Ch 7: Training and development Flashcards
__________ is a relatively permanent change in behavior and human characteristics, while __________ is the systematic acquisition of skills, concepts, or attitudes that results in improved performance in another environment.
a. Teaching; learning
b. Learning; teaching
c. Learning; training
d. Training; learning
c. Learning; training
All of the following are considered broad categories of learning outcomes except:
a. Skill-based outcomes
b. Declarative outcomes
c. Cognitive outcomes
d. Affective outcomes
b. Declarative outcomes
Mary, an HR professional, is currently attending a training program where she is learning how to use a new computer program. She is not averse to making mistakes, often using them as an opportunity to further understand the computer program and add to her own knowledge. Mary might be characterized as having a
a. limited orientation.
b. cognitive orientation.
c. performance orientation.
d. mastery orientation.
d. mastery orientation.
John’s company offers a variety of training methods to learn skills. He is currently participating in one program that is often used to prepare high-potential employees for future management responsibilities, providing him with a variety of experiences in different departments that will likely help him obtain future promotions. What type of training method is he most likely participating in? a. Classroom instruction
b. Mentoring
c. Apprenticeship
d. Job rotation
d. Job rotation
Julie is currently in a training program for all managers at a certain level in her company. All of the trainees are exposed to the same material which is presented in a very sequential manner. Whether or not she grasps a specific concept is of no consequence to the presentation of the material. What type of programmed instruction is she most likely experiencing?
a. Branching programming
b. Linear programming
c. Inclusive programming
d. Reinforcement programming
b. Linear programming
What distinguishes critical thinking from ordinary thought?
a. It requires active involvement in applying the principles under discussion.
b. It involves the simple memorization of facts or principles.
c. It takes a lot longer to do than ordinary thought.
d. It is currently a basic tenet for learning in all areas.
a. It requires active involvement in applying the principles under discussion.
Utility analysis is a technique that assesses:
a. the return on investment of training.
b. the overall usefulness of a training program.
c. how easy it is to implement a training program.
d. assesses the influence of training on performance.
a. the return on investment of training.
All of the following are true concerning 360 degree feedback except:
a. Raters who give feedback anonymously are more likely to be honest and open.
b. To help with development, feedback should be timely.
c. It describes the process of collecting feedback from a variety of sources.
d. A recipient is likely to be more open if others are present to hear the feedback.
d. A recipient is likely to be more open if others are present to hear the feedback.
Josh works in the HR department of Lunar Company and has been asked to take steps to prevent sexual harassment. He might choose to do all of the following except:
a. Establish an effective complaint or grievance process.
b. Educate only the male employees on sexual harassment.
c. Clearly communicate Lunar Company’s zero tolerance policy to employees.
d. Take immediate and appropriate action when an employee complains.
b. Educate only the male employees on sexual harassment.
Systematic acquisition of skills, concepts, or attitudes that result in improved performance in another environment.
Training
A relatively permanent change in behavior and human capabilities produced by experience and practice.
Learning
Type of learning outcome that includes declarative knowledge, or knowledge of rules, facts, and principles.
Cognitive outcome
Type of learning outcome that concerns the development of motor or technical skills.
Skill-based outcome
Type of learning outcome that includes attitudes or beliefs that predispose a person to behave in a certain way.
Affective outcome
Actions or behaviors relevant to the organization’s goals; measured in terms of each individual’s proficiency.
Performance
A three-step process of organizational, task, and person analysis; required to develop a systematic understanding of where training is needed, what needs to be taught or trained, and who will be trained.
Training needs analysis
Component of training needs analysis that examines organizational goals, available resources, and the organizational environment; helps to determine where training should be directed.
Organizational analysis
Component of training needs analysis that examines what employees must do to perform the job properly.
Task analysis
Sets of behaviors, usually learned through experience, that are instrumental in the accomplishment of desired organizational results or outcomes.
Competencies
Component of training needs analysis that identifies which individuals in an organization should receive training and what kind of instruction they need.
Person analysis
Training needs analysis components:
Organizational analysis, Task analysis, Person analysis
Refers to whether employees have the personal characteristics necessary to acquire knowledge from a training program and apply it to
the job.
Trainee readiness
Orientation in which individuals are concerned about doing well in training and being evaluated positively.
Performance orientation
Orientation in which individuals are concerned with increasing their competence for the task at hand; they view errors and mistakes as part of the learning process.
Mastery orientation
Extent to which trainees are interested in attending training, learning from training, and transferring the skills and knowledge acquired in training back to the job.
Trainee motivation
Approach in which employees’ expectations about the relationship between how much effort they expend and how well they perform are important to their motivation and learning.
Expectancy framework
Occurs when desired behavior is followed by a reward, which increases the probability that the behavior will be repeated.
Positive reinforcement
Cognitive theory that proposes that there are many ways to learn, including observational learning, which occurs when people watch someone perform a task and then rehearse those activities mentally until they have an opportunity to try them out.
Social learning theory
Learning approach that consists of observing actual job incumbents (or videos of job incumbents) who demonstrate positive modeling behaviors, rehearsing the behavior using a role-playing technique, receiving feedback on the rehearsal, and trying out the behavior on the job.
Behavioral modeling
Belief in one’s capability to perform a specific task or reach a specific goal.
Self-efficacy
Motivational approach in which specific, difficult goals direct attention and improve performance in training and on the job.
Goal setting
Knowledge of the results of one’s actions; enhances learning and performance in training and on the job.
Feedback
Approach that involves actively participating in a training or work task rather than passively observing someone else performing the task.
Active practice
Result that occurs when tasks can
be performed with limited attention; likely to
develop when learners are given extra learning opportunities after they have demonstrated mastery of a task.
Automaticity
Extent to which the task trained is similar to the task required on the job.
Fidelity
Extent to which the training task mirrors the physical features of the task performed on the job.
Physical fidelity
Training approach in which the entire task is practiced at once.
Whole learning
Training approach in which subtasks are practiced separately and later combined.
Part learning
Conditions in which individuals practice a task continuously and without rest.
Massed practice
Condition that provides individuals with rest intervals between practice sessions, which are spaced over a longer period of time.
Distributed practice
Company that emphasizes continuous learning, knowledge sharing, and personal mastery.
Learning organization
Approach that involves assigning trainees to jobs and encouraging them to observe and learn from more experienced employees.
On-the-job training
Formal program used to teach a skilled trade.
Apprenticeship
Approach that involves moving employees to various departments or areas of a company or to various jobs within a single department.
Job rotation
Training method in which the trainer communicates through spoken words and audiovisual materials what trainees are supposed to learn; also commonly used to efficiently present a large amount of information to a large number of trainees.
Classroom lecture
Approach in which trainees are given instructional materials in written or computer-based forms that positively reinforce them as they move through the material at their own pace.
Programmed instruction
Type of programmed instruction in which all trainees proceed through the same material.
Linear programming
Type of programmed instruction that provides a customized approach, enabling each learner to practice material he or she had difficulty with when it was first presented.
Branching programming
Teaching tool designed to reproduce the critical characteristics of the real world in a training setting that produces learning and transfer to the job.
Simulator
Approach that allows trainees to interact and communicate with an instructor by using audio and video (television, computer, or radio) links that allow for learning from a distant location.
Distance learning
An instructional approach
that uses distance learning in combination with face-to-face learning.
Blended learning
An instructional approach that includes text, graphics, and/or animation presented via computer for the express purpose of teaching job-relevant knowledge
and skills.
Computer-based training
An instructional approach that provides trainees with information that helps them interpret their past performance and also determine what they should be studying and practicing to improve their future performance.
Adaptive guidance
Skills that require active involvement in applying the principles under discussion.
Critical thinking skills
Degree to which trainees apply the knowledge, skills, and attitudes gained in training to their jobs.
Transfer of training
Workplace characteristics that either inhibit or facilitate the transfer to the job of what has been learned in training.
Transfer of training climate
Transfer across different settings or contexts at the same level of the organization.
Horizontal transfer
Transfer across different levels of the organization; concerned with the link between individual training outcomes and outcomes at higher levels of the organization, such as teams.
Vertical transfer
The systematic collection of descriptive and judgmental information that can be used to make effective training decisions.
Training evaluation
Measures of trainee impressions of the training program.
Reaction criteria
Measures that assess how much was learned in the training program.
Learning criteria
Measures of how well the behaviors learned in training transfer to the job.
Behavioral criteria
Measures of how well training can be related to organizational outcomes such as productivity gains, cost savings, error reductions, or increased customer satisfaction.
Results criteria
Measures that assess trainee reactions to and learning in the training program; generally assessed before trainees leave the training program.
Internal criteria
Measures that assess whether changes as a result of training occur when trainees are back on the job.
External criteria
Technique that assesses the economic return on investment of human resource interventions such as staffing and training.
Utility analysis
Design that generally includes random assignment of participants to conditions, a control group, and measures obtained both before and after training has occurred.
Pretest–posttest control group design
Formal education, job experiences, mentoring relationships, and assessments of personality and abilities that help employees prepare for the future.
Development
Collection of procedures for evaluation that is administered to groups of individuals; assessments are typically performed by multiple assessors.
Assessment center
Process of collecting and providing a manager or executive with feedback from many sources, including supervisors, peers, subordinates, customers, and suppliers.
360 degree feedback
A practical, goal-focused form of personal, one-on-one learning for busy employees that may be used to improve performance, enhance a career, or work through organizational issues or change initiatives.
Coaching
Training experiences that occur outside of formal training programs. Can include specific job assignments, experiences, and activities outside of work.
Informal training
