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pHCLE 202311 > 3. Talent Development > Flashcards

3. Talent Development Flashcards

1
Q

____________ requires placing individuals outside of their normal**

A

Vertical Development

  • Standard: Talent Development, standard #2
  • Location: Course - pHCLE Introductory Course: Class #5
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2
Q

______________ is the study of adult learners.

A

Andragogy

  • Standard: Talent Development - Training and Development standard #2
  • Location: Course - Talent Development, Lesson - Designing Learning
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3
Q

__________ is a short term activity that focuses on the requirements of a role rather than on the progression of the individual.

A

Training

  • Standard: Talent Development - Training & Development standard #1
  • Location: Course - Talent Development, Lesson - Training & Development Foundations
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4
Q

____________ is typically completed on the frist day of the job and often emphasizes transactional activities.

A

Orientation

  • Standard: Talent Development - Orientation and Onboarding Standards #1-2
  • Location: Course - Talent Development, Lesson - Orientation and Onboarding
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5
Q

is more long-term, involving a series of events and support.

A

Onboarding

  • Standard: Talent Development - Orientation and Onboarding Standards #1-2
  • Location: Course - Talent Development, Lesson - Orientation and Onboarding
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6
Q

ADDIE

A

A - Analyze
D - Design
D - Develop
I - Implement
E - Evaluate

  • Standard: Talent Development - Training & Development - Training & Development standard #2
  • Location: Course - Talent Development, Lesson - Designing Learning
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7
Q

What is an example of a learning experience that aligns with Knowles’ principle of involvment?

A

Knowles’ principal of relevance suggests that adult learners benefit from learning experiences that have immediate relevance and impact to their work or personal life.

  • Standard: Talent Development - Training & Development standard #2
  • Location: Course - Talent Development, Lesson - Designing Learning
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8
Q
  • Helps new employees acclimate to their job & your organization
  • Includes ongoing support& learning provided to new employees
  • Managers, mentors, & HR all have important roles
A

Onboarding

Talent Development
Lesson: Orientation & Onboarding
2 Orientation

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9
Q
  • One-time event typically held before an employee’s first day
  • Helps shape employees’ early impression of your organization
  • Answers the question: “What does the employee need to start tomorrow?”
A

Orientation

Talent Development
Lesson: Orientation & Onboarding
2 Orientation

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10
Q

Goals of Onboarding

A
  • Acclimate
  • Engage
  • Retain
  • Onboarding to the Organization
  • Onboarding to the Position

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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11
Q

entails teaching new hires how an organization functions

A

Acclimate

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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12
Q

invloves continously showing the perks of their position & prolonging their interest in their position & the company.

A

Engage

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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13
Q

means a successful onboarding experience has occurred.

A

Retain

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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14
Q

3 Types of Onboarding

A

1) to the organization
2) to a department
3) to a new role

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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15
Q

the addition of “game elements” to non-game activities to incentivize & reward new hires for a job well done on various tasks such as points, badges, & leaderboards.

A

Gamification of Onboarding

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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16
Q

Tool: Develops a deeper understanding of participants’ wants & needs. Helps you consider the user’s perspective when designing a product or service.

A

Empathy Map

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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17
Q

Tool: Defines the future state.

Identifies what we want new employees to know & how we want them to feel, think, and act as a result of participating in orientation or onboarding.

A

Know, Feel, Think, Act

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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18
Q

the ongoing process of evaluating employee performance

about the past

A

Performance Appraisal/Evaluation/Assessment

Talent Development/Management
Lesson: Evaluation & Support Systems
2 Organizational Requirements for Employee Appraisals

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19
Q

the process of identifying, measuring, managing, & developing the performance of human resources, or employees, in an organization.

about sytems in place to help an employee continue in their professional growth to become increasingly better in their performance for your organization.

A

Performance Management

Talent Development/Management
Lesson: Evaluation & Support Systems
2 Organizational Requirements for Employee Appraisals

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20
Q

3 Main Components of Employee Appraisals

A

1) Goal Setting/Performance Standard/Competency
2) Performance Review
3) Future Implications

Talent Development/Management
Lesson: Evaluation & Support Systems
3 Employee Appraisals

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21
Q

3 Elements that increase motiviation to achieve goals

A

Employee
1) will be happy if the goal is accomplished
2) feels as though their performance is direclty linked to a reward
3) can see the relationship between their work & the outcome

Talent Development/Management
Lesson: Evaluation & Support Systems
3 Employee Appraisals

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22
Q

SMART Goals

A

S - Specific (who, what, when, where, why)
M - Measurable (must be quantifable in some way)
A - Attainable (must be challenging but not impossible)
R - Realistic (know the limits of what is possible, & take obstacles into account)
T - Time Bound (set a start & end date)

Talent Development/Management
Lesson: Evaluation & Support Systems
3 Employee Appraisals

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23
Q

SIMple Method

A

S - Specific (who, what, when, where, why)
I - Important (must strongly impact outcome)
M - Measurable (must be quantifiable in some way)

Talent Development/Management
Lesson: Evaluation & Support Systems
3 Employee Appraisals

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24
Q

Which of these is an example of a SMART goal?
A. I’m going to get Fit
B. I’m going to follow a training program to run a half-marathon in 6 months from now without stopping

A

B. I’m going to follow a training program to run a half-marathon in 6 months from now without stopping

This goal is specific, measurable, attainable, realistic, & time bound.

Talent Development/Management
Lesson: Evaluation & Support Systems
3.1 Check Your Understanding

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Evaluate this goal to see if it is SMART: To get better at my job, I'll focus on one of my skills to perform this job well. Then, I'll complete an online course for that skill in the next three months. This will ensure I grow as a person and employee. Choose all that apply A. This goal is Simple B. This goal is Meaurable C. This goal is Attainable D. This goal is Realistic E. This goal is Timely
A, B, C, D, E S: It specifies that your're improving a single skill M: Measurement for the goal can be done through tracking services provided by the online course A: Learning a new skill through a course doeesn't take too much extra time or prior knowledge R: This goal will be directly related to your work since your're the one identifying what you need to improve T: The time constraint is three months ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 3.1 Check Your Understanding
26
Role of Human Capital Leaders in the Communication of Employee Appraisals
Explain Communicate Liaise Facilitate Provide ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 4 Communication
27
the aspect of employee appraisals where employees are evaluated on how well they reach their goals & live up to their daily job responsibilities. The process of identifying, measuring, managing, & developing the performance of the human resources, or employees, in an organization.
Performance Management ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
28
* Forced Rankings * Forced Distributions * Behaviorally Anchored Rating Scales (BARS)
Performance Management Systems
29
require that employees be ranked from highest performance to lowest
Forced Rankings ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
30
works off of a "bell curve" of ratings 20% must be above expectations 60% must meet expectations 20% must be below expectations
Forced Distribution ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
31
Employees are judged off perdetermined behaviors that are derived from how a successful employee would act in their position.
Behaviorally Anchored Rating Scales (BARS) ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
32
the ratings that the employee walks away with, & that human capital leaders input into managment systems as record of the employee's performance.
Performance Ratings ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
33
Two ways to capture a rating on an evaluation
1) Numerical Scale 2) Nine Box Scale ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
34
Employees are judged off predetermined behaviors that are derived from how a successful employee would act in their position.
Numerical Scale ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
35
places employees into nine different categories, organized by their potential and their performance.
Nine Box Scale ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
36
Performance Ratings should be:
1) Calibrated 2) Transparent 3) Have Accountability ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
37
Indeciveness Recency Bias Halo/Horns effect Favoritism
Common Errors in Performance Reviews ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
38
listing everyone at the same rating for fear of backlash or lack of caring
Indecisiveness ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
39
If done annually, the most reent success or failure of an employee is at the front of the managers mind, & will heavily skew the review.
Recency Bias ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
40
A major success/flaw in one area can bring someone's review up/down disproportionately
Halo/Horns Effect ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
41
Managers can allow personal feelings about employees to impact their ratings
Favoritism ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
42
Performance Management Systems
1) Establish Organizational Goals/Priorities 2) Align Performance Standards & Competencies to Organizational Goals/Priorities 3) Communicate Perforamnce Standards & Competencies 4) Measure Performance 5) Compare Performance to Standards & Competencies 6) Discuss the Appraisal with the Employee 7) Implement Personnel Action Plan ## Footnote Talent Development/Management Lesson: Evaluation & Support Systems 5 Performance Management
43
Subordinate ratings are more effective when completed anonymously. A. True B. False
A. True Anonymouse ratings from subordinates help ensure their psychological safety & can also guard against the inflation of ratings. ## Footnote Talent Development Lesson: Training Evaluators 2.1 Quiz
44
Which types of evaluations are more effective when used for formative purposes rather than summative purposes? A. Peers B. Subordinates C. Self D. All of the above
D. All of the above Each of these ratings can be used for both formative & summative purposes, but are more useful when used formatively. ## Footnote Talent Development Lesson: Training Evaluators 2.1 Quiz
45
Which type of peer assessment is most useful for providing formative feedback? A. Peer nominations B. Peer ratings C. Peer rankings
B. Peer Ratings Peer ratings are the most useful for formative feedback because they are rooted in specific performance criteria. ## Footnote Talent Development Lesson: Training Evaluators 2.1 Quiz
46
3 Objectives of Rater Training
1) Teach raters what to attend to 2) Reduce/eliminate biases 3) Improve raters' ability to communicate to ratees objetively & constructively ## Footnote Talent Development Lesson: Training Evaluators 3 Rater Training
47
builds awareness on the following common rating biases: * Leniency & Severity * Central Tendency * Halo
Rater Error Training ## Footnote Talent Development Lesson: Training Evaluators 3 Rater Training
48
raters assign ratings that are more lenient or severe than others
Leniency & Severity Error ## Footnote Talent Development Lesson: Training Evaluators 3 Rater Training
49
Raters assign ratings as if everybody is average
Central Tendency Error ## Footnote Talent Development Lesson: Training Evaluators 3 Rater Training
50
Raters assign ratings based on a general impression of the ratee
Halo Error ## Footnote Talent Development Lesson: Training Evaluators 3 Rater Training
51
this improves the accuracy of performance appraisals
Frame of Reference Training (FOR) ## Footnote Talent Development Lesson: Training Evaluators 3 Rater Training
52
Describes the actions in the workplace regarding: * Policies * Working conditions * Procedures * Behavioral expectations
Employee Handbook ## Footnote Talent Development Lesson: Workplace Policies and Issues 2 The Employee Handbook
53
2 Types of Employee Contracts
1) Contractual 2) Non-Contractual ## Footnote Talent Development Lesson: Workplace Policies and Issues 2 The Employee Handbook
54
a learning activity focused on acquisition of knowledge & skills required for a particular job or task.
Training ## Footnote Talent Development Lesson: Training and Development Foundations 3 What is Training?
55
Live instructor led instruction
Synchronous Learning ## Footnote Talent Development Lesson: Training and Development Foundations 3 What is Training?
56
Self-paced instruction
Asynchronous Learning ## Footnote Talent Development Lesson: Training and Development Foundations 3 What is Training?
57
Contains aspects of synchronous & asynchronous instruction
Blended Learning ## Footnote Talent Development Lesson: Training and Development Foundations 3 What is Training?
58
Characteristics of Training
* All about doing * Provides employees with the skills to complete their current job tasks & responsibilities * Promotes skill development * Focuses on the short term (think right now) * Has an end goal (typically) ## Footnote Talent Development Lesson: Training and Development Foundations 3 What is Training?
59
training that enables an employee to perform their role, eventually independently
Onboarding ## Footnote Talent Development Lesson: Training and Development Foundations 4 Types of Training
60
to teach an employee how to use the software or hardware that is needed in context to their job responsibilities
Technical or Technology Training ## Footnote Talent Development Lesson: Training and Development Foundations 4 Types of Training
61
to keep employees protected from injuries caused by work-related accidents
Safety Training ## Footnote Talent Development Lesson: Training and Development Foundations 4 Types of Training
62
to equip employees with the specific proficiencies to perform their job.
Skills Training ## Footnote Talent Development Lesson: Training and Development Foundations 4 Types of Training
63
the traits, social graces, communication, & personal habits that are used to characterize relationships with other people.
Soft Skills Training ## Footnote Talent Development Lesson: Training and Development Foundations 4 Types of Training
64
training that keeps an employee up to date in their field (might be given externally)
Professional & Legal Training ## Footnote Talent Development Lesson: Training and Development Foundations 4 Types of Training
65
to develop cohesive amongst team members
Team Building ## Footnote Talent Development Lesson: Training and Development Foundations 4 Types of Training
66
What type of training is this? Training employees so they are protected from injuries caused by work-related accidents.
Safety Training ## Footnote Talent Development Lesson: Training and Development Foundations 4.1 Quiz: Types of Training
67
What type of training is this? A type of training that keeps an employee up to date in one's professional field.
Professional Training ## Footnote Talent Development Lesson: Training and Development Foundations 4.1 Quiz: Types of Training
68
What type of training is this? The process through which new employees learn the attitudes, knowledge, skills, & behaviors required to function effectively within an organization.
Onboarding ## Footnote Talent Development Lesson: Training and Development Foundations 4.1 Quiz: Types of Training
69
What type of training is this? Personality traits, social graces, communication, and personal habits that are used to characterize relationships with other people.
Soft Skills Training ## Footnote Talent Development Lesson: Training and Development Foundations 4.1 Quiz: Types of Training
70
What type of training is this? Increasing the knowledge, skills, & abilities that aer necessary to do a job effectively.
Skills Training ## Footnote Talent Development Lesson: Training and Development Foundations 4.1 Quiz: Types of Training
71
What type of training is this? To teach an employee how to use the software or hardware that is needed in context to their job responsibilities.
Technical or Technology Training ## Footnote Talent Development Lesson: Training and Development Foundations 4.1 Quiz: Types of Training
72
What type of training is this? Building cohesiveness amoungst team members
Team Building ## Footnote Talent Development Lesson: Training and Development Foundations 4.1 Quiz: Types of Training
73
Delivery Methods for Training
1) On-th-job 2) Mentoring 3) Instructor-led 4) Brown Bag Lunch 5) E-Learning/Web Based 6) Job Shadowing ## Footnote Talent Development Lesson: Training and Development Foundations 5 Delivery Methods
74
Assigning an employee to a more experienced employee or manager to learn the skills needed for the job.
On-the-job ## Footnote Talent Development Lesson: Training and Development Foundations 5 Delivery Methods
75
when an employee is trained by an experienced person
Mentoring ## Footnote Talent Development Lesson: Training and Development Foundations 5 Delivery Methods
76
Virutal or face to face
Instructor-led ## Footnote Talent Development Lesson: Training and Development Foundations 5 Delivery Methods
77
training that occurs during lunch, usually informal
Brown Bag Lunch ## Footnote Talent Development Lesson: Training and Development Foundations 5 Delivery Methods
78
learning through the use of technology
E-learning/Web-Based ## Footnote Talent Development Lesson: Training and Development Foundations 5 Delivery Methods
79
pairing an employee who has the skills with an employee who wants to develop those skills
Job Shadowing ## Footnote Talent Development Lesson: Training and Development Foundations 5 Delivery Methods
80
Learning activities that expand skills, knowledge, & abilities to support personal growth & career advancement
Professional Development (also referred to as Professional Learning) ## Footnote Talent Development Lesson: Training and Development Foundations 6 What is Professional Development?
81
A plan created by the manager working closely with the staff member to id necessary skills & resources to support the staff member's career goals organization's business needs.
Professional Development Plan ## Footnote Talent Development Lesson: Training and Development Foundations 6 What is Professional Development?
82
Characteristics of Professional Development
* All about being * More conceptual & educational * Focused on developing mindsets * Continuous * Focuses on the long term * Growing as an individual ## Footnote Talent Development Lesson: Training and Development Foundations 6 What is Professional Development?
83
A way to learn from experts in the field
Professional Organizations ## Footnote Talent Development Lesson: Training and Development Foundations 7 Types of Pofessional Development
84
a way to keep your knowledge & skills level current
Continuing Education ## Footnote Talent Development Lesson: Training and Development Foundations 6 What is Professional Development?
85
ie: * conducting research or learning about new developments in your field * improving existing skills * taking on new challenges, projects or assignments in your current position * finding a mentor to study
Self-directed Examples ## Footnote Talent Development Lesson: Training and Development Foundations 6 What is Professional Development?
86
Professional Development Planning Steps
1) Self Assessment 2) Goals 3) Strategies 4) Resources 5) Timeline ## Footnote Talent Development Lesson: Training and Development Foundations 8 Professional Development Planning Steps
87
An evaluation of your professional interests, knowledges & skills.
Self-Assessment ## Footnote Talent Development Lesson: Training and Development Foundations 8 Professional Development Planning Steps
88
what you hope to accomplish
Goals ## Footnote Talent Development Lesson: Training and Development Foundations 8 Professional Development Planning Steps
89
How you will achieve your goals
Strategies ## Footnote Talent Development Lesson: Training and Development Foundations 8 Professional Development Planning Steps
90
Places where you can find professional growth opportunities
Resources ## Footnote Talent Development Lesson: Training and Development Foundations 8 Professional Development Planning Steps
91
Work in progress, should be continuess
Timelines ## Footnote Talent Development Lesson: Training and Development Foundations 8 Professional Development Planning Steps
92
* Operational * Short Term * Teaches employees how to be competent at their jobs * Focuses on a job position * Objectives re specific * Gets employees to be compliant
Training ## Footnote Talent Development Lesson: Training and Development Foundations 9 Differences Between Training and Professional Development
93
* Strategic * Long Term * Teaches employees to excel in areas beyond the status quo * Emphasizes building a successful professional career * Objectives are intangible * Gets employees committed
Professional Development ## Footnote Talent Development Lesson: Training and Development Foundations 9 Differences Between Training and Professional Development
94
best practices to ensure children are learning
Pedagogy ## Footnote Talent Development Lesson: Designing Learning 1 Adult Learning Theories
95
the art & science of helping adults learn
Andragogy ## Footnote Talent Development Lesson: Designing Learning 1 Adult Learning Theories
96
Knowles 4 Adult Learning Principles
1) Involvement 2) Self-Directed 3) Problem Focused 4) Relevance ## Footnote Talent Development Lesson: Designing Learning 1 Adult Learning Theories
97
leanring that provides choice & the ability to participate in the planning of your training
Self-Directed ## Footnote Talent Development Lesson: Designing Learning 1 Adult Learning Theories
98
Learning that is problem-centered rather than content-oriented
Problem-Focused ## Footnote Talent Development Lesson: Designing Learning 1 Adult Learning Theories
99
Learning that is hands-on, engaging, or gives opportunities for active reflection or processing.
Involvement ## Footnote Talent Development Lesson: Designing Learning 1 Adult Learning Theories
100
Learning that has immediate application to your job or personal life.
Relevance ## Footnote Talent Development Lesson: Designing Learning 1 Adult Learning Theories
101
a tool that describes that describes the process for designing an effective course.
Instructional Design ## Footnote Talent Development Lesson: Designing Learning 2 Instructional Design
102
Key Elements of Instructional Design
* There is a genuine need for learning * The learning experiences are well-designed * Learning materials are high-quality * Appropriate strategies & approaches are used * Learning is evaluated to ensure learning has taken place ## Footnote Talent Development Lesson: Designing Learning 2 Instrutional Design
103
ADDIE Approach
Analyze Design Development Implement Evaluate ## Footnote Talent Development Lesson: Designing Learning 2 Instructional Design
104
Identify the problem & learning requirements
ADDIE: Analyze
105
UDL
Universal Design for Learning ## Footnote Talent Development Lesson: Designing Learning 3.3 Universal Design for Learning Framework
106
Ciriculum that can be used and understood by everyone
Universal ## Footnote Talent Development Lesson: Designing Learning 3.3 Universal Design for Learning Framework
107
Three Brain Networks for Learning
1) Recognition (the what) 2) Skills & Strategies (the how) 3) Caring & Prioritizing (the why) ## Footnote Talent Development Lesson: Designing Learning 3.3 Universal Design for Learning Framework
108
Show the information in different ways
Representation ## Footnote Talent Development Lesson: Designing Learning 3.3 Universal Design for Learning Framework
109
the technological structure needed for the learning operations of an organization
Learning Infrastructure ## Footnote Talent Development Lesson: Designing Learning 6 Sustaining Learning Infrastructure
110
Technology systems that can support learning within an organization
* Structured Learning * Talent Management * Performance Management * Knowledge Management * Collaborative Learning ## Footnote Talent Development Lesson: Designing Learning 6 Sustaining Learning Infrastructure
111
an integrated software platform that supports core talent managment prcesses, including recrutiment, employee onboarding, perforamnce management, learning & professional development, compensation management, & succession planning.
Talent Management System (TMS) ## Footnote Talent Development Lesson: Designing Learning 6 Sustaining Learning Infrastructure
112
an online environment that is available to & easily accessible by employees in order to provide immediate access to a full range of information, software, guidance, advice & assistance, data, images, tools, & assessment & monitoring systems to permit job performance with minimal support & intervention by others.
Performance Management (Performance Support System PSS) ## Footnote Talent Development Lesson: Designing Learning 6 Sustaining Learning Infrastructure
113
type of technology system that stores & retrieves knowledge to improve understanding, collaboration, & process alignment.
Knowledge Management ## Footnote Talent Development Lesson: Designing Learning 6 Sustaining Learning Infrastructure
114
engage trainees with their peers either directly or remotely through online tools.
Collaborative Learning Systems ## Footnote Talent Development Lesson: Designing Learning 6 Sustaining Learning Infrastructure
115
a software application used to deliver educational content. focused on online learning delivery & can host asynchronous, synchronous, & blended learning experiences.
Structured Learning Management (LMS) ## Footnote Talent Development Lesson: Designing Learning 6 Sustaining Learning Infrastructure
116
Things to consider when selecting training & development metrics:
Organizaitonal: * Priorities * Capacity * Needs ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
117
Measures the % of staff that has completed a training, online course, etc.
Learning Completion Rates ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
118
Measures employee perceptions of, & satisfaction with a learning experience.
Training Expereince Satisfaction ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
119
Measures the % of training/PD participants who passed teh assessment pertaining to that learning experience.
Assessment Pass Rate ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
120
vary by employee role & help detemine whether training/PD is helping employees be succesful in their roles.
On-the-Job Training Metrics ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
121
Measures whether identified gaps in knowledge or skills have narrowed or closed following a training/PD initiative.
Progress Toward Closing Knowledge & Skills Gaps ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
122
Measures the efficacy of an organization's onboarding efforts, based on the assumption that high-quality onboarding leads new hires to get "up to speed" quickly
New Hire Productivity ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
123
Measures the extent to which employees who have participated in the organization's training/PD offerings are being promoted within the organization.
Internal Mobility ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
124
Measures the % of employees who are still working at the organization after a defined period of time.
Employee Retention ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
125
Provides insight into how much the organization has invested in training or PD
Training Cost Per Employee ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
126
Measures the extent to which a training/PD program benefits the organization. Results presented as a dollar amount
Training ROI ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
127
Measures whether the investments the organization makes in its workforce are beneficial. Results preented as a dollar amount.
Employee ROI ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 2 Metrics
128
Tracking the % of goals met is one way to assess
Alignment with Goals ## Footnote Talent Development Lesson: Assessing Training & Developent Outcomes 3 Alignment with Goals & Objectives
129
360 - degree systems include (select all that apply): A. Supervisor B. Subordinates C. Peers D. Self-Ratings
A. Supervisor B. Subordinates C. Peers D. Self Ratings 360-degree evaluations include supervisor, peer, subordinate, and self-ratings in order to provide a broader and more reliable assesment of performance information ## Footnote Talent Development Training Evaluators Evalution Tools & Techniques by Rater Quiz
130
True or False Raters do not have biases.
B. False Intentional or not, raters have biases, but trainings like the rater error training can help to make raters more aware of their biases. ## Footnote Talent Development Training Evaluators Evalution Tools & Techniques by Rater Quiz
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What are some ways to improve self-evaluations? Select all that apply. A. Provide employees with multiple opportunities to engage in self-evaluation B. Ensure employees feel confident that their ratings will not be publicized C. Focus on developing employees for future success D. Rely soley on trainings that helpemployees understand their biases
A. Provide employees with mulitple opportunities to engage ni self-evaluation B. Ensure employees feel confident that their ratings will not be publicized C. Focus on developing employees for future success Making employees aware of their biases may help to a degree, but relyingsolely on this approach will likely not be sufficient for improving self-evaluations. ## Footnote Talent Development Training Evaluators Evalution Tools & Techniques by Rater Quiz
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Establishing SMART goals can help to clarify performance expectations. A. True B. False
A. True Because SMART goals are specfic by nature, they can help clarify performance expectations for both employees and supervisors. ## Footnote Talent Development Training Evaluators Evalution Tools & Techniques by Rater Quiz
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pHCLE 202311 (11 decks)

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