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Effective Training: Systems, Strategies, and Practices,9780132681605
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Effective Training: Systems, Strategies, and Practices

by ;
Edition:
1st
ISBN13:

9780132681605

ISBN10:
0132681609
Format:
Hardcover
Pub. Date:
8/1/1998
Publisher(s):
Prentice Hall
List Price: $70.00
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Summary

Intended for undergraduate and graduate business courses in Human Resource Development/Training/Management Development. This text helps students understand the process of developing human resources, providing a thorough analysis of training as it relates to organizational objectives and strategies. It emphasizes the conceptual and practical value of developing training programs, with practical examples provided for both large and small organizations.

Table of Contents

Preface xiii
CHAPTER 1 Overview of Training in Organizations
1(29)
Learning Objectives
1(2)
Overview of Training
3(6)
Terminology
4(5)
The Role of Training in Organizations
9(5)
Training, budgets, and management responsibilities
10(2)
Strategy, training, and organizational development
12(2)
ISO 9000 and training
14(1)
Structure of Training Organizations
14(5)
Training as part of the HR function
14(2)
The training organization
16(1)
Training in large and small businesses
17(2)
A Training Process Model
19(6)
Open systems
19(1)
Training as an open system
20(5)
Key Roles and Competencies
25(5)
Development of professional competencies
25(5)
CHAPTER 2 Strategic Planning, Training, and OD
30(50)
Learning Objectives
30(3)
Overview
33(2)
Strategic Planning Process
35(18)
Organizational mission
36(1)
Strategy
36(2)
Strategic contingencies
38(3)
Proactive and reactive strategy
41(1)
Matching internal to external strategy
42(2)
HR and HRD influences on competitive strategy
44(6)
What about small business?
50(3)
HRD's Role in Supporting Strategy
53(9)
Developing an HRD strategy
53(4)
The training environment and amount of centralization
57(1)
Some strategic training alternatives
58(4)
OD, Strategy, and Training
62(18)
OD and strategy
62(5)
Levels of internal change and resistance
67(1)
Training and OD
68(12)
CHAPTER 3 Learning, Motivation, and Performance
80(46)
Learning Objectives
80(3)
A Few Words about Theory
83(2)
Understanding Motivation and Performance
85(10)
Motivation: why do they act like that?
86(8)
Self-efficacy and motivation
94(1)
Understanding Learning
95(4)
What is learning?
95(4)
Two Integrative Theories of Learning
99(14)
Gagne's learning types
99(12)
Social learning theory
111(2)
Why Are They Resisting and What Can I Do about It?
113(4)
Motivation to learn
114(2)
Training that motivates adults to learn
116(1)
Individual Differences Related to Learning
117(9)
CHAPTER 4 Needs Analysis
126(57)
Learning Objectives
126(1)
Why Conduct a Needs Analysis?
127(2)
The Framework for Conducting a TNA
129(33)
Organizational analysis
131(5)
Operational analysis
136(17)
Person analysis
153(8)
Gathering TNA data
161(1)
Outcomes of TNA
162(3)
Nontraining needs
162(2)
Training needs
164(1)
Approach to TNA
165(7)
Proactive TNA
165(4)
Reactive TNA
169(2)
Reactive versus proactive
171(1)
The Small Business
172(1)
Assistance for small business
173(1)
TNA and Design
173(10)
CHAPTER 5 Training Design
183(38)
Learning Objectives
183(1)
Developing Objectives
184(4)
Identifying objectives
185(3)
Advantages of Training Objectives
188(1)
The trainee
188(1)
The training designer
188(1)
The trainer
189(1)
Training evaluator
189(1)
Organizational Constraints
189(3)
Organizational/environmental constraints
190(1)
Trainee population
191(1)
Facilitation of Learning: Focus on the Trainee
192(6)
KSAs (Individual differences)
192(1)
Motivation of trainee
193(4)
Classical conditioning and reinforcement (the environment)
197(1)
Goal setting
197(1)
Facilitation of Learning: Focus on Training Design
198(5)
Attention/expectancy
199(1)
Retention
200(3)
Facilitation of Transfer: Focus on Training Design
203(6)
Conditions of practice
204(2)
Maximize similarity
206(1)
Vary the situation
206(1)
Other considerations to facilitate transfer
207(2)
Facilitation of Transfer: Focus on Organizational Intervention
209(3)
Supervisor support
209(1)
Peer support
209(1)
Trainer support
210(1)
Reward systems
210(1)
Climate and culture
210(1)
What about the small organization?
211(1)
Outcomes of Design
212(9)
CHAPTER 6 Evaluation of Training
221(54)
Learning Objectives
221(1)
Rationale for Evaluation
222(3)
Resistance to training evaluation
223(1)
So we must evaluate
224(1)
Types of Evaluation Data Collected
225(28)
Process data
225(3)
Outcome data
228(25)
Evaluation: The Validity Issue
253(6)
Threats to internal validity
255(2)
External validity
257(2)
What does it all mean?
259(1)
Evaluation Design Issues
259(7)
Basic designs
259(3)
More complex designs
262(3)
What design to use
265(1)
What About the Small Organization?
266(3)
Summing It All Up
269(6)
CHAPTER 7 Training Methods
275(55)
Learning Objectives
275(2)
Overview of the Chapter
277(1)
Matching Methods with Outcomes
277(1)
The Lecture
278(7)
Straight lecture/lecturette
278(1)
Discussion method
279(1)
Strengths and limitations of lecture and discussion
279(6)
Computer-Based Training
285(8)
Strengths and limitations of CBT
288(5)
Games and Simulations
293(12)
Equipment simulators
293(1)
Business games
294(1)
In-basket technique
295(2)
Case study
297(1)
Role play
297(2)
Behavior modeling
299(1)
Strengths and limitations of G/S
300(4)
Training group characteristics
304(1)
On-the-Job Training
305(6)
Job instruction technique (JIT)
306(2)
Apprenticeship training
308(1)
Coaching
308(1)
Training the trainer for OJT
309(1)
Strengths and limitations of OJT
309(2)
Audiovisual Enhancements to Training
311(11)
Static media
312(1)
Dynamic audiovisual methods
313(2)
Strengths and limitations of audiovisuals
315(7)
A Summary of Method and Learning Objective Match
322(8)
CHAPTER 8 Development and Implementation of Training
330(59)
Learning Objectives
331(1)
Instructional Methods
332(26)
Lecture
332(7)
Computer-based training (CBT)
339(4)
Games and simulations
343(1)
Business games/in-basket/case study
343(5)
Role play/behavior modeling
348(3)
On-the-job training
351(5)
Trainers for OJT
356(2)
Audiovisual Enhancements
358(8)
Static media
359(2)
Dynamic media
361(5)
Facilities
366(3)
The training room
366(3)
Off-site training facilities
369(1)
The Trainer
369(3)
Trainer KSAs
369(1)
Trainer credibility
370(2)
Integrated Instructional Strategy
372(3)
Content: learning points
372(1)
Method of instruction
372(1)
Facilities, material and equipment, trainers
372(1)
The strategy
373(2)
The Alternative to Development
375(3)
Alternatives for the small business
376(2)
Implementation
378(11)
Dry run
378(1)
Pilot program
379(1)
Tips for trainers
380(9)
CHAPTER 9 Management Development
389(30)
Learning Objectives
389(1)
Why Focus on Management Development?
390(2)
Managers get a lot of training
391(1)
Managers are accountable for success
391(1)
The manager's job is complex
391(1)
Our Approach to Management Development
392(1)
General Overview of the Managerial Job
392(4)
Managerial roles
393(2)
Organizational factors
395(1)
Integrating strategy, structure, and technology
395(1)
General Characteristics of Managers
396(5)
Management styles
396(1)
Categories of management characteristics
397(2)
Integrating managerial roles and characteristics
399(2)
Integration: Strategies and Management Characteristics
401(3)
Technical competence and context
401(1)
Interpersonal competence and context
401(1)
Conceptual competence and context
402(1)
Personal traits and context
402(1)
Management style and context
402(2)
Management Development Implications
404(3)
Understanding context
404(1)
Self-awareness and diagnostic skills
404(1)
The managerial person analysis
405(2)
Sources of Knowledge/Skill Acquisition
407(5)
Externally based training
407(1)
Corporate universities
408(1)
Types of management development programs
409(3)
The Special Needs of the Technical Manager
412(7)
History and experience
412(1)
Skills
413(1)
Traits
413(1)
Leadership style
413(1)
Strategies for development of technical managers
413(6)
Index 419


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