Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PHERR > 3.HRD 10 > Flashcards

3.HRD 10 Flashcards

1
Q

Human Resource Development

A

HRD consists of training, development, change management, career development and performance management strategies, functions and initiatives to ensure that the skills, knowledge, abilities and performance of the workforce will meet the objectives of the organization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Organization Development

A

OD is the process through which the overall performance, growth and effectiveness of an organization is enhanced through strategic, deliberate and integrated initiatives. Includes 4 academic disciplines: psychology, sociology, anthropology, and management.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Training

A

AKA “learning and development”; The learning and transfer of skills and knowledge that will enable and employee to perform her current job more effectively, thus contributing to the overall effectiveness of the organization.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Career Development

A

The development of individuals within the organization, the deliberate preparation for, and unfolding of the professional pathway along which an individual travels during their working life. see glossary for more info.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Leadership Development

A

The strategic investment in the managers and leaders who work within an organization.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Performance Management

A

Day-to-day activities in which managers engage with their employees as they work to collaborative accomplish organizational objectives.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

US Patent Act 1790

A

Patents confer certain rights upon the individual to whom the patent is granted. Specifically, a patent holder has “the right to exclude others from making, using, offering for sale, or selling” the invention in the United States or “importing” the invention into the United States.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Copyright Act 1976

A

A law protecting the work of authors, artists and others who create original materials. This law also addresses fair use and public domain questions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Copyright holders

A

The author, artist or individual who created the work and owns the copyright to the work

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Work-for-hire

A

Exceptions to the copyright rules that pertain to work product created by employees or consultants/independent contractors while under contract. For contractors this requires a signed written agreement that states that a work-for-hire arrangement has been established and that the organization owns all the work product that it produces.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Public Domain

A

Copyrights eventually expire, upon which the work enters the public domain. This means that the work is available and free for all to use. In addition, many federal government works are considered to be in the public domain.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Fair Use

A

The right to use copyrighted works without the permission of the author under certain circumstances, such as “criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Common Law

A

A system of law in which traditions, customs, and precedents have the same force of law as existing laws or statutes that have been enacted as a result of the full legislative process. Laws and statutes can be interpreted and reinterpreted on a case-by-case basis.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

ADDIE

A 
a 5-phase model often used within a context of instructional design. 
Analysis/assessment of needs 
Design 
Development
Implementation
Evaluation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

McGehee and Thayer

A

Identified 3 levels of human resource development/training needs analysis and assessment.

1) Organizational-level analysis- Determines where HRD/training can and should be used within the overall organization.
2) Task or work (operations) analysis -Collects and addresses data about a particular job or group of jobs.
3) individual or person (man) analysis. -assesses perfomance of a particular individual.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Cost-per-trainee/cost-per participant

A

A formula that calculates: 1) Total of all costs associated with the HRD/training initiative & 2) Number of individuals who participate in the HRD/training initiative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

SMART

A 
Specific
Measurable
Action-oriented
Realistic
Time bound
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Lecture/lecturette

A

A training method that includes presenting information to participants. Lecturettes are simply shorter lectures.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Demonstration

A

A training method during which the instructor/facilitator shows the participants how to perform a particular function, duty, or role.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Reading

A

A training method during which the instructor/facilitator directs the participants to read specific printed materials

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Small Group discussions/instructor facilitated large group discussions

A

A training method during which the facilitator encourages learning by drawing upon the experiences and insights of the participants. This is used to reinforce the adult learning principle that says adult learners believe they have a SIGNIFICANT AMOUNT OF VALUABLE EXPERIENCES.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Malcolm Knowles

A

Learner’s NEED TO KNOW- “I understand why I need to learn this. It makes sense to me.”
Learner’s SELF-CONCEPT- “I’m n adult, and I can direct myself. That includes in a classroom setting, so please treat me that way.”
Role of LEARNER’S EXPERIENCE- “I’ve got lots of valuable experience that I want to draw upon to help me as I learn. Maybe I can help others learn through that experience as well.”
READINESS TO LEARN- “I’m ready to learn this because what I learn will help me function better in some way.”
ORIENTATION OF LEARNING- “What I learn today will help me solve problems at my workplace tomorrow– not at some unspecified time in the future.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Individual, small-group, or large-group activities/applications

A

A training method during which the instructor provides participants with an opportunity to immediately apply the knowledge they have learned or the skills they have developed through HANDS-ON-APPLICATION.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Case Study

A

A training method through which participants are presented with a REAL-LIFE SITUATION that allows them to apply the KNOWLEDGE they have learned and practice the skills they have developed during the training session.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Role play

A

A training method that is similar to case studies and can even be designed to be the natural culmination for case study. Participants “act out” the ways in which they would apply the knowledge and practice the skills in particular situations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

The adult learner

A

An individual who has exceeded the primary/secondary levels of education (United States) and who is engaged in learning activities in an academic or organizational setting.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Andragogy

A

The study and science of how adults learn.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Pedagogy

A

The study and science of how children learn

29
Q

Malcolm Knowles

A

One of the key contributors to andragogy. DEveloped 5 key assumptions about how adults learn:
Learner’s need to know- “I understand why I need to learn this”
Learner’s self-concept- “I’m an adult, and I can direct myself”
Role of learner’s experience- “I’ve got lots of valuable experience that I want to draw upon to help me learn.”
Readiness to learn- “I’m ready to learn this because what I learn will help me function better in some way”
Orientation of learning- “What I learn today wil help me solve problems at my work-place tomorrow”

30
Q

Learning styles

A

Visual learners: learn most effectively through what they see. Benefit from videos, presentation software, easel pad note, printed binders, note-taking
Auditory learners: learn most effectively through what they hear. Benefit from lectures, facilitated discussions, “ask-the -expert”-style lecturettes
Tactile/kinesthetic: learn most effectively when they can be hands-on, literally. Benefit from touch, feel, exploration and experiencing the world around them, role plays, movement.

31
Q

Learning curves

A

Negative Acceleration learning curve- initially learners process and absorb info quickly. Subsequently, the pace of learning tapers off. Commonly associated with training for repetitive tasks
Positive Acceleration learning curve- Initially learners process and absorb information relatively slowly. Subsequently the pace of leaning picks up as the earner masters the complexities of the learning. Commonly associated with material or content that is more complex.
S-shaped learning curve- pace of learning ebbs and flows as learners attain greater levels of competence through training as well as through hands-on experience
Plateau learning curve- learners process and absorb info quickly at first bu then the pace of learning slows significantly or even stops

32
Q

Training modalities/techniques

A

Brick-and-mortar learning- face to face training/learning in the workplace or at an off-site location.
On-the-job training- Takes place in the actual workplace and is predicated on learning what one needs to know when one needs to know it.
E-learning- training/learning delivered completely online.
Hybrid learning- delivered partially online and partially in a traditional classroom.

33
Q

Seating configurations

A 
see pg 186 for diagrams
Classroom/theatre
Chevron 
Modified restaurant
U-shaped
Boardroom
34
Q

Pilot Programs

A

A training program that is generally delivered to a subsection of the population of individuals, or decision makers, senior management and key stakeholders.
Identical program format- the pilot program is identical to the actual training program you have
Abbreviated program format- participants experience some but not all of the actual program elements.

35
Q

Donald L. Kirkpatrick

A

Kirkpatrick’s theory takes a “summative” approach to evaluation
Summative evaluation- the interpretation of data that is collected after the initiative has been implemented; includes analysis on four different levels:
1) REACTION-level evaluation- measures participants’ responses and reactions to a program immediately after it has been delivered. i.e through a short survey
2) LEARNING-level evaluation-measures whether and to what degree participants have mastered the skills or acquired knowledge explored through the learning objectives. i.e. through pre and post-tests
3) BEHAVIOR-level evaluation- measures whether participants’ on-the-job behaviors have changes in a manner consistent with training objectives. takes place some period of time after the training is completed
4) RESULTS-level evaluation- Looks at whether the organizational results that were expected to occur as a result of training id in fact occur. Must be concrete and measurable

36
Q

Robert O. Brinkerhoff

A

Brinkerhoff’s evaluation model incorporates FORMATIVE EVALUATION, which is a process by which EVALUATION FEEDBACK AND INPUT is sought THROUGHOUT the DEVELOPMENT AND IMPLEMENTATION phases in an effort to strengthen the ultimate training initiative through REAL-TIME INCORPORATION of evaluative feedback

37
Q

Talent management

A

The sum-total of the organization’s efforts, initiatives, and programs to create a targeted employment life-cycle experience that Attracts, Motivates, Retains, Compensates, and Develops valued, high-performing employees.

38
Q

Organizational culture

A 
the "way things are done around here" the formal and informal manifestation of what the organization is all about. encompasses 
Historical events, 
Current events, 
Future events, 
Norms,
Mores, 
Values, 
Beliefs, 
Customs 
Attitudes.
39
Q

High-potential employees

A

Current employees who demonstrate behaviors and who perform responsibilities in a way that indicates that they are capable of significant growth within the organization.

40
Q

Dual career ladders

A

Allow opportunities for employees to grow in terms of pay, skill, responsibility, and authority into supervisory roles or into technical (nonsupervisory) roles.

41
Q

Succession planning

A

The detailed, ongoing process through which an organization identifies individuals who might be able ti fill higher-level positions that could become available in the future. Succession plans strive to ensure that the overarching mission and goals of the organization will not be derailed by the inevitable departure of individuals from the organization.

42
Q

Teambuilding

A

Exercises and initiatives that seek to help the team learn to function more effectively so that it can attain its overall objective.

43
Q

Total Quality Management (TQM)

A

An organization Development Intervention that is aimed at Meeting or Exceeding customer expectations through the commitment of everyone in an organization to Continuous Improvement of Products or Services.

44
Q

W. Edwards Deming

A

A true quality pioneer who brought his expertise to Japan where he was revered. Not so much in America. One of Deming’s most noteworthy contributions is his 14-point QUALITY MANAGEMENT PROGRAM.

45
Q

Joseph M. Juran

A

A giant in the area of quality who focused on the PERSPECTIVE AND NEEDS OF CUSTOMERS and whose quality management ideas focused on three key areas: quality PLANNING, quality IMPROVEMENT, and quality CONTROL.

46
Q

Philip B. Crosby

A

A quality guru known for his ZERO DEFECTS STANDARD (in contrast to Acceptable Quality Levels (AQLs). This management philosophy asserts that employees will perform at WHATEVER LEVEL management sets for them

47
Q

Kaoru Ishikawa

A

A quality guru committed to the idea of continued customer service, EVEN AFTER the customer purchases the product. Ishikawa also believed strongly in SECURING TOP LEVEL MANAGEMENT SUPPORT and dramatically increased worldwide awareness and acceptance of QUALITY CIRCLES, originally a Japanese philosophy.

48
Q

Replacement charts

A

Tools that identify names of individuals who could potentially fill a particular position if an opening should occur

49
Q

Replacement charts

A

Tools that identify names of individuals who could potentially fill a particular position if an opening should occur

50
Q

Cause-and-effect, Ishikawa, aka Fishbone diagram

A

An important quality tool developed by Ishikawa that presents a visual representation of factors that impact whether a desired outcome will be obtained. Ishikawa believed that by presenting all the possible factors that contribute to a particular result, any POTENTIAL PROCESS IMPERFECTIONS can be identified in advance and eliminated.

51
Q

Performance management process/system

A

Performance Management is the process by which managers and their direct reports communicate about, plan for, and manage the individual performance of each Direct Report.

The Process/ System is A series of steps that, together, comprise an ongoing performance management system or process.

52
Q

Performance standards

A

The expectations that an organization has for an employee with respect fo what she is responsible for accomplishing and the ways in which the employee executes her position. Includes:
Goals/objectives- statements that express and communicate performance expectations in terms of “what” is expected to be produced.
Competencies- Skills or behaviors that reflect the way employees are expected to deliver performance goals/objectives

53
Q

Feedback

A

Information that is provided to and discussed with an employee relative to her performance and the specific ways in which that performance is meeting or not meeting expectations

54
Q

Documentation

A

Formal and informal notes, memos, emails, and all other written or electronic descriptions or comments created at any point during or after the employment lifecycle, including those that specifically pertain to an employee’s performance

55
Q

BASIC

A

An acronym that outlines the principles that should be followed when providing feedback to and discussing feedback with employees.
Behavioral- Measurable or observable rather than Attitudinal.

As soon as possible- But also take time if you are angry or upset, always wait til you are alone with employee to offer feedback.

Specific and Single Subject-Communicating on a regular basis, one behavior at a time increases likelyhood that feedback will be accepted and implemented. Don’t let things build up.

Interactive-Feedback is 2-way

Consistent- provide feedback the way to provide it to different employees. Consitancy, does not mean sameness. No Dr. Jekyll and Mr. Hyde.

56
Q

Performance appraisal

A

The form that is reviewed during the meeting that takes place at the end of the performance measurement period, during which the manager and the employee review the employee’s performance during the prior year and look ahead to the next year.

57
Q

Forced Distribution method

A

AKA Forced Ranking Method. A comparative performance appraisal method in which the appraiser ranks the performance of her direct reports so that, overall, the performance levels of all the employees, when looked at together, reflect a bell-shaped curve. (understand this concept more!)

58
Q

Paired comparison method

A

A comparative performance appraisal method in which the appraiser compares every employee in the group, one at a time, to every other employee in the group.

59
Q

Comparative methods

A

Performance appraisal methods in which the appraiser compares employees to each other.

60
Q

Narrative Methods

A

Performance appraisal method in which the appraiser uses a narrative format to write and record observations and assessments of each employee’s performance.

61
Q

Critical Incident

A

A narrative performance appraisal method in which the appraiser creates and maintains documentation throughout the year relative to specific situations in which the employee MET AND DID NOT MEET the performance expectations of the position

62
Q

Essay Method

A

A narrative performance appraisal method in which the appraiser writes short essays describing and documenting each employee’s performance during the performance measurement period.

63
Q

Field review

A

A narrative performance appraisal method in which someone other than the employee’s supervisor-someone from HR, for instance- prepares the performance appraisal.

64
Q

Rating methods

A

Performance appraisal methods in which the appraiser compared the performance of the employee against the expected behavior.

1) Behavioral anchored rating scales (BARS)- starts by identifying the most critical responsibilities or requirements of a position. Then, for each responsibility or requirement, “anchor” statements offering a specific description of a behavior are written.
2) Checklist- the appraiser reviews a series of statements that could describe an employee’s performance during the measurement period. Sometimes weighted
3) Management by objectives (MBO)- focuses in collaboratively generating individual employee objectives that align with organizational objectives. Measurement is a key part of an MBO program
4) Rating scales- the appraiser rates the employee on a variety of different categories using a 3, 4 or 5-point scale. Categories can consist of individual goals, individual competencies, multiple goals, groups of competencies etc. Each point on the scale corresponds to a different level of performance against standards.

65
Q

Performance management pitfalls

A

Leniency error- an error/bias in which the appraiser applies an inappropriately lenient standard to one or more employees, resulting in a higher overall assessment of the employee’s (or employees’) performance.
Strictness error-An error/bias in which the appraiser applies an inappropriately harsh and demanding standard when evaluating the performance of one or more employees, resulting in a lower overall assessment of the employee(s)
Recency Error- an error/bias in which the appraiser places undue emphasis on the employee’s most recent performance rather than considering performance demonstrated throughout the entire performance measurement period
Similar-to-me error- an error/bias in which the appraiser evaluates an employee’s performance on the basis of how much a candidate is similar to, or different from, her.

66
Q

Coaching

A

A professional relationship in which one individual listens, mirrors, “walks with,” and “makes space” for another individual to learn, to grow, to explore, and to make empowered choices.

67
Q

Executive coaching

A

A professional relationship in which a senior level of the organization works with an individual who helps him to identify and eradicate blind spots, to explore potentially challenging experiences or relationships, or o temper confidence and boldness with other required executive-level professional competencies.

68
Q

Mentoring

A

A professional relationship in which one person shares his insights and personal experiences with individuals who are usually less experienced and who may work at a lower hierarchical level within the organization. Mentors often offer advice and guidance and may even provide direction.

PHERR (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions