Using situational judgment tests (SJTs) in training

Using situational judgment tests (SJTs) in training
复制标题

在训练中使用情境判断测试 (SJT)

DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
B. Garza
B. Garza
中科院分区：
--
文献类型：
--
作者：
C. Cox;Laura G. Barron;W. Davis;B. Garza

文献摘要

被引文献

相似文献

目的 情境判断测试（SJT）广泛应用于人员选拔，但尚未作为培训设计方法进行实证探索。本文的目的是评估基于 SJT 的培训作为一种工作场所培训设计方法，该方法利用主动学习和结构化反馈来增强程序性和陈述性知识的学习。 设计/方法论/途径 志愿者 (n=416) 被随机分配接受完整的基于讲座的培训或简短的基于讲座的培训，然后进行 15 分钟的基于 SJT 的培训。对培训内容的了解在测试前和培训后三周进行评估。 研究结果 与传统培训相比，基于 SJT 的学员在陈述性和程序性知识方面表现出更大的进步。 研究局限性/影响 结果表明，相对于仅使用基于讲座的培训方法，将 SJT 方法整合到培训交付中可能会导致更好地掌握陈述性和程序性知识。 实际意义 研究结果表明，与更传统的培训方法相比，作者详细介绍的相对便宜、低保真度的基于场景的培训方法可能会增加培训材料的保留率。 原创性/价值 这是第一项将 SJT 方法纳入培训内容设计的研究，并证明此类内容可以更好地保留陈述性内容和程序性内容。
Purpose Situational judgment tests (SJTs) are widely used in personnel selection but have not been empirically explored as methods of training design. The purpose of this paper is to evaluate SJT-based training as a workplace training design method which utilizes active learning and structured feedback to enhance learning of both procedural and declarative knowledge. Design/methodology/approach Volunteers (n=416) were randomly assigned to full-length lecture-based training or abbreviated lecture-based training followed by 15 minutes of SJT-based training. Knowledge of training content was assessed at pre-test and three weeks after training. Findings SJT-based trainees showed greater improvement on declarative and procedural knowledge than those in traditional training. Research limitations/implications The results indicate that integrating the SJT methodology into training delivery may lead to greater mastery of declarative and procedural knowledge relative to exclusive use of lecture-based training methods. Practical implications Findings suggest that the relatively inexpensive, low-fidelity scenario-based training methodology the authors detail may increase retention of training material compared to more traditional training methods. Originality/value This is the first study to incorporate SJT methodology into the design of training content and to demonstrate that such content can produce greater retention of both declarative and procedural content.