Building Deep Specialization through Intentional Learning Activities

Ford, J. Kevin; Webb, Jessica M.; Showler, Morgan

doi:10.1017/9781316091067.012

Cited by 6 publications

(6 citation statements)

References 61 publications

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“…Work conditions that can influence the effectiveness of training include supervisor and peer support; the amount of time and opportunity learners have to apply new skills, and the challenges and constraints they face on the job; organizational policies and practices; the broader organizational climate and culture in which they work; and previous work and training experiences they have encountered (Ford, Quiñones, Sego, & Sorra, 1992;Mathieu, Tannenbaum, & Salas, 1992;Noe, 1986;Tracey et al, 1995). Prior to the 1980s, few studies considered how the work environment affects training effectiveness, and almost none appeared in JAP.…”

Section: Theme 4: Training In Context: Conditions Before and After Tr...mentioning

confidence: 99%

“…This evolution has occurred as the result of changes in both the nature of work and training. For example, research suggests that although behavioral approaches may be effective for developing routine expertise, they are ill-suited for developing the flexible and adaptable skills (i.e., adaptive expertise) needed in today’s more complex and dynamic work environments (Ford, Santoro, & Showler, in press; Kozlowski et al, 2001). In addition, the increased reliance on technology-based training and informal learning within organizations has led to more learner-centered training and has given trainees unprecedented control over their learning (Noe et al, 2014).…”

Section: The Evolution Of Key Research Themes Within Japmentioning

confidence: 99%

“…For instance, the developmental challenge profile developed by McCauley et al (1994) was important because it identified the features of jobs that contribute to the development of managers. Similar work is needed to advance our understanding of how to craft work experiences for developing expertise in more technical and service-oriented fields (Ford, Santoro, & Showler, in press).…”

Section: Future Research Directionsmentioning

confidence: 99%

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100 years of training and development research: What we know and where we should go.

Bell

Tannenbaum

Ford

et al. 2017

Journal of Applied Psychology

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Training and development research has a long tradition within applied psychology dating back to the early 1900s. Over the years, not only has interest in the topic grown but there have been dramatic changes in both the science and practice of training and development. In the current article, we examine the evolution of training and development research using articles published in the () as a primary lens to analyze what we have learned and to identify where future research is needed. We begin by reviewing the timeline of training and development research in from 1918 to the present in order to elucidate the critical trends and advances that define each decade. These trends include the emergence of more theory-driven training research, greater consideration of the role of the trainee and training context, examination of learning that occurs outside the classroom, and understanding training's impact across different levels of analysis. We then examine in greater detail the evolution of 4 key research themes: training criteria, trainee characteristics, training design and delivery, and the training context. In each area, we describe how the focus of research has shifted over time and highlight important developments. We conclude by offering several ideas for future training and development research. (PsycINFO Database Record

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Section: Theme 4: Training In Context: Conditions Before and After Tr...mentioning

confidence: 99%

Section: The Evolution Of Key Research Themes Within Japmentioning

confidence: 99%

Section: Future Research Directionsmentioning

confidence: 99%

See 1 more Smart Citation

100 years of training and development research: What we know and where we should go.

Bell

Tannenbaum

Ford

et al. 2017

Journal of Applied Psychology

Self Cite

344

321

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“…In particular, information about an employee's off-duty activities may give rise to an issue concerning the employee's right to privacy. 105 'Bring your own device' policies as well as monitoring of home and remote working are now widespread. As a result, no special skills are necessary for an employer to check the speed and accuracy with which each employee is working, or the amount of time during the day spent on breaks.…”

Section: The Right To Privacy Of Employeesmentioning

confidence: 99%

Presenteeism, Its Effects and Costs: A Discussion in a Labour Law Perspective

Pärli¹

2018

IJCL

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The economic crisis and resulting restructurings, downsizings, financial worries and fears of dismissal due to absence from work are significantly influencing employees’ decisions on whether to continue working despite ill health. Studies suggest that the economic costs of presenteeism (working while sick) far outweigh the costs of absence from work on the grounds of sickness. The level of sick pay regulation as well as weak protection against dismissal and a lack of privacy of health data are important drivers for the increase in presenteeism. Activation policies focusing on the sick or long-term sick may give rise to some significant risks for basic human labour rights such as the right to work, just and favourable working conditions, and the fundamental right to social security including paid sick leave and the right to privacy. As a result, a human-rights based approach to human resource management is needed. This is not just in the interest of employees, but is also the better option from a public health perspective.

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“…Practice opportunities facilitate KSA acquisition by presenting a mechanism for experiential learning. The learning objectives along with the actual training content should be carefully considered as to not cognitively overload trainees (Ford et al, 2017). Cognitive load is essentially the working-memory activity and resources required for performing mental processing (Kalyuga & Singh, 2016).…”

Section: Introductionmentioning

confidence: 99%