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CMS 1 > A6 - Training and Talent Development > Flashcards

A6 - Training and Talent Development Flashcards

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1
Q

(4) Steps to ensure Training and Development

has the max impact possible

A
  1. Conducting the Needs Assessment
  2. Designing the Training Program
  3. Implementing the Training Program
  4. Evaluating the Training Program
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2
Q

Parts of a Needs Assessment

A
  • organization analysis
  • task analysis
  • person analysis
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3
Q

a high-ranking mgr directly responsible for fostering EE L/D w/in the firm

A

chief learning officer

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4
Q
  • 1st part of a Needs Assessment
  • exam. of the environ., strats, and resources of the org. to determine where training emphasis s/b placed
  • ID’g the broad forces that can influence a firm’s training needs
  • closely examining a firm’s resources - tech., fin., human - available to meet the company’s training obs.
A

organization analysis

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5
Q
  • 2nd part of a Needs Assessment
  • the process of determining what the content of a training program s/b on the basis of a study of the tasks and duties involved in the job
  • reviewing the job descript. and specifics to ID KSOAs needed to perform them
A

task analysis

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6
Q

steps in task analysis

A
  1. list all the tasks or duties included in the job
  2. list the steps performed by the EE to compete each task
  3. ID type of performer needed and skills/knowledge need to do it

**info helps trainers select program content and choose the most effective training methods

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7
Q
  • analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs
  • for EEs that need more flexible sets of competencies in order to perform in a superior way
  • captures elements on how those traits s/b used w/in an org’s context and culture - including motivation level, personality traits, interpersonal skills, etc…
A

competency assessment

as part 2 of a training needs assessment

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8
Q
  • 3rd part of a Needs Assessment
  • study of specific indivs. to determine who needs training and who does not
A

person analysis

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9
Q

importance of person analysis

A
  • helps orgs avoid the mistake of sending all EEs into training when some do not need it
  • helps mgrs determine what prospective trainees are able to do when they enter training so that the progs. can be designed to emphasize the areas in which they are deficient
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10
Q

The use of perf. appraisals during person analysis

A
  • even if they reveal who is meeting expectations, they don’t reveal why
  • only work if it is based on ‘ability to do the work’ and if there is a prob w/ that
  • if the prob is with motivation, factors outside EEs control - training may not be the answer

**mgrs need to have a sit down w/ EE to talk about areas for improvement to jointly determine the best approaches w/ max benefs.

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11
Q

(4) parts of Designing the Training Program

A
  1. Instructional Objs.
  2. Trainee Readiness and Motivation
  3. Principles of Learning
  4. Characteristics of Instructors
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12
Q
  • part of Designing the Training Program
  • desired outcomes of a training prog.
  • describes the skills or knowledge to be acquired and/or the attitudes to be changed
A

instructional objectives

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13
Q
  • most important instructional objective of Designing the Training Program
  • used b/c it lends itself to an unbiased eval. of the results
  • typically include precise terms such as “to calculate”, “to repair”, “to adjust”, “to construct”, “to assemble”, and “to classify”
A

performance-centered objectives

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14
Q
  • part of Designing the Training Program
  • these 2 preconditions for learning affect the success of those who are to receive training
  • maturity and experience factors of the trainee’s background
  • must have a desire to learn in order for a prog. to succeed
A

readiness and motivation

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15
Q
  • the maturity and experience factors of the trainee’s background
  • whether or not the experience of trainees has made them receptive to the training they will receive
  • must have background knowledge and skills necessary to absorb training info.
A

trainee readiness

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16
Q
  • help EEs understand the link b/w the effort they put into training and the payoff
  • have training opps. that allow EEs to develop their skills and advance their careers
  • these differ per employee at any given time
A

Trainee Motivation

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17
Q
  • part of Designing the Training Program
  • bridging together assessing org’s needs and objs. to EE readiness and motivation
  • characteristics of training progs. that help EEs grasp new material, make sense of it in their own lives, and transfer it back to their jobs
A

principles of learning

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18
Q

types of Principles of Effective Learning

A
  • goal setting
  • meaningfulness of presentation
  • modeling
  • indiv. differences
  • active practice and repetition
  • whole-vs-part learning
  • massed-vs-distributed learning
  • feedback and reinforcement
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19
Q

forms of modeling

A
  • real-life demos
  • DVDs
  • visual aids, pics, and drawings
  • showing the wrong behavior and then clarifying what the right behavior is
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20
Q

The principle of spacing out training in order to produce results of faster learning and longer retention

A

distributed learning

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21
Q

Feedback = Motivation

A
  • plotting an EE’s training progress in terms of mistakes or successs on a “learning curve”
  • if progress doesn’t occur, it will create a flat line on chart = plateau
  • plateaus can occur b/c of reduced motivation or b/c person gets discouraged when he/she doesn’t always perform a new task as well as hoped (natural phenomenon)
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22
Q
  • a technique that ops on the princ. that behavior that is rewarded, or positively reinforced, will be exhibited more frequently in the future, whereas behavior that is penalized or unrewarded will decrease in frequency
A

behavior modification

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23
Q
  • programs that award EEs “on the spot” when they do something particularly well during training or on the job
A

spot rewards

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24
Q

desirable Characteristics of Instructors

A
  • knowledge of subj.
  • adaptability
  • sincerity
  • sense of humor
  • interest
  • clear instructions
  • indiv. assistance
  • enthusiasm
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25
Q

Training Methods for Nonmanagerial EEs

A
  • OJT
  • apprenticeship training
  • cooperative training
  • internships
  • gov’tal training
  • classroom instruction
  • programmed instruction
  • audiovisual methods
  • simulation method
  • e-Learning
  • just-in-time training
  • LMS
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26
Q
  • type of Training Methods for Nonmanagerial EEs
  • method by which EEs are given hands-on experience w/ instructions from their super or other trainer
A

on-the-job training (OJT)

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27
Q

adv of OTJ training

A
  • hands-on experience under normal working conditions
  • opp. for trainer (mgr or senior EE) to build good relationships w/ new EEs
  • most believe that this is the most effective means of facilitating learning in the workplace
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28
Q

drawbacks of OTJ training

A
  • lack of a well-structured training environ.
  • poor training skills on the part of mgrs
  • absence of well-defined job perf. standards
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29
Q

PROPER way to do OTJ training

A
  1. Prepare
  2. Reassure
  3. Orient
  4. Perform
  5. Evaluate
  6. _R_einforce and _R_eview
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30
Q
  • type of Training Methods for Nonmanagerial EEs
  • thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of work in a skilled trade.
  • based on cooperative efforts of labor, mgmt, and gov’t
  • an extension of OJT
A

apprenticeship training

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31
Q
  • type of Training Methods for Nonmanagerial EEs
  • combines practical OTJ experience w/ formal ed. classes
  • mostly used in connection w/ HS and college programs that incorporate PT or FT experiences
A

cooperative training

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32
Q
  • type of Training Methods for Nonmanagerial EEs
  • type of prog. sponsored by colleges and outside orgs to offer students the chance to gain real-world experience
  • ORGs benefits - student-EEs have new ideas, eneryg, and eagerness to accomplish their assignments
A

internship programs

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33
Q

types of Off-the-Job EE training methods

A
  • classroom training methods
  • programmed instruction methods (self-directed learning)
  • audiovisual methods
  • simulation methods
  • e-learning
  • learning mgmt systmes (LMS)
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34
Q
  • type of off-the-job EE training method (nonmgr’l EEs)
  • even w/ the rise of other learning types such as electronic, this is still the #1 training method
  • advs relate to motivation and attendance
  • If a trainee experiences probs, a live instructor is generally in the best position to help the trainee
  • use blended learning
A

classroom instruction

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35
Q
  • type of classroom learning
  • the use of multiple training methods to achieve optimal learning on the part of trainees
A

blended learning

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36
Q
  • type of off-the-job EE training method (nonmgr’l EEs)
  • utilizes books, manuals, or computers to break down content into sequences for EEs to learn at their own pace
  • also known as self-directed learning
  • trainees are actively involved in the instructional process w/ feedback/reinforcement being immediate
A

programmed instruction

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37
Q

types of audiovisual methods

A
  • CDs/DVDs
  • recordings to listen to
  • teleconference
  • videoconference
  • web conference
  • webinars
  • podcasts
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38
Q
  • type of off-the-job EE training method (nonmgr’l EEs)
  • online system that provides a variety of assessment, comm., teaching, and learning opps.
A

learning mgmt systems (LMS)

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39
Q

types of training methods for management development

(above and beyond those used for nonmgmt)

A
  • OTJ experiences
  • seminars/conferences
  • case studies
  • mgmt games and simulations
  • role-playing
  • behavior modeling
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40
Q

types of OTJ training methods for management development

A
  • coaching
  • understudy assignments
  • job rotation and lateral transfers
  • special projects and junior boards
  • action learning
  • managerial staff meetings
  • planned career progression
41
Q
  • type of off-the-job used in training mgrs
  • can be used to comm. ideas, policies, or procedures
  • also good for raising points of debate or discussing issues that have no set answers or resolutions
  • often used when attitude change is a goal
A

seminars and conferences

42
Q
  • type of off-the-job used in training mgrs
  • uses documented exps. to help participants learn how to analyze (take apart) and synthesize (put together) facts, become conscious of the many variables on which mgmt decisions are based, and improve their decision-making skills
A

case studies

43
Q
  • type of off-the-job used in training mgrs
  • playing the roles of others, often a super and a subord., who are facing a particular prob.
  • by acting out another’s position, partics. can improve their ability to understand and cope w/ others
A

role-playing

44
Q
  • type of off-the-job used in training mgrs
  • an approach that demonstrates desired behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback
  • combines several different methods
A

behavior modification

45
Q

(4) basic points of behavior modification

A
  1. learning points (goals of training)
  2. modeling (shows right way to do something)
  3. practice/role-playing
  4. feedback/reinforcement
46
Q

(4) Criterion for Evaluating the Training Program

combo of these can give a total pic of the training program in order to help mgrs decide where prob. areas lie, what to chg about the prog., and whether to continue w/ a prog.

A
  1. Reactions - of participants
  2. Learning
  3. Behavior - of trainees in trying to apply the learning to their jobs
  4. Results (ROI) - using some results-based criteria and benchmarking methods
47
Q

Criterion 1: Reactions

for Evaluating the Training Program

A
  • simplest/most common approaches to eval. training programs
  • give insights into the content and techniques they found most useful
  • critique the instructors or make suggestions about partic. interactions, feedback, etc…
  • positive reactions are no guarantee that the training has been successful
  • must actually improve OTJ perf. based on the firm’s strat. goals
48
Q

Criterion 2: Learning

for Evaluating the Training Program

A
  • testing whether they actually learned anything
  • comparing knowledge/skills of participants b4 and after training
  • comparing knowledge/skills of participants with those EEs who didn’t attend training
49
Q

Criterion 3: Behavior

for Evaluating the Training Program

A
  • lots of times, what is learned in the training prog. never gets back to the job.
  • want to maximize how well EEs apply what they have learned to their jobs (transfer of training)
50
Q

effective app. of principles learned to what is required OTJ

A

transfer of training

51
Q

(4) ways to maximize the transfer of training

A
  1. feature identical elements (conditions in training are similar to real-life situations)
  2. focus on general priciples
  3. estab. a climate for transfer (support and reinforce trainees for applying the new skills)
  4. give EEs transfer strats
52
Q

this transfer of training approach teaches indiv. how to anticipate and cope w/ the inevitable setbacks they will encounter back on the job (such as going back to old habits instead of new ways that were learned at the training)

A

relapse prevention (RP)

53
Q

Criterion 4: Results, or Return on Investment (ROI)

for Evaluating the Training Program

A
  • sometimes known as the utility the firm gets for its training $’s
  • benefits it derives from training its EEs relative to the costs it incurs
  • to measure this - HR mgrs use data such as sales data, HR and fin. data, and EE survey and control group data gathered from various sources w/in the org. in comparison to cost of training
  • can also be measured by how long it takes before the benefits of training pay off
54
Q

Return on Investment (ROI) =

A

Results / Training Costs

  • if ROI for training is > 1 = benefits exceeds costs
  • if ROI for training is < 1 = costs exceed benefits
55
Q

similar to ROI, the process of measuring one’s own services and practice against the recognized leaders in order to ID areas for improvement

A

benchmarking

56
Q

basic (4) step benchmarking model

W. Edwards Deming

A
  1. Plan = conduct self-audit to define internal processes and decide on areas to benchmark
  2. Do = collect data through surverys, interviews, stie visits etc…
  3. Check = analyze data to find perf. gaps, communicate findings, and suggest improvements to mgmt
  4. Act = estab. goals, implement changes, monitor progress, and redefine benchmarks for future studies
57
Q
  • formal process of familiarizing new EEs w/ the org., their jobs, and their work units
  • often stresses the why
  • designed to influence new EEs attitudes about the work they will be doing and their role in the org.
A

orientation

58
Q
  • process of systematically socializing new EEs to help them get “on board” w/ an org.
A

onboarding

59
Q
  • type of training that is focused on team leadership, mgmt of meetings, team roles, group dynamics, and problem-solving - all skills needed to function effectively as at team
  • all members need to learn all parts of the team to be successful
A

team action training

60
Q
  • similar to team training
  • process of training EEs to do multiple jobs w/in an org.
A

cross training

61
Q

adv. of cross-training

A
  • gives firms flexible capacity - workers can be shifted to other jobs at any time
  • by keeping workiers interested and motivated - cut turnover, increase productivity, pare down labor costs, and lay the foundation for careers rather than dead-end jobs.
  • EEs have na incentive to learn b/c their hrly wages may get bumped up as they master more skills
  • gives EEs the ‘big picture”, making them more creative and better prob.-solving
62
Q

business Ethics codes and

compliance policies/procedures

A
  • only required if gov’t contractor/subcontractor w/ contracts that last for 120 days or more and are more than $5 million
  • other orgs are not legally required to
    • if investigated, those that have “effective programs to prevent and detect violations of law” will face reduced penalties under U.S. fed’l sentencing guidelines
63
Q

high-ranking mgr directly responsible for fostering the ethical climate w/in the firm

A

chief ethics officer

64
Q

Diversity Training

A
  • increasing in popularity
  • sparked by an awareness of the varied demographics of the workforce, challenges of AAPs, dynamics of stereotyping, changing values of the workforce, and potential competitive payoffs from bringing different ppl together for a common purpose
  • all of the diverse dimenstions - race, gender, age, disabilities, lifestyles, culture, education, ideas, and backgrounds - s/b considered
65
Q

types of Diversity Training

A
  • awareness building - helps EEs appreciate the benefits of diversity
  • training to prevent discrim. and harassment
  • skill building - provides EEs w/ the KSAs necessary for working w/ ppl who are different from them
66
Q

(4) ways to achieve a good outcome in terms of diversity training

A
  1. forge a strat. link
  2. do not settle for “off the shelf” programs
  3. choose your training methods carefully
  4. doc. the indiv. and org. benefs. of the training
67
Q

how HR structures relate to some of the essential aspects of the career mgmt process

A
  1. The goal: match indiv. and org. needs
  2. ID career opps & requirements
  3. Institute career development initiatives
  4. Gauge EE potential
68
Q

(1) The goal: match indiv. and org. needs

A
  • create a supportive environment
  • comm. the direction of the company
  • estab. mutual goal setting and planning

EE’s Role - depends on you creating your own career path - ID’g skills, knowledge, abilities interests, and values and to seek out info about career options in conjunction w/ their mgrs

Org’s Role - design and implement a career development system that reflects the goals/culture of the org.

69
Q

(2) ID’g Career Opps and Requirements

A
  • steady analysis of the competencies required for jobs, progression among related jobs, and supply of ready (and potential) talent available to fill those jobs
  • use variety of approaches - surveys, informal group discussions, and interviews
  • involve personnel from different groups
70
Q

(2) ID’g Career Opps and Requirements

Step 1: competency analysis

A
  • study jobs carefully to ID and assign weights to the knowledge and skills that each one requires
71
Q

(2) ID’g Career Opps and Requirements

Step 2: ID Job Progressions and Career Paths

A
  • after skill demands of jobs are ID’d and weighted according to their importance - plan job progressions
  • job progressions then can serve as a basis for developing career paths for indiv.
  • caution - even the best career planning, it is almost impossible for ppl to have perfect certainty about where their careers are going - due to chg’s over time
72
Q

the hierarchy of jobs a new EE might experience, ranging from a starting job to jobs that successively require more knowledge/skill

A

job progressions

73
Q

lines of advancement in an occupational field w/in an org

A

career path

74
Q

(2) ID’g Career Opps and Requirements

Step 3: Track Career Stages

A
  • person’s knowledge, skills, attitudes, and abilities chg with age/maturity
  • challenges/frustrations ppl face are similar at the same stages in their careers
75
Q

(2) ID’g Career Opps and Requirements

Step 3: Track Career Stages (5)

A
  1. prep for work - prio to entering an org before age 25; acquiring the knowledge, abilities, and skills needed to compete in mktplace
  2. org. entry - ages 18 - 25; soliciting job offers and selecting an appropriate job; overlap with 1st stage

**next 3 stages entail fitting into a chosen occupation and org, modifying one’s goals, remaining productive, and preparing for retirement

  1. early career
  2. midcareer
  3. late career
76
Q

(2) ID’g Career Opps and Requirements

Step 4: Recognize Different Career Paths

A
  • with today’s flatter orgs and more dynamic work environ., indiv’s career advancement can move along several different paths via promotions, transfers, demotions, and exits
77
Q
  • a chg of assignment to a job at a higher level in the org.
  • normally provides an increase in pay and status and demands more skill or carries more responsibilities
A

promotion

78
Q

(3) principal criteria for determining promotions

A
  1. merit
  2. seniority
  3. potential
  • prob - how much consideration to give each factor
79
Q

challenges for promotions

A
  • if you promote primarliy on past perf. and seniority (Peter Princ.) - leads to ppl being promoted to their level of incompetence
  • extremely good EEs are prevented from being promoted to other depts b/c their current mgrs are reluctant to lose them
80
Q
  • placement of an indiv. in another job for which the duties, responsiblities, status, and remuneration are approx. = to those of the previous job
A

transfer

81
Q

downward transfer moving an indv. into a lower-level job that can provide developmental opportunities

A

demotion

82
Q

services provided to an EE who is transferred to a new location, which might include help in moving, selling a home, orienting to a new culture, and/or learning a new language

A

relocation services

83
Q

services provided by orgs to help term’d EEs find a new job

A

outplacement services

84
Q

This act set up “one-stop” service centers in cooperation among businesses and local gov’ts to provide unemployed and underemployed ppl w/ a variety of services, including career counseling, skill assessments, training, job search assistance, and referrals to related programs and services

A

Workforce Investment Act of 1998

85
Q

this org. publishes a fed’l training assistance guide that has info on more than 200 fed’l grants and other assistance progs. that can be used for workforce training and development

A

American Society for Training and Development (ASTD)

86
Q

(2) ID’g Career Opps and Requirements

Step 5: Consider Dual Career Paths for EEs

A
  • develop dual career paths, or tracks, that provide for progression in special areas such as IT, finance, mktg, and engineering, w/ comp. that is comparable to that received by mgrs at different levels
87
Q

(2) ID’g Career Opps and Requirements

Step 6: Consider the Boundaryless Career

A
  • self-directed “free agents” who develop a portf. of employment opps by proactively moving from ER to ER, simultaneously developing and utilizing their marketable skills
  • develop human capital along dimensions of industry and occupational knowledge
  • success depends on leaning new skills, developing new relationships, and capitalizing on existing skills and relationships
88
Q

(2) ID’g Career Opps and Requirements

Step 7: Help EEs progress beyond Career Plateaus

A
  • orgs can help indivs. cope w/ plateaus by providing them w/ opps. for lateral growth or allowing them to choose their own assignments when opps for advancement do not exist
89
Q

a situation in which for either org. or personal reasons the probability of moving up the career ladder is low

A

career plateau

90
Q

(3) types of career plateaus

A
  1. structural - the end of promotions
  2. content - person has learned job too well and is bored w/ day-to-day activities
  3. life - more profound and may feel like a midlife crisis; allowing work to become the most signif. aspect in life and then experience a loss of ID and self-esteem when they are no longer advancing in their careers
91
Q

extended period of time in which an EE leaves an org. to pursue other activities and later returns to his or her job

A

sabbatical

92
Q
  • the process of discussing w/ EEs their current job activities and perf., personal and career interests and goals, personal skills, and suitable career development objectives
  • can be provided by HR, mgrs, supers, specialized staff counselors, or outside consultants
A

career counseling

93
Q
  • indiv. who coach, advise, and encourage indivs. of lesser rank
  • provide guidance and support in the development of the EE’s career
A

mentoring

94
Q

guidelines for forming an effective mentoring relationship (from EE to mentor)

A
  1. research person’s background
  2. make contact w/ the person
  3. request help on a particular matter
  4. consider what you can offer in exchg
  5. arrange a meeting
  6. follow up
  7. ask to meet on an ongoing basis
95
Q
  • the process of establishing mutually beneficial relationships w/ other business-ppl including potential clients and customers
  • can be internal to a partic. org. or connected across many different orgs.
A

networking

96
Q

**this form of training focuses on:

  1. helping EEs learn to continuously gather feedback and info about their careers
  2. encouraging them to prepare for mobility
  • encourages L/T personal effectiveness
  • not a process, but an event where EEs take assessments to increase their awareness of their own career attitudes and values
A

career self-mgmt training

97
Q

these reviews are conducted by the DOL to ID practices that appear to hinder the upward mobility of both qualified women and minorities

A

glass ceiling audits (also known as “corporate reviews”)

98
Q

couples in which both members follow their own careers and actively support each other’s career development

A

dual career partnerships

CMS 1 (10 decks)

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