Training in the 21st Century: Some Lessons from the Last One - Free

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50 Haccoun and Saks Saks, A.M., & Belcourt, M. (1997). Transfer of training in Canadian organizations. Update, 1(1), 9-10. Saks, A.M., & Haccoun, R.R. (1996). Easing the Transfer of Training. Human Resources Professional, July/August, 8-11. Saks, A.M., Haccoun, R.R., & Appelbaum, S.H. (1997). The role of behaviour modeling and perceived social support in the transfer of training. European Work and Organizational Psychology, Verona, Italy. Saks, A.M., Haccoun, R.R., & Laxer, D. (1996). Transfer Training: A Comparison of Self-Management and Relapse Prevention Interventions. Proceedings of the Administrative Sciences Association of Canada Annual Conference, Human Resources. Schmidt, F.L, Hunter, J.E., & Pearlman, K. (1982) Assessing the economic impact of personnel programs on workforce productivity. Personnel Psychology 35, 333-347. Smith-Jentsch, K.A., Jentsch, F.G., Payne, S.C., & Salas, E. (1996). Can pretraining experiences explain individual differences in learning? Journal of Applied Psychology, 81, 110-116. Stevens, C.K, Bavetta, A.G., & Gist, M.E. (1993). Gender differences in die acquisition of salary negotiation skills:. The role of goals, self-efficacy, and perceived control. Journal of Applied Psychology, 75,723-735. Tannenbaum, S.I., & Yukl, G. (1992). Training and devel- Appendix A; The Training Analysis Grid Module Learning Facts Procedure Motivation learn transfer Self-efficacy learn transfer Observation skills Behavioural skills Involement in training opment in work organizations. Annual Review of Psychology, 43, 399-441. Tesluk, P.E., Fair, J.L., Mathieu, J.E., & Vance, RJ. ( 1995). Generalization of employee involvement training to the job setting: Individual and situational effects. Personnel Psychology, 48, 607-632. Toulin, A. (1991, October). Economy crumbling: Report. The Financial Post, 25, p.6. Tracey, J.B, Tannenbaum, S.I, & Kavanagh, M.J (1995). Applying trained skills on the job: The importance of die work environment. Journal of Applied Psychology, 80, 239-252. Tziner, A., Haccoun, R.R., & Radish, A. (1991). Personal and situational characteristics influencing the effectiveness of transfer of training improvement strategies. Journal of Occupational Psychology, 64, 167-177. Warr, P., & Bunce, D. (1995). Trainee characteristics and the outcomes of open learning. Personnel Psychology, 48, 347-375. Wood, R., Mento, A., & Locke, E. (1987). Task complexity as a moderator of goal effects: A meta-analysis./auraa/ of Applied Psychology, 72,416-425. Yuille, J.C., Davis, G., Gibling, F., & Marxsen, D. et al. (1994). Eyewitness memory of police trainees for realistic role play. Journal of Applied Psychology, 79, 931-936. Activity 1 Activity 2 Activity I... E
Module Identicity Direct usability to transfer Logistic complesity Active-passive Density Instructor skill required TAG: The Training Analysis Grid Definitions Learning: A). Facts: declarative learning or knowing what things are. B) Procedural or conceptual learning. Training task serves to help trainees develop an understanding of the integrated dimensions which lead to the orchestration of the behaviour chains which lead to action. The degree to which the exercise can develop the acquisition of general principles which is heavily influenced by the degree to which multiple examples are used. Motivation to learn and to transfer. Enhancement of perceived importance of learning and applying the training content: Importance is defined along three categories: Importance to the trainee as a person; with respect to role incumbency and to the generalized role as an organizational member. The degree to which the module explicidy emphasizes one or more of these categories. Self-efficacy. The degree to which the training module presents a) a significant model of someone doing the required task, verbal persuasion that the trainee can accomplish the task, die degree to which die individual can experience success in practicing the task. The "task" may be learning or transferring die material. Observation skills. The degree to which the module presents teaches specific grids to focus observation attention, die level of practice widi feedback. Behavioural skills. The degree to which the training activity offers specific behavior production guidelines, die amount of practice widi feedback. Activity 1 Activity 2 Activity I... S Training 51 Interpersonal skills. The degree to which the module focuses on developing the interpersonal skills for effective interpersonal action. The degree to which the focus of the module is interpersonal Identicity. The degree to which the module content mirrors reality or, in reverse the degree of abstraction of the exercise. Are the assumptions which underlie simulation exercises reasonable given die actual job or organizational contexts? Direct usability to transfer. The degree to which an output generated during training is directly usable in accomplishing the task on the job. Involvement in training. The degree to which die exercise is designed to enhance positive reactions to die training situation. le inherent interest in the training task. Logistic complexity. Degree to which the training exercise involves moving people physically, and require organizational efforts. Density. The number of different activities and or contents per unit of time allowed for die activity as a whole Instructor skill required. The degree to which the instructor must be skilled to successfully implement die exercise. The more structured die instructor task die less skill is required. For example, summarizing die comments made by trainees and incorporating these into a lecture requires high levels of skill while instructing people to watch a video requires low instructor skill.
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Page 3 and 4: to come by in most work situations.
Page 5 and 6: considerable promise. For one thing
Page 7 and 8: Tracey et al. (1995) developed a co
Page 9 and 10: Timing of Intervention Pre-Training
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Page 17: Kanfer, R., & Ackerman, P.L. (1989)

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