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Most Introductory Psychology Courses In
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Most Introductory Psychology Courses In


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  • What we’re really talking about here is learning – the same kind of learning that people engage in every day. The kinds of things we’re going to discuss in this lesson relate, in many cases directly, to the kinds of things that get discussed in most introductory psychology courses in chapters on learning and cognition. When we put it into an I-O context, we end up talking about it in terms of “training.” In the year 2000, United States-based organizations spent $54 BILLION dollars on educating and training their employees. The key idea of training is to change the way people behave on the job in some fashion. It’s not just learning, it’s also behavior change. After the training is done, trainees should DO something differently than they did before. I-O psychologists are involved in every stage, potentially, of training programs. We assess the pretraining environment, we conduct needs assessments, we design training, we evaluate the training program, and, if the organization wants us to, we can administer it. Alternately, they can have one of their own employees actually “deliver” the training after it’s designed.
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    • 1. Prepared by the Society for Industrial and Organizational Psychology - SIOP © 2002 Industrial-Organizational Psychology Learning Module Training in Organizations
    • 2. Learning Objectives
      • At the conclusion of this module, you should:
        • Be able to 100% accurately describe the basic timeline of a training program
        • Be able to provide at least two examples of ways that training allows the use of psychological ideas from other areas
        • Be able to critically evaluate and accurately list at least three ways to know if a training program was successful
    • 3. A Chronological Approach
      • Pretraining environment
      • Needs assessment
      • Training Design
      • Training Implementation
      • Training Transfer and Outcomes
      • Training Evaluation
    • 4. Pretraining Environment
      • Individual Differences
        • What do learners bring to the training environment?
      • Environmental Support
        • Is training valued?
      • Framing of the Training
        • Is it basic or advanced?
    • 5. Needs Assessment
      • Key Question: What does the training need to accomplish...
        • terms of the organization’s goals?
        • terms of specific tasks?
        • … in terms of the people involved?
      • Should result in learning objectives – like the ones for this lesson!
    • 6. Training Design
      • On-site
        • On-the-job training
        • Vestibule training
        • Job rotation
        • Apprenticeship
        • DVD-ROM
      • Off-site
        • Lectures
        • Audio-visual
        • Conferences
        • Computer-assisted instruction
        • Simulation/role-playing
    • 7. An Integrative Opportunity
      • Educational psychology
        • Goal orientation
        • Social interaction
      • Cognitive psychology
        • Information processing
        • Problem solving
        • Decision making
    • 8. Training Transfer
      • Does material from training actually get USED?
        • Initiation
        • Maintenance
        • Generalization
      • Outcomes…
        • Knowledge, skills, attitudes, etc.
    • 9. Training Evaluation
      • Kirkpatrick’s standards for success
        • Reactions
        • Learning
        • Behavior
        • Results
      • Overall “training effectiveness”
    • 10. Future Directions
      • Increased automation
      • Diversity of the workforce
      • Continuous learning
      • Adaptation and flexibility
      • Training as a market all its own
    • 11. For Discussion...
      • Divide into small groups, and discuss the following…
      • There are a lot of things that go into being a college professor. You’ve had some good ones, and some bad ones, I’m sure. How would you go about designing a training program to develop someone into a good college professor?