Chapter 1 Flashcards
companies investing more in training produce improved financial results in terms of higher ??
net sales
gross profits
stock growth
ratio of market
how does effective training differs from ineffective training
processes used to determine what employees need to learn
how training is designed and implemented
part of an integrated system in which performance is measured against criteria that are tied to strategic objectives
training
it does NOT have a dynamic relationship with the environment
closed systems
it has a dynamic relationship with the environment
open systems model
it helps employees understand how they can assist in meeting corporate objectives
training
provides employees with the knowledge and skills to perform more effectively
training
the system output influences the environment to supply new supportive input to the system
effective systems
open systems that exist as part of another open system
subsystems
it can be seen as a subsystem within the larger HR unit
training
what are sources of input
mission, strategies, resources
what are the inputs
org and employee needs
training budget
staff
equipment
what are the outputs
improved KSAs
improved job performance
what are the challenges in training process model
insuff. financial resources
time
training professionals
what are the less - than - ideal conditions
shortcuts, variations to training practices and systems
elimination of one or more of the processess place the entire effort at grave risk
should be viewed as a set of integrated processes in which organizational needs and employee capabilities are analyzed and responded to in a rational, logical, and strategic manner
effective training
meaning of ADDIE
analysis
design
development
implementation
evaluation
what is the triggering event
when AOP is less than EOP
what phase is the identification of OPG
analysis phase
[Analysis Phase]
ex. profitability shortfalls, low levels of customer satisfaction, excessive scrap
current
[Analysis Phase]
company is seen as likely to perform poorly in the future unless changes are
made
future-oriented
both training and non- training needs are identified
training needs analysis
causes of training needs
inadequate KSAs
causes of non-training needs
motivation
faulty equipment
require a diff. solution (not training)
process of data gathering and causal analysis to determine which performance problems should be addressed by training
analysis phase
what phase determining how the training will address the organizational constraints
design phase
what phase is the creation of training objectives
design phase
it provides a focus for program development
training objectives
it sets the parameters for what will and will not work
guidelines
what phase is identifying the factors needed in the training program to facilitate learning and its transfer back to the job
design phase
what is the formulation of instructional strategy
development phase
what phase is creating all the things that are needed to implement the training program
development phase
it is the order, timing, and combination of methods and elements to be used in the training program to
meet the objectives
instructional strategy
it is integrated into a coherent, well - organized training plan
outputs
what is phase is where all the previous phases of the training process come together
implementation phase
what phase conducts a dry run or pilot
implementation phase
it allows for the testing of the training to determine if any modifications are necessary
dry run or pilot
what phase begins during the development phase
evaluation phase
it is the output of the design phase
evaluation objectives
determines how well a particular training process achieved its objectives
ex., did the trainer follow the exact training process suggested?
process evaluation
at the end of training to determine the effects of training on the trainee, the
job, and the organization
training objectives as the standard
outcome evaluation
effective training is a tool for ?
better job performance
better bottom line results
creating org-wide adaptability
what generation has the highest knowledge and skills levels
baby boomers
effective training is structured as a continuous performance improvement process that is integrated with other systems and business strategies
quality and continuous improvement
organized body of facts, principles, procedures, and information acquired over time
knowledge
substituted for abilities
attitudes
must be part of any holistic attempt to describe learning/training outcomes
attitudes
relatively permanent change in cognition
results from experience
directly influences behavior
learning
general capacities related to performing a set of tasks that are developed over time as a result of heredity and experience
abilities
general capacities to perform a set of tasks developed as a result of training and experience
skills
facts that people learn
knowledge
information we acquire and place into memory
factual information about a subject
verifiable blocks of information
declarative knowledge
how and when to apply the facts that have been learned
allows trainees to understand the underlying rationale and relationships surrounding potential courses of action so they
can apply their factual knowledge appropriately
procedural knowledge
our understanding of how, when, and why information is
used and is useful
for planning, monitoring, and revising goal-directed
activity
strategic knowledge
“Learning How to Learn” Program
when strategic knowledge is the focus of training
proficiency at being able to do something rather than just knowing
how to do it
skills
learning a particular skill or has only recently learned it
nees to think about what he/she is doing
compilation
mastered the skill and used it often
able to perform without thinking
automaticity
beliefs and opinions that support or inhibit behavior
attitudes
reflected in the goals people choose to pursue and the effort they use in achieving those goals
motivation
influenced by how a person feels about things related to the goal (attitudes)
goals and effort
motivate employees to perform or learn more
effectively need to be addressed through training
attitudes
set of KSAs that enables a person to be successful at a number of similar
tasks
competencies
what is the foundation of competencies
KSAs
determine what types of training will improve
competencies and thus lead to improved job performance
KSAs
useful for understanding how the KSAs combine to
influence job performance
competencies
bigger umbrella
development
only one component under development
training
systematic process of providing an opportunity to learn KSAs for current or future jobs
training
result of learning
development
difference of training and education
training - job specific ksa
education - more general ksa
new hire with little experience but a good education in the training
area could start out as a materials designer or a stand-up trainer
entry-level specialist position
when a person has a solid grasp of the system
how it is “supposed” to work and how it “actually” works
supervisor of specialist activity
assume responsibility for all training and development activity in
the organization
training executive
provide training aimed at preventing the illegal behavior
implementation of policy and procedure for addressing the behavior
application of sanctions
good - faith effort
documenting the way things are done
process mapping
assessing how you are doing now
preaudit
assessing how well you are doing after the changes
post audit
developing processes to improve to reach a desired level of quality
change
a key component of most continuous improvement
processes
quality improvement
