Handbook of Principles of Organizational Behavior - Soltanieh ...

74 E DUARDO S ALAS AND K EVIN C. STAGL
discussion. Rather, only broad prescriptions are presented. Training designers are strongly
encouraged to seek the consultation of subject matter experts when designing assessment
tools, as poorly designed or improperly timed metrics can make even good training appear
bad and bad training turn ugly.
The most straightforward guidance is to develop standardized measures of unitary
constructs; assess multiple learning outcomes and performance processes; and triangulate
the measurement of outcomes via multiple assessment methods (Nunnally and Bernstein,
1994). Following these truisms helps yield the tools required to understand the effects
of training. For instance, the findings of an evaluation study may suggest that trainees
acquired a great deal of factual information (namely, declarative knowledge) but have no
concept of why and when to apply specific facts in context (namely, strategic knowledge).
Without reliable measures of different knowledge types, stakeholders evaluating the training
solution would be left pondering why transfer failed.
Fortunately, comprehensive guidance for designing and applying assessment tools in
training initiatives is available to interested readers. For example, recent reviews of assessing
learning outcomes have discussed the use of concept maps, card sorts, and pair- wise comparisons
for scaling trainee ’s knowledge structures (Stagl, Salas, and Day, 2007 ). The benefi ts
of situational judgment tests for training needs assessment, content delivery, and evaluation
have also been discussed at length elsewhere (Fritzsche, Stagl, Salas, and Burke, 2006 ).
IMPLEMENT TRAINING
Implementation is a key phase in the training process, in part because it is tightly bound
to the organizational system in which training is conducted. More specifi cally, there are
three major activities associated with training implementation, including: (a) setting the
stage for learning, (b) delivering a blended learning solution, and (c) supporting transfer
and maintenance. The former and latter activities involve actions taken to foster a climate
for learning.
Set the stage for learning
Setting the stage for learning begins by ensuring trainers are properly prepared to facilitate
the delivery of instruction, recognize and assess learning, and reinforce effective performance
when it occurs. There are several approaches to preparing trainers to perform their
duties such as rater error training, frame of reference training, and the mental simulation
of instructor activities. For example, frame of reference training increases the awareness
and skill of trainers to indentify and assess key competency and performance dimensions
when they are displayed in training.
The second step in setting the stage for learning involves preparing the trainee for the
acquisition of KSAs. This includes measuring and increasing a trainee ’s motivation to learn,
self - efficacy, and self - regulatory skills (Colquitt, LePine, and Noe, 2000 ). It is also important
to de - emphasize pre - existing power differences, engage less verbal learners, and display an
individualized interest in the development of each employee when training in group settings.
Once trainers and trainees are adequately prepared to engage in learning, the purpose
and objectives of training must be stated and explained. This is an opportunity to frame