Training effectiveness handbook: a high results system for design, delivery and evaluation
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
McGraw Hill
1995
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 564 S. graph. Darst. |
| ISBN: | 0070571090 |
Internformat
MARC
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| 100 | 1 | |a Shapiro, Lester T. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Training effectiveness handbook |b a high results system for design, delivery and evaluation |c Lester T. Shapiro |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Acknowledgments ix
Permissions x
Introduction 1
A. Training and Quality 1
B. Total Customer Satisfaction 2
C. Is Training Really an Investment 3
D. Have You Invested in Poor Quality Training? 4
E. What About the Quality of the Training You Deliver? 5
F. Questions for the Chief Executive Officer 6
G. Mistakes Can Be Expensive 6
H. What Types of Training Are Subject to Quality Problems? 6
| I. Can You Recover Damages for Poor Quality? 7
J. How Can You Ensure That You Invest in Quality Training? 7
K. The Problem 7
L. The Solution 9
M. The Method 9
Part 1.
Learning Objectives: The Foundation
1. Foundation or Formality? 13
A. Available Training 13
B. Consistency and Uniformity 15
C. The Raging Controversy 16
D. Because You Say It Is, Does Not Make It So 16
E. Where Do You Stand? 17
F. How Did You Do? 18
G. Objectives of Part 1 19
2. The Learning Objective Principle 20
A. The Performance Component 21
B. The Conditions Component 24
C. Criteria and Performance Time 24
iii
iv Contents
D. The Criteria Component 25
E. The Performance Time Component 27
F. The Performer Component 28
G. Learning Objective or Instructional Objective? 30
H. Concrete Language 31
I. Components of a Learning Objective 36
J. Criteria for Measuring the Usefulness of an Objective 37
K. Measuring the Desired Behavior 38
3. Measuring the Usefulness of Objectives 41
A. The Criterion Scoring System 41
B. A Word About the Score of 5—Questionable 44
C. The Effectiveness Rating 45
D. The Performance Standard 45
E. Using the System to Measure an Objective 46
F. Correcting a Flawed Objective 47
G. An Objective for a Complex Interactive Sales Behavior 47
H. An Objective for a Complex Written Behavior 48
I. An Objective for a Physical Skill 48
J. An Objective for a Complex Interactive Consulting Behavior 48
K. Alternative Structure of a Learning Objective 49
L. Formats for a Learning Objective 50
M. Evaluating Learning Objectives 51
N. Test Your Evaluation Skill—Task 4 52
0. Do You Need Help? 53
P. Test Your Evaluation Skill—Task 5 54
Q. Test Your Writing Skill—Task 6 55
4. The Hierarchical Structure of Objectives 56
A. The Benefit of the Hierarchical Structure 57
B. Terms with Special Meanings 58
C. Separating the Forest from the Trees, Branches and Leaves 60
D. The Business Plan and the Result Objective 63
E. What Is a Core or a Module Objective? 65
F. What Is the Difference Between a Core Objective and a Module
Objective? 66
G. How Does a Module Objective Differ from a Unit Objective? 67
H. Criteria for Measuring the Usefulness of a Set of Objectives 68
1. A Set of Objectives 69
J. The Hierarchical Structure 72
K. Formats for Sets of Learning Objectives 73
Contents V
5. Measuring a Set of Learning Objectives 74
A. Determining the Effectiveness Rating 74
B. Importance of a Core or Module Objective 75
C. Evaluation Forms for Sets of Learning Objectives 75
D. Measuring the Objectives for This Part 78
E. A Set of Flawed Objectives 80
F. Evaluating a Set of Objectives—Task 7 81
6. Complexity and the Writing of Learning Objectives 84
A. Classification of Objectives 84
B. Bloom s Taxonomy 85
C. Use of Verbs to Describe Complexity of Behavior 86
D. Describing a Complex Behavior 88
E. Bloom s Taxonomy Versus the Hierarchical Structure 90
F. Evaluation as a Teaching Tool 90
G. Competence Performance—Task 8 91
7. Training Process Objectives 94
A. Training Process Expressed as Objectives 94
B. Explanation of the Knowledge and Skills 97
C. Training Process Objectives in Relation to the Hierarchical
Structure 99
D. Summary—Training Process Objectives 100
8. Performance Evaluation Systems 102
A. Objectives for This Chapter 103
B. The Role of the Developer and the Subject Expert 103
C. Expert Criteria 104
D. The Structure of a Performance Evaluation Form 106
E. Relationship of the Learning Objective to Criteria 106
F. The Structure of the Behavior 108
G. The Structure of the Criteria 109
H. The Scoring System and Rating Scale 109
I. Formula and Instructions for Calculating Ratings 113
J. Developing a Reliable Evaluation System 114
K. Measuring a Complex Sales Behavior 120
L. Behavioral Documentation 122
M. Case Structure 126
N. Validation of Training 128
O. Competence Performance 132
vi Contents
9. A Point of View 133
A. The Assumptions of the Instructor (Developer) 134
B. Theory X Versus Theory Y 135
C. The Training Process and Kramlinger s Theory Y 137
Part 2.
Training Effectiveness Evaluation:
The Key to Maximizing the Return from
Your Training Investment
10. Overview of the System 143
A. Learning Objectives of Part 2 143
B. What Are Training Standards? 145
C. The Hierarchical Structure of Measurement 146
D. The Training Effectiveness Evaluation System 147
E. Evaluating a Training Program Using The System 150
F. Scoring and Rating 152
G. The Value of Rating 152
11. Total Quality Training Standards 155
A. The Need for Training Standards 155
B. Using Training Standards in an Organization 159
C. Guidelines for Meeting the Standards 160
D. Meeting Standard 1—Learning Objectives 161
E. Meeting Standard 2—Needs Analysis 163
F. Meeting Standard 3—Modeling 171
G. Meeting Standard 4—Performance Evaluation 180
H. Meeting Standard 5—Post Training Evaluation 185
I. Evaluation of a Program with TQT Standards—An Example 186
J. Practice Exercises—Evaluation with TQT Standards 189
K. Implementing Total Quality Training Standards 199
12. Purchasing Training 205
A. Conventional Wisdom 205
B. Do They Really Need Training? 206
C. Performance Analysis 208
D. Needs Analysis 209
E. A Selection Process Based on TQT Standards 209
Contents vil
Part 3.
Program Development:
A System for Designing and
Delivering Effective Training
13. Developing Effective Training 215
A. Introduction to Part 3 215
B. The Training Design/Agenda 217
C. Estimating Time and the Training Design 219
D. Program and Module Introductions 220
E. The Program Development Process 222
F. The Master Training Design 232
G. Levels of Program Development 235
H. The Program Development Team 238
I. Communication During Development 239
J. Importance of the Instructor Guide 240
K. Testing, Modifying and Post Training Evaluation 242
L. Instructor Certification 243
M. Monitoring Training 249
14. The Guided Discovery System 252
A. Objectives for This Chapter 252
B. Getting Active Participation 253
C. Group Participation and the Training Design 256
D. Inductive Process: An Elegant Short-Cut 258
E. The Principle of Inductive Process 261
F. Conclusions—Structuring Content 262
G. Preplanned Questions 270
H. The Instructor Guide Panel 274
I. Types of Preplanned Questions 278
J. Structure of the Instructor Guide 285
K. The Role of the Instructor Guide 291
L. Controlling Time 295
M. Inductive Process: In Cases Where the Student Has Limited
Knowledge 303
N. The Module Planner 307
O. Practice Exercise 315
P. The Optional Sixth Standard 318
viii Contents
15. Guiding a Discussion to a Conclusion 320
A. Types of Questions 324
B. Asking Questions 327
C. Types of Responses 329
D. Dealing with Correct and Complete Responses 330
E. Paraphrase 332
F. Dealing with No Response 334
G. Incorrect or Incomplete Responses 335
H. Using Spontaneous Secondary Questions 339
I. Guide Usage Problems 343
J. Dealing with Flawed Conclusions 345
K. Guided Discovery 349
L. The Guided Discovery Symbol 351
Appendix A: Total Quality Training Standards:
What They Are and How They Can Be Met 353
Appendix B: Training Effectiveness Survey: A Key Step in
the Goal Toward Training Effectiveness 366
Appendix C: Student Evaluation of Training: The Key to
Monitoring Training Effectiveness 374
Appendix D: Expert Criteria to Measure the Total Quality
Training Standards: The Training Effectiveness
Evaluation System 382
Appendix E: Interaction by Design: Conducting Interactive
Inductive Training Sessions 416
Appendix P: Training Module: Developing Learning
Objectives 432
Appendix G: Participant Workbook for Developing
Learning Objectives 488
Appendix H: The Module Planner 505
Appendix I: Solutions to Tasks and Practice Exercises 511
Glossary 549
References 554
Index 557
|
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| isbn | 0070571090 |
| language | English |
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| spelling | Shapiro, Lester T. Verfasser aut Training effectiveness handbook a high results system for design, delivery and evaluation Lester T. Shapiro New York [u.a.] McGraw Hill 1995 X, 564 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Betriebliche Fortbildung (DE-588)4069377-6 gnd rswk-swf Bildungsarbeit (DE-588)4112760-2 gnd rswk-swf Evaluation (DE-588)4071034-8 gnd rswk-swf Betriebliche Ausbildung (DE-588)4006141-3 gnd rswk-swf Unternehmen (DE-588)4061963-1 gnd rswk-swf Betriebliche Ausbildung (DE-588)4006141-3 s Betriebliche Fortbildung (DE-588)4069377-6 s Bildungsarbeit (DE-588)4112760-2 s Unternehmen (DE-588)4061963-1 s Evaluation (DE-588)4071034-8 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017406981&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Shapiro, Lester T. Training effectiveness handbook a high results system for design, delivery and evaluation Betriebliche Fortbildung (DE-588)4069377-6 gnd Bildungsarbeit (DE-588)4112760-2 gnd Evaluation (DE-588)4071034-8 gnd Betriebliche Ausbildung (DE-588)4006141-3 gnd Unternehmen (DE-588)4061963-1 gnd |
| subject_GND | (DE-588)4069377-6 (DE-588)4112760-2 (DE-588)4071034-8 (DE-588)4006141-3 (DE-588)4061963-1 |
| title | Training effectiveness handbook a high results system for design, delivery and evaluation |
| title_auth | Training effectiveness handbook a high results system for design, delivery and evaluation |
| title_exact_search | Training effectiveness handbook a high results system for design, delivery and evaluation |
| title_full | Training effectiveness handbook a high results system for design, delivery and evaluation Lester T. Shapiro |
| title_fullStr | Training effectiveness handbook a high results system for design, delivery and evaluation Lester T. Shapiro |
| title_full_unstemmed | Training effectiveness handbook a high results system for design, delivery and evaluation Lester T. Shapiro |
| title_short | Training effectiveness handbook |
| title_sort | training effectiveness handbook a high results system for design delivery and evaluation |
| title_sub | a high results system for design, delivery and evaluation |
| topic | Betriebliche Fortbildung (DE-588)4069377-6 gnd Bildungsarbeit (DE-588)4112760-2 gnd Evaluation (DE-588)4071034-8 gnd Betriebliche Ausbildung (DE-588)4006141-3 gnd Unternehmen (DE-588)4061963-1 gnd |
| topic_facet | Betriebliche Fortbildung Bildungsarbeit Evaluation Betriebliche Ausbildung Unternehmen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017406981&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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