08 Training Design and Evaluation Flashcards
1
Q
Refers to the process of providing new employees with basic background info about the org, along with its culture and values
A
employee orientation
2
Q
Employee orientation is also known as (blank)
A
onboarding
3
Q
2 officers usually involved in employee orientation
A
HR officer and supervisor
4
Q
2 main roles of the HR officer in onboarding
A
- explain basic rules and regulations
2. introduce the new employee to his/her supervisor
5
Q
4 main roles of the supervisor in onboarding
A
- explain the organization of the department
- introduce the new employee to his/her colleagues
- familiarize the new employee with the workplace
- help reduce first-day jitters
6
Q
2 main content of a typical onboarding program
A
company-level and department-level information
7
Q
Refers to training designed to change employee attitudes about diversity or develop skills needed to work with a diverse workforce
A
diversity training
8
Q
Refers to increasing awareness of cultural and ethnic differences, and with personal and physical characteristics
A
attitude change
9
Q
Refers to teaching skills for constructively handling communication barriers, conflicts, and misunderstandings
A
behavior change
10
Q
Refers to an organization’s planned efforts to help employees acquire job-related knowledge, skills, abilities, and behaviors, with the goal of applying these on the job
A
training
11
Q
What is the goal of employee training?
A
increase profit
12
Q
True or False – Training has the most significant effect on performance
A
false, goal-setting has a more significant effect than training
13
Q
Training is the (blank) of skills, rules, concepts, or attitudes that result in improve performance
A
systematic acquisition
14
Q
A critical component in ensuring the success of a training program is the support of (blank)
A
upper management
15
Q
5 steps for an effective organizational training program
A
- conduct training needs analysis
- set objectives
- design training
- deliver training
- evaluate training
16
Q
Refers to a computer application that automates the administration, development, and delivery of training programs
A
learning management system
17
Q
Refers to evaluating the org, individual employees, and employees’ task to determine what kind of training is needed
A
needs assessment
18
Q
True or False – Conducting a needs assessment always requires the administration of training
A
false, training is only given as necessary
19
Q
3 types of needs assessment
A
- organizational analysis
- task analysis
- performance analysis
20
Q
[Needs Assessment]
Aims to determine organizational factors that either facilitate or inhibit training effectiveness
A
organizational analysis
21
Q
[Needs Assessment]
3 main focus of organizational analysis
A
- goals the org wants to achieve
- the extent to which the training will help achieve those goals
- the org’s ability to conduct training
22
Q
[Needs Assessment]
This is usually done for newly created positions and jobs
A
task analysis
23
Q
[Needs Assessment]
3 main purposes of task analysis
A
- identify the tasks to be performed
- the conditions under which these tasks are performed
- competencies needed to perform the tasks under the identified conditions
24
Q
[Needs Assessment]
4 common methods of conducting task analysis
A
- interviews
- surveys
- observations
- inventories
25
[Needs Assessment]
This is usually done for existing positions and jobs
performance analysis
26
[Needs Assessment]
2 main purposes of performance analysis
1. verify performance deficiency
| 2. determine whether the deficiencies should be corrected through training or other means
27
[Needs Assessment]
5 common methods of conducting performance analysis
1. performance appraisal
2. surveys
3. interviews
4. skill and knowledge tests
5. critical incidents
28
[Needs Assessment]
What do low scores in performance appraisal indicate?
additional training for identified dimensions may be needed
29
[Needs Assessment]
How do surveys help in performance analysis?
employees can share which knowledge or skills they think should be included in the training
30
[Needs Assessment]
This method of performance analysis yields more in-depth answers about training needs
interviews
31
This method of performance analysis will show dimensions with many examples of poor performance
critical incidents
32
4 steps in designing training programs
1. set performance objectives
2. create a detailed training outline
3. choose a program delivery method
4. verify the overall program design with upper management
33
Refers to the overall goal of the training program with a general and broad statement of intent
training aim
34
How are objectives different from training aim?
objectives are for a particular learning session
35
Vision is to (blank) while mission is to (blank)
vision is to training aim while mission is to objectives
36
Determining the learning objectives must account for (blank) and (blank) constraints
financial and time constraints
37
Learning objectives are stated in the POV of the (blank)
learner/trainee
38
3 main components of a learning objective
1. performance
2. condition
3. standard
39
Performance describeses (blank) that participants will be able to do after the training
observable behaviors
40
Refers to the circumstances under which the participant will perform the activity
condition
41
Refers to the specific level or degree of proficiency necessary to perform the task or job
standard
42
True or False -- Standard also describes the equipment, supplies, job aids, and any given information to direct action
false, these refer to condition
43
Standards may involve the following (4):
1. speed
2. accuracy
3. productivity level
4. degree of excellence
44
Refers to the expectation that employees apply knowledge and skills learned on the job
transfer of training
45
3 factors affecting trainees' learning
1. trainee characteristics
2. training design
3. work environment
46
Trainee characteristics account for individual differences in (blank) and (blank)
abilities and motivation
47
2 ways to keep participants motivated in training
1. rewards for successful completion
| 2. make the training design interesting
48
4 design factors affecting training
1. feedback
2. general principles
3. identical elements
4. overlearning
49
Refers to giving trainees practice beyond what is necessary to reach automaticity
overlearning
50
[Training Methods]
Refers to a presentation by a trainer to a group of trainees
lectures
51
[Training Methods]
2 main advantages of lectures
1. economical
| 2. saves time
52
[Training Methods]
Main disadvantage of lectures
boring
53
[Training Methods]
Refers to trainees being presented with a written description of an org problem
case study
54
[Training Methods]
Case studies are referred to as (blank) in an organizational context
living cases
55
[Training Methods]
Main advantage of living cases
allows the diagnosis of realistic cases and presentation of proposed solutions
56
[Training Methods]
Refers to the use of electronic learning aids that has stop-action, instant replay, and slow-motion capabilities
audio-visual instruction
57
[Training Methods]
2 main advantages of audio-visual instruction
1. easy to illustrate how to follow a certain sequence
| 2. trainers do not have to demonstrate the task repeatedly
58
[Training Methods]
Refers to assuming specific roles in a realistic situation
role playing
59
[Training Methods]
Role-playing is effective in training (blank) skills
people/interpersonal
60
[Training Methods]
3 main advantages of role-playing
1. develops perspectives
2. trains people to be more sensitive to others' feelings
3. can trigger spirited discussion
61
[Training Methods]
Refers to watching someone perform a task them having trainees model the task
behavior modeling
62
[Training Methods]
Behavior modeling is inspired from (blank)
Bandura's Bobo Doll experiment
63
[Training Methods]
2 main advantages of behavior modeling
1. high level of feedback
| 2. provides practice for new skills
64
[Training Methods]
Refers to having a person learn a job by actually doing it
on-the-job training
65
[Training Methods]
Main advantage of on-the-job training
high level of transfer
66
[Training Methods]
2 forms of on-the-job training
apprenticeship and internship
67
[Training Methods]
Refers to a work-study training method that teaches job skills through a combination of on-the-job and classroom training
apprenticeship
68
[Training Methods]
Refers to on-the-job learning sponsored by an educational institution as a component of an academic program
internship
69
[Training Methods]
Refers to real-life situations where trainees make decisions resulting in outcomes that mirror what would happen in the job
simulation
70
[Training Methods]
Main advantage of simulations
provides a risk-free environment for trainees to commit mistakes
71
[Training Methods]
Refers to learning on the actual or stimulated equipment to be used in the job but trained off the job
vestibule training
72
[Training Methods]
Vestibule refers to (blank)
separate or adjacent room
73
[Training Methods]
Vestibule training is used when?
when it's too costly or dangerous to train employees on the job
74
[Training Methods]
Refers to online courses done through the employee's intranet or from online training vendors
internet-based training
75
[Training Methods]
Refers to interactive computer-based systems that increase knowledge or skills
computer-based training or CBT
76
[Training Methods]
Refers to delivering learning content on-demand via mobile devices
mobile learning
77
[Training Methods]
Top 6 most used training methods
1. lectures
2. blended
3. online or computer-based
4. virtual classroom
5. social network
6. mobile
78
[Training Methods]
Refers to a special work relationship between two employees where the more experienced one serves as a role model and offers guidance and advice
mentoring
79
[Training Methods]
Mentors can be found (blank)
within the company
80
[Training Methods]
4 main advantages of mentoring
1. helps employees develop their careers
2. improves job performance and attitudes
3. quicker promotion
4. less turnover
81
[Training Methods]
Refers to high-level executives being paired with a consultant to help improve performance
executive coaching
82
[Training Methods]
Coaches are usually (blank)
consultants from a coaching firm
83
[Training Methods]
Why is executive coaching employed?
the incumbent has performance deficiencies and the costs of finding a replacement are too high
84
[Training Methods]
Main advantage of executive coaching
trainee and coach may work for an extended period, providing continuous feedback and advice
85
[Training Methods]
Main disadvantage of executive training
expensive
86
Refers to a piece of research conducted to determine whether the training program had its intended effects
evaluation
87
5 steps in program evaluation
1. set criteria
2. select study design
3. select assessment measures
4. collect data
5. analyze and interpret data
88
Refers to standards of comparison that determines the effectiveness of a program
criteria
89
2 levels of criteria
training-level and performance-level
90
Concerned with the abilities learned and applied in the training environment rather than on the job
training-level criteria
91
Concerned with performance on the job rather than in training
performance-level
92
This criterion is a better measure of transfer of training
performance-level
93
Refers to a structure of a study specifying how data are collected
design
94
2 most popular research designs
pretest-posttest and control group designs
95
Main advantage of a pretest-posttest design
practical and efficient
96
Main disadvantage of pretest-posttest design
difficult to attribute changes to training itself
97
4 levels of Kirkpatrick's training evaluation
1. reactions criteria
2. learning criteria
3. behavior application criteria
4. results criteria
98
[Kirkpatrick's Training Evaluation]
Refers to how much trainees like the training or perceived benefits to be gained from it
reactions criteria
99
[Kirkpatrick's Training Evaluation]
Reactions criteria are given in a (blank) at the end of the training
questionnaire
100
[Kirkpatrick's Training Evaluation]
2 main criticisms against reactions criteria
1. too subjective
| 2. may become a popularity contest
101
[Kirkpatrick's Training Evaluation]
2 limitations of reactions criteria
1. does not measure learning or ability to apply learning
| 2. cannot measure changes in attitudes or beliefs
102
[Kirkpatrick's Training Evaluation]
7 components of reactions criteria
1. content
2. materials
3. instructional method
4. trainer
5. environment
6. logistics
7. recommendations
103
[Kirkpatrick's Training Evaluation]
6 common formats of reactions criteria
1. two-choice questions with room for explanation
2. short answers
3. complete the sentence
4. ratings
5. rankings
6. checklists
104
[Kirkpatrick's Training Evaluation]
Refers to the extent to which participants change attitudes, improve knowledge, or increase skills as a result of training
learning criteria
105
[Kirkpatrick's Training Evaluation]
3 ways to determine learning criteria
1. tests
2. observations
3. interviews
106
[Kirkpatrick's Training Evaluation]
Refers to the assessment of how training affects the way participants perform on the job
behavior application criteria
107
[Kirkpatrick's Training Evaluation]
Behavior application generally refers to (blank)
performance appraisal
108
[Kirkpatrick's Training Evaluation]
3 main challenges in behavior application criteria
1. time-consuming
2. costly
3. requires good organization and follow-up skills and processes
109
[Kirkpatrick's Training Evaluation]
3 methods for assessing behavior application criteria
1. observations
2. interviews
3. control group comparison
110
[Kirkpatrick's Training Evaluation]
Refers to determining the impact of the training on the org and whether the training had its intended effects
results criteria
111
[Kirkpatrick's Training Evaluation]
3 limitations of results criteria
1. time-consuming
2. costly
3. difficult to control extraneous variables
