Training and Development Commons^™

Training Transfer, Sarah Stepanek, Megan Paul

Umbrella Summaries

What is training transfer? Training transfer is formally defined as “the degree to which trainees effectively apply the knowledge, skills, and attitudes gained in a training context to the job” (Baldwin & Ford, 1988, p. 63). Training transfer has been conceptualized based on three main factors, which are detailed further below. ► Maintenance versus generalization: Maintenance consists of the degree to which knowledge, skills, and abilities (KSAs) from the learning environment are able to persist over time, whereas generalization consists of being able to take KSAs acquired from a learning environment and apply them to situations or settings that are …

Learning Styles, Megan Paul

Umbrella Summaries

What are learning styles? The concept of learning styles is the idea that people differ in the way that they learn best, and instructors should determine each trainee’s optimal style and then use training methods that match the trainee’s style (Pashler, 2009). There are dozens of different learning style classifications, including such styles or dimensions as visual, auditory, kinesthetic, and tactile modality preferences (Dunn & Greggs, 2003, cited in Coffield et al., 2004); concrete vs. abstract and sequential vs. random (Gregorc, 1982a, cited in Coffield et al., 2004); holistic vs. analytic and verbalizer vs. imager (Riding & Raynor, 1998, cited …

Trainee Reactions, Megan Paul

Umbrella Summaries

What are trainee reactions? Trainee reactions refer to “subjective evaluations learners make about their training experiences” (Sitzmann et al., 2008, p. 280). Commonly referred to as “level 1” evaluations (e.g., Kirkpatrick, 1998), reactions are the most commonly used type of training evaluation and are measured with post-training surveys. Though measures are occasionally included in published research, there are no universal or even widely used measures. Instead, questions are developed by each organization or trainer based on their particular goals and interests. As a result, there is significant variation in what is measured. Originally, reactions referred only to how well a …

Signaling In Training, Megan Paul

Umbrella Summaries

What is signaling? In a learning environment, signaling refers to cues that direct learners’ attention to specific instructional content or that emphasize how the content is organized (van Gog, 2014). Signals can be verbal (oral or written) or visual (static or dynamic images or graphics). More commonly studied examples include:  signals in written materials: underlining, italics, bold, highlighting, outlines, headings, overviews, and summaries  signals in visual materials: arrows, circles, flashing, color coding, spotlighting (graying out some content), zooming in on key content, and gestures of pedagogical agents When signals are used only in written text (i.e., without accompanying …

Improving The Child Welfare Workforce Through Training: Common Questions And Evidence-Informed Answers From The Qic-Wd, Quality Improvement Center For Workforce Development

QIC-Tips

Training is often the first intervention child welfare agencies use to address critical workforce development issues. This QIC-Tip aims to answer child welfare agency leaders’ questions about effective training strategies to increase knowledge, enhance skills, and improve job performance. Answers are drawn from the QIC-WD Umbrella Summaries which present a synopsis of the published meta-analyses of specific workforce topics.

What broad-based training approaches can improve employee learning outcomes and job performance?

Coaching uses a structured learning process, over time, to help the learner reach specific goals. Meta-analytic research on the use of professional coaches (not managers or experienced coworkers) …

Self-Explanation In Training, Megan Paul

Umbrella Summaries

What is self-explanation? Self-explanation is “a process by which learners generate inferences about causal connections or conceptual relationships” (Bisra et al., 2018). It involves pausing to think more deeply about instructional content, to better connect it with prior knowledge or to check for understanding. Self-explanations can be prompted (through specific instructions or questions) or unprompted (done spontaneously by a learner). Prompts can include instructions to explain, open-ended questions, or closed-ended questions such as multiple choice (Bisra et al., 2018). There is no one type of self-explanation. Examples include providing rationale for a decision or belief and explaining a concept, process, …

Leadership Training, Megan Paul

Umbrella Summaries

What is leadership training? Leadership training is a broad term with no universal definition. For the purposes of this review, it refers to “programs that have been systematically designed to enhance leader knowledge, skills, abilities, and other components” and it includes “all forms of leader, managerial, and supervisory training/development programs and/or workshops” (Lacerenza et al., 2017, p. 1687). As with all training, leadership training can vary in many ways. Below are some of the more common aspects that have been empirically evaluated:  Needs analysis: whether a systematic process was used to identify training needs and design the training accordingly …

Conversational Style In Training, Megan Paul

Umbrella Summaries

What is conversational style? Conversational style refers to a combination of stylistic strategies to personalize instructional text (oral or written) for learners. These include “the use of first and second rather than third person, directly addressing the reader, revealing [the author’s] personal beliefs, and/or using polite forms of address” (Ginns et al., 2013, p. 452). The following excerpts illustrate such styles:  “During inhaling, the [your] diaphragm moves down creating more space for the [your] lungs” (Mayer et al., 2004)  “Let me tell you what happens when lightning forms” (vs. just the scientific description; Moreno & Mayer, 2000)  …

Video Feedback, Megan Paul

Umbrella Summaries

What is video feedback? Video feedback refers here to a training method that involves giving learners feedback on their skills using a video recording of their behavior in a real or simulated environment. Though video feedback is used in a variety of settings (e.g., athletic, parenting, or surgical training), the focus here is on skill development among professionals that engage in interpersonal interactions (e.g., teachers, social workers, nurses; Fukkink et al., 2011). Targeted skills may be broad (e.g., empathy, nervousness, active listening) or narrow (body posture, eye contact, gestures, use of open questions). The process typically involves recording learners as …

After-Action Reviews, Megan Paul

Umbrella Summaries

What are after-action reviews? An after-action review (AAR) is “a systematic technique that turns a recent event into a learning opportunity through a combination of task feedback, reflection, and discussion” (Keiser & Arthur, 2020, p. 2). The process has been used in various fields, leading to a variety of labels, including after-event review, debrief, guided team self-correction, and reflexivity (e.g., Chen et al., 2018; Couper et al., 2013; Ellis & Davidi, 2005; Smith-Jentsch et al., 2008). Note that though the term “debrief” is sometimes used, AARs are distinct from debriefing sessions that are intended to help individuals process stressful or …

Seductive Details In Training, Megan Paul

Umbrella Summaries

What are seductive details? In a learning environment, seductive details are interesting but unimportant details that are not necessary to achieve the instructional objective (Garner et al., 1989). The information may be tangentially related to the topic but is not relevant to the main teaching goal. Such details are often included for the purpose of making the topic more interesting and engaging. There are many potential types of seductive details; they can be visual, verbal, or aural—static or dynamic images (e.g., illustrations, photos, animations), written or spoken words (e.g., text, narration), or sounds (e.g., music; Sundararajan & Adesope, 2020). Why …

Pedagogical Agents, Megan Paul

Umbrella Summaries

What are pedagogical agents? Pedagogical agents are “lifelike characters presented on a computer screen that guide users through multimedia learning environments” (Clarebout & Heidig, 2012, p. 2568). Pedagogical agents can vary in multiple ways. The following characteristics have been most studied: appearance (two-dimensional [2D] vs. three-dimensional [3D]), eye gaze, facial expression, gesturing, motion, and gender. The simplest pedagogical agent would be a static, 2D image with just text, and a complex agent would be a dynamic, 3D person or character that talks, gestures, and has eye movements and facial expressions. Why are pedagogical agents valuable? Pedagogical agents are valuable because …

Training Tests, Megan Paul

Umbrella Summaries

What are training tests? For this purpose, training tests include any form of knowledge assessment intended to gauge learning from training. Tests can be of varying lengths, formats (e.g., true/false, multiple choice, short answer), or labels (e.g., quiz, learning checks). The important feature is that they require learners to practice retrieving training-related information from memory. Thus, the focus here is on knowledge and understanding, versus skill acquisition. Why are training tests valuable? Training tests are valuable because the act of taking a test improves subsequent learning outcomes. More specifically, people who take a test perform better on later assessments of …

Pre-Training Interventions, Megan Paul

Umbrella Summaries

What are pre-training interventions? Pre-training interventions refer to strategies that are implemented prior to training, for the purpose of enhancing training outcomes. Thus far, the primary strategies that have been most frequently investigated include (a) attentional advice, (b) meta-cognitive strategies, (c) advance organizers, (d) goal orientation, and (e) preparatory information (Cannon-Bowers et al., 1998; Mesmer-Magnus & Viswesvaran, 2010).  Attentional advice includes guidance to orient the learner to what they will learn. Examples include going over the main learning objectives or highlighting essential aspects of the training and how they relate to the job.  Meta-cognitive strategies include approaches for …

Emotional Intelligence Training, Megan Paul

Umbrella Summaries

What is emotional intelligence training? Emotional intelligence (EI) refers to abilities or tendencies related to recognizing, understanding, and managing emotions. Because of its connections to important work outcomes such as job satisfaction, organizational commitment, job performance, and turnover intentions (e.g., Joseph, Jin, Newman, & O’Boyle, 2015; Miao, Humphrey, & Qian, 2016), there has been great interest in developing EI via coaching and training, even though it has not traditionally been regarded as something that is amenable to change through training. EI is conceptualized, and measured, in three different ways (Ashkanasy & Daus, 2005). When it was first conceived, EI was …

Middle Managers & Leadership Trainings For Effective Senior Leadership Positions In Public Organizations; Applications In Emergency Management, Norah Alshayhan, Juita-Elena Wie Yusuf

College of Business (Strome) Posters

Leaders and training are vital dimensions of organizational development and effectiveness. Availing leadership programs provide continuous learning to the leaders in public sector organizations. However, leaders in senior positions in the public sector organizations have faced struggles and obstacles that inhibit their capacity to drive organizational agenda. Therefore, understanding the relationship between the training programs and the performance of the leaders in the senior positions is vital. The study will discover the struggles and obstacles experienced by the public-service leader and the impact training middle managers the leadership skills. The study hopes to propose a training program for middle managers …

Ebci Progress Update- Developing An Onboarding Program, Quality Improvement Center For Workforce Development

Other QIC-WD Products

The Eastern Band of Cherokee Indians (EBCI) established their Family Safety Program (FSP) in 2015. FSP is a multi-disciplinary unit and includes behavioral health and child welfare. They are a small agency with about 35-40 child welfare employees at any given time, including front-line caseworkers, case aides, supervisors, and a manager. Minimum qualifications for the caseworker role are rigorous, requiring a bachelor’s or master’s degree in social work and/or years of relevant experience. They also seek to hire enrolled members of the EBCI, enrolled members of other federally recognized tribes, or those married to, or who are children of, enrolled …

Training And Experience Evaluations, Kate Stephenson, Megan Paul

Umbrella Summaries

What are training and experience evaluations? Training and experience (T&E) include previous work and volunteer experience, education or other training, and credentials (Schneider, 1994). Evaluations of T&E are often included in employee selection procedures to screen and rate applicants based on information provided on resumes, applications, or other documents. These evaluations attempt to identify future successful employees by examining and applying systematic, judgment-based ratings to this information (McDaniel, Schmidt, & Hunter, 1988). The idea behind T&E evaluations is that past behavior is a good predictor of future behavior, and people with experience are more committed and motivated to perform well …

The Utility Of Table-Top Exercises In Teaching Nuclear Security, Christopher Hobbs, Luca Lentini, Matthew Moran

International Journal of Nuclear Security

In the emerging field of nuclear security, those responsible for education and training are constantly seeking to identify and engage with tools and approaches that provide for a constructive learning environment. In this context, this paper explores the nature and value of Tabletop exercises (TTX) and how they can be applied in the nuclear security context. On the one hand, the paper dissects the key components of the TTX and considers the broader pedagogical benefits of this teaching method. On the other hand, the paper draws lessons from the authors’ experience of running TTXs as part of nuclear security professional …

Building The Education And Training Pillar Of The University Of Tennessee’S Institute For Nuclear Security, Howard Lewis Hall

International Journal of Nuclear Security

The University of Tennessee (UT) developed its first formal and coordinated efforts in nuclear security education in 2008-2009 with its graduate certificate program in nuclear security in the Department of Nuclear Engineering. Building on this work, in 2011 UT established the UT Institute for Nuclear Security (INS) as a collaborative center at the university to expand its curricular impact as well as foster research and partnerships with nearby major governmental facilities engaged in nuclear security work. Oak Ridge National Laboratory (ORNL), the Y-12 National Security Complex (Y-12), and Oak Ridge Associated Universities (ORAU) have joined with UT as charter members …

Nuclear Security Education At Pakistan Institute Of Engineering And Applied Sciences (Pieas): Current Status, Future Prospects And The Lessons Learnt, Tariq Majeed Dr.

International Journal of Nuclear Security

In this paper, the details of nuclear security education at Pakistan Institute of Engineering and Applied Sciences (PIEAS) have been discussed. Nuclear Security education was initiated at PIEAS as a sub-specialty of its MS Nuclear Engineering Program in October 2009. Two courses, Nuclear Security (NE-581) and Physical Protection Systems (NE-582) have been offered on regular basis in the 3^rd and 4^th semesters. To date, 72 students have been graduated with this sub-specialty. The most important lesson learnt is that introduction of nuclear security related courses in nuclear engineering program has opened up new venues of applications of nuclear …

Challenges And Responses For Ensuring Sustainability Of Insa Training Programs, Jongsook Kim, Hyung-Kyung Lee, Jin-Young Lee

International Journal of Nuclear Security

Providing a systematic training is critical for a state or international perspective to reinforce nuclear security regime nationally or internationally. Korea government recognizes the importance of such challenge, and established the INSA under the KINAC as a Center of Excellence for fostering national nuclear security capacity and contributing international nuclear security governance. INSA started with the government policy that the establishment of sustainable education and training infrastructure and processes is fundamental to the capacity building strategy. After established, INSA has been designing and delivering the domestic and international/regional training programs for the purpose of fostering human resources development in nuclear …

Powerlessness Within A Budget-Driven Paradigm: A Grounded Theory Leadership Study From The Perspective Of Michigan Corrections Officers, Timothy Michael Eklin

Antioch University Dissertations & Theses

This study explored the lived-experiences of 15 correctional officers and 5 sergeants working in adult state-operated prison facilities in Michigan. In particular, this qualitative grounded theory study revealed the impact that budget driven decision-making had on the lives of correctional officers: its effect on institutional custody, security, and safety. The study finds that many recent policy changes resulted in a sense of powerlessness expressed by the participants of the study. Participants found themselves in a precarious position, situated in between the prison population and the administration. Having an understanding of how correctional officers make meaning of their work in relation …