p. 57
Anticipating Problems to Be Resolved	p. 57
Developing a Protocol	p. 58
Task and Knowledge, Skill, and Ability Analysis	p. 59
Developing Task Statements	p. 59
Determining Task Clusters	p. 62
Knowledge, Skills, and Abilities and Psychological Fidelity	p. 64
Developing Knowledge, Skill, and Ability Analysis	p. 64
Determining Relevant Task and KSA Characteristics	p. 68
Linking of Knowledge, Skills, and Abilities to Tasks	p. 72
Competencies	p. 74
Person Analysis	p. 75
Developing Performance Indicators	p. 75
Determining KSA Gaps and Developing Approaches to Resolve Them	p. 76
Summarizing the Needs Assessment Phase	p. 77
Examples of Needs Assessment Methods and Techniques	p. 78
Content-Oriented Job Analysis	p. 78
Strategic Job Analysis and Strategic Training	p. 80
Conclusions	p. 83
The Learning Environment	p. 85
Instructional Design	p. 88
What Is to Be Learned?	p. 88
Learning Outcomes	p. 88
Stages of Learning	p. 89
Expert-Novice Differences	p. 92
Implications of Cognitive Learning Approaches for Training Needs Assessment	p. 96
Building Effective Instruction	p. 98
From Training Objectives to a Plan of Instruction	p. 99
Incorporating Learning Principles	p. 104
Feedback	p. 104
Automaticity and Overlearning	p. 106
Production of the Response	p. 107
Advanced Organizers	p. 108
Massed versus Spaced Practice	p. 108
Whole versus Part Learning	p. 109
Trainee Issues	p. 110
Trainee Readiness	p. 111
Trainee Motivation to Learn	p. 115
Motivational Theories	p. 120
Social Learning Theory	p. 120
Goal Setting	p. 122
Expectancy Theory	p. 123
Reinforcement Theory	p. 124
Equity Theory	p. 125
Need Theory	p. 125
The Conditions of Transfer	p. 126
Classical Approach to Transfer	p. 128
The Work Context and Transfer	p. 132
Conclusions	p. 136
Evaluation
The Criterion Choices: Introduction to the Evaluation Process	p. 138
Barriers and Contributions in the Evaluation Process	p. 138
Values and the Evaluation Process	p. 142
Introduction to Criterion Development	p. 143
Choosing the Criterion Measures	p. 143
The Evaluation of Criteria	p. 145
Criterion Relevancy	p. 145
Criterion Deficiency	p. 148
Criterion Contamination	p. 149
Criterion Reliability	p. 150
Other Considerations	p. 151
The Many Dimensions of Criteria	p. 151
Levels of Criteria	p. 152
The Interrelationship of Reaction, Learning, Behavior, and Results	p. 161
A Conceptually Based Classification Scheme of Learning	p. 164
Outcome Criteria and Summative Evaluation: Process Criteria and Formative Evaluation	p. 166
Time Dimension	p. 168
Types of Criteria	p. 169
Criterion- and Norm-Referenced Measures	p. 169
Objective and Subjective Measures	p. 171
Conclusions	p. 174
Evaluation Procedures	p. 177
Views of the Evaluation Process	p. 178
Phases of the Evaluation Process	p. 178
Methodological Considerations in the Use of Experimental Designs	p. 179
Pretesting and Posttesting	p. 179
Control Groups	p. 179
Internal and External Validity	p. 180
Threats to Internal Validity	p. 181
Internal Validity and Intervention Threats	p. 183
Threats to External Validity	p. 184
Experimental Design	p. 186
Preexperimental Designs	p. 187
Research Example of Preexperimental Designs	p. 188
Experimental Designs	p. 191
Research Example of Experimental Designs	p. 193
Quasi-Experimental Designs	p. 194
Research Example of Quasi-Experimental Designs--Time Series	p. 195
Research Example of Quasi-Experimental Designs--Nonequivalent Control-Group Design	p. 199
Utility Considerations	p. 201
Other Methods of Evaluation	p. 205
Individual-Differences Models of Predictive Validity	p. 205
Content-Validity Models	p. 208
Practical, Statistical, and Scientific Significance	p. 214
From Needs Assessment to Training Validity: Some Concluding Words	p. 215
Intra-organizational Validity	p. 217
Inter-organizational Validity	p. 218
Instructional Approaches
Training Delivery: Traditional Instructional Approaches and Emerging Learning Technologies	p. 220
Traditional Instructional Approaches	p. 222
Classroom Instruction	p. 223
Self-Directed Learning Programs	p. 231
Readings, Workbooks, and Correspondence Courses	p. 231
Programmed Instruction	p. 232
Simulated Work Settings	p. 236
Reasons for Using Training Simulators	p. 236
Fidelity Issues	p. 240
Simulator Designed to Facilitate Training Transfer	p. 242
Effective Instruction	p. 244
Role of the Trainer	p. 244
Characteristics of Good Trainers	p. 245
Emerging Training Technologies	p. 249
Distance Learning	p. 251
CD-ROM and Interactive Multimedia	p. 252
Web-based Instruction	p. 257
Intelligent Tutoring Systems	p. 260
Virtual Reality Training	p. 264
Conclusions	p. 268
A Variety of Training Interventions and Learning Experiences	p. 271
Building Employee Capabilities	p. 274
Employee Orientation	p. 275
Newcomer Socialization	p. 276
On-the-Job Training	p. 281
Apprenticeships	p. 283
Embedded Training	p. 286
Performance Support Systems	p. 287
Enterprise Training	p. 289
Building Team Effectiveness	p. 290
Cross Training	p. 295
Interpositional Training	p. 296
Team Self-Management	p. 297
Challenge Education and Adventure Learning	p. 299
Action Learning	p. 302
Developing Leaders	p. 305
Business Simulations	p. 305
Behavioral Role Modeling and Applied Learning	p. 308
Assessment Centers and Multirater Feedback	p. 313
Experience-Centered Learning	p. 317
Global Leadership	p. 320
Conclusions	p. 326
Learning Systems	p. 328
A Systems Perspective	p. 328
Training and the Learning Organization	p. 331
Fundamental Characteristics of a Learning Organization	p. 332
Models for Becoming a Learning Organization	p. 334
Challenges to Becoming a Learning Organization	p. 342
Training and Societal Concerns	p. 343
Increasing Workforce Readiness	p. 344
Ensuring Fainess and Enhancing Opportunity at Work	p. 352
Retraining Workers Given Changing Markets	p. 359
Conclusions	p. 363
References	p. 365
Author Index	p. 397
Subject Index	p. 407
Table of Contents provided by Syndetics. All Rights Reserved.

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Training in Organizations Needs Assessment, Development, and Evaluation (Non-InfoTrac Version)

Training in Organizations Needs Assessment, Development, and Evaluation (Non-InfoTrac Version)

9780534249854

053424985X

Summary

Table of Contents

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Amazon no longer offers textbook rentals. We do!

Training in Organizations Needs Assessment, Development, and Evaluation (Non-InfoTrac Version)

Training in Organizations Needs Assessment, Development, and Evaluation (Non-InfoTrac Version)

9780534249854

053424985X

Summary

Table of Contents

Supplemental Materials

Write a Review

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