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Industrial Psychology Notes (week of 4/18)

by: Courtney Luber

Industrial Psychology Notes (week of 4/18) Psyc 3640

Marketplace > Clemson University > Psychlogy > Psyc 3640 > Industrial Psychology Notes week of 4 18
Courtney Luber

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About this Document

These are the notes we covered in class on Monday, 4/18. The test was on Wednesday and Friday is a review day.
Industrial Psychology
Eric S McKibben
Class Notes
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This 3 page Class Notes was uploaded by Courtney Luber on Thursday April 21, 2016. The Class Notes belongs to Psyc 3640 at Clemson University taught by Eric S McKibben in Fall 2016. Since its upload, it has received 8 views. For similar materials see Industrial Psychology in Psychlogy at Clemson University.


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Date Created: 04/21/16
4/18/2016 Chapter 7 cont’d  Transfer of Training o Degree to which trainees apply knowledge, skills, & attitudes gained in training to their job o Transfer of training climate  Workplace characteristics that either inhibit or facilitate transfer of training  Horizontal Transfer: what you learn is representative of your job; you can’t really apply it to other jobs  Vertical Transfer: i.e. leadership training or diversity training; can apply to other aspects of an organization  Evaluating Training Programs o Training evaluation  Systematic collection of descriptive & judgmental information that can be used to make effective training decisions o Several purposes of training evaluations  Training Criteria o Kirkpatrick’s 4-level model: 4 types of data we can collect to decide if training is working or not  Reaction criteria (Level 1)  internal criteria  Reactional data to the training environment; based on opinions of training; if you like it, you’ll most likely learn from it  Learning criteria (Level 2)  internal criteria  We can determine if someone actually learned from the training by evaluating/testing at the end of training  Behavioral criteria (Level 3)  external criteria  Look at behavior/performance  Result criteria (Level 4)  external criteria  Does the training result in higher profits, fewer customer complaints, fewer instances of sexual harassment, etc.  Augmented Framework of Kirkpatrick’s Model o 1) Reaction  Affective reactions (feelings)  Utility judgments (judgments of how useful the training is) o 2) Learning  Immediate knowledge  Knowledge retention (make clear associations with what you learned and what you already know)  Behavior/skill demonstration (i.e. taking a test) o 3) Transfer o 4) Results  Utility Analysis--- o Benefits of training programs based on:  # of individuals trained  Difference in job performance between trained & untrained employees  Length of time training expected to influence performance  Variability in job performance in untrained employees  Training Evaluation Designs--- o Strongest training evaluation designs include:  Random assignment of participants to conditions  Control group  Measures obtained before & after training o Pretest Posttest Control Group Design  Special Topics in Training Evaluations--- o EEO issues  Organizations should document training practices & programs thoroughly  Special consideration of age discrimination o Training/coaching for tests  In general, score gains from coaching are small  Specialized Training Programs--- o Development  Formal education, job experiences, mentoring relationships, & assessments of personality & abilities that help employees prepare for future  Management & Leadership Development--- o Assessment centers  Evaluate organizational, leadership, & communication skills  Managers with high potential generally invited to participate o 360 degree feedback  Received positively & effective at improving performance o Coaching***  Practical, goal-focused form of personal, one-on-one learning for busy professionals  Practical, flexible, targeted form of individualized learning for managers/executives o Informal training  Include specific job assignments, experiences, & activities outside work  Specialized Training Programs o Sexual harassment awareness training  Quid pro quo – direct exchanges  Hostile working environment – not necessarily exchanges, but inappropriate comments may be made, staring, etc. o EEOC encourages following steps:  Clearly communicate a zero tolerance policy  Establish an effective grievance process  Take immediate & appropriate action when employee complains  Sexual Harassment Training o Supervisors should receive additional training beyond what employees receive o Effective in increasing knowledge of & ability to identify sexual harassment o More field research necessary to understand short- & long-term effects  Specialized Training Programs--- o Ethics Training  Appropriate approach likely is to use both selection & training to increase likelihood that employees will perform jobs ethically  Cross-Cultural Training (CCT)--- o Critical in helping expatriates adapt to new environments o Symptoms of culture shock  Homesickness  Irritability  Loss of ability to work effectively o Cross-Cultural Training  Designed to prepare individuals from one culture to interact more effectively with individuals from different cultures o Cultural assimilator  Culture-specific assimilator  Culture-general assimilator --- = not on test (except coaching! – marked by ***)


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