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Table 4.8 - Characteristics of Good Training Objectives

Table 4.8 - Characteristics of Good Training Objectives

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The Learning Process (cont.)

 Metacognition - individual control over

one’s thinking.

Two ways that individuals engage in

metacognition are monitoring and control.



 Advance organizers - outlines, texts,

diagrams, and graphs that help trainees

organize the information that will be

presented and practiced.

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The Learning Process (cont.)

 Overlearning - Continuing to practice

even after being able to perform the

objective several times.

 Error management training - giving

trainees opportunities to make errors

during training; provides the opportunity

for trainees to engage in metacognition.



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The Learning Process (cont.)

 Practice can be massed, spaced, in whole,

or in part.

 It must be related to the training

objectives.

 Feedback is information about how well

people are meeting the training

objectives, and should be provided as

soon as possible after the trainees’

behavior.

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The Learning Process (cont.)

 Employees learn through observation,

experience, and interacting with others.

 Communities of practice - groups of

employees who work together, learn from

each other, and develop a common

understanding of how to get work

accomplished.



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Table 4.11 - Internal and External Conditions

Necessary for Learning Outcomes



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Table 4.12 - Details to Consider

When Evaluating a Training Room



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Table 4.8 - Characteristics of Good Training Objectives

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