The Role of Occupational Training and Evaluation in the Learning Organization.

Autor/inn/en	Munoz, Marco A.; Munoz, Maria D.
Titel	The Role of Occupational Training and Evaluation in the Learning Organization.
Quelle	(1999), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Andragogy; Education Work Relationship; Guidelines; Inplant Programs; Instructional Design; Job Analysis; Job Training; Labor Force Development; Learning Processes; Learning Theories; Lifelong Learning; Models; Nonschool Educational Programs; Occupational Information; Organizational Climate; Organizational Development; Role of Education; Training Methods; Training Objectives; Vocational Education; Vocational Evaluation + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Andragogics; Andragogik; Richtlinien; Betriebliche Weiterbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Arbeitsanalyse; Berufsqualifizierender Bildungsgang; Arbeitskräftebestand; Learning process; Lernprozess; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Analogiemodell; Berufsinformation; Organisationsklima; Organisationsentwicklung; Bildungsauftrag; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Ausbildung; Berufsbildung
Abstract	Training plays a major role in learning organizations. Training is an important tool for developing a productive workforce and fine-tuning operations, a major approach to helping people control or manage change, and a way of organizing information and experience so that employees can alter their behaviors on the job to their own and the company's benefit. At some point, all employees will need training. The most effective training programs for learning organizations are built on models grounded in basic theories of adult learning, including Malcolm Knowles' andragogical model of adult learning. The following steps are key to training development: (1) conduct a needs assessment; (2) assess target learners' relevant characteristics; (3) analyze the work setting's characteristics; (4) gather detailed information about the work done by the organization's workers; (5) write statements of performance objectives; (6) develop performance measures; (7) specify the instructional strategies; (8) design the instructional materials; (9) conduct the training; and (10) evaluate the instruction. The critical step of evaluating training should measure the following items: participants' satisfaction with the training; what participants learned during training; how they applied their learning on the job; the business results achieved when participants met the training objectives; and the return on investment for training and development. (Contains 12 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC