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Training and Development > Chapter 1 > Flashcards

Chapter 1 Flashcards

1
Q

companies investing more in training produce improved financial results in terms of higher ??

A

net sales
gross profits
stock growth
ratio of market

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2
Q

how does effective training differs from ineffective training

A

processes used to determine what employees need to learn

how training is designed and implemented

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3
Q

part of an integrated system in which performance is measured against criteria that are tied to strategic objectives

A

training

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4
Q

it does NOT have a dynamic relationship with the environment

A

closed systems

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5
Q

it has a dynamic relationship with the environment

A

open systems model

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6
Q

it helps employees understand how they can assist in meeting corporate objectives

A

training

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7
Q

provides employees with the knowledge and skills to perform more effectively

A

training

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8
Q

the system output influences the environment to supply new supportive input to the system

A

effective systems

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9
Q

open systems that exist as part of another open system

A

subsystems

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10
Q

it can be seen as a subsystem within the larger HR unit

A

training

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11
Q

what are sources of input

A

mission, strategies, resources

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12
Q

what are the inputs

A

org and employee needs
training budget
staff
equipment

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13
Q

what are the outputs

A

improved KSAs
improved job performance

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14
Q

what are the challenges in training process model

A

insuff. financial resources
time
training professionals

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15
Q

what are the less - than - ideal conditions

A

shortcuts, variations to training practices and systems

elimination of one or more of the processess place the entire effort at grave risk

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16
Q

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

A

effective training

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17
Q

meaning of ADDIE

A

analysis
design
development
implementation
evaluation

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18
Q

what is the triggering event

A

when AOP is less than EOP

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19
Q

what phase is the identification of OPG

A

analysis phase

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20
Q

[Analysis Phase]

ex. profitability shortfalls, low levels of customer satisfaction, excessive scrap

A

current

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21
Q

[Analysis Phase]

company is seen as likely to perform poorly in the future unless changes are
made

A

future-oriented

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22
Q

both training and non- training needs are identified

A

training needs analysis

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23
Q

causes of training needs

A

inadequate KSAs

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24
Q

causes of non-training needs

A

motivation
faulty equipment
require a diff. solution (not training)

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25
Q

process of data gathering and causal analysis to determine which performance problems should be addressed by training

A

analysis phase

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26
Q

what phase determining how the training will address the organizational constraints

A

design phase

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27
Q

what phase is the creation of training objectives

A

design phase

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28
Q

it provides a focus for program development

A

training objectives

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29
Q

it sets the parameters for what will and will not work

A

guidelines

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30
Q

what phase is identifying the factors needed in the training program to facilitate learning and its transfer back to the job

A

design phase

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31
Q

what is the formulation of instructional strategy

A

development phase

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32
Q

what phase is creating all the things that are needed to implement the training program

A

development phase

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33
Q

it is the order, timing, and combination of methods and elements to be used in the training program to
meet the objectives

A

instructional strategy

34
Q

it is integrated into a coherent, well - organized training plan

A

outputs

35
Q

what is phase is where all the previous phases of the training process come together

A

implementation phase

36
Q

what phase conducts a dry run or pilot

A

implementation phase

37
Q

it allows for the testing of the training to determine if any modifications are necessary

A

dry run or pilot

38
Q

what phase begins during the development phase

A

evaluation phase

39
Q

it is the output of the design phase

A

evaluation objectives

40
Q

determines how well a particular training process achieved its objectives

ex., did the trainer follow the exact training process suggested?

A

process evaluation

41
Q

at the end of training to determine the effects of training on the trainee, the
job, and the organization

training objectives as the standard

A

outcome evaluation

42
Q

effective training is a tool for ?

A

better job performance
better bottom line results
creating org-wide adaptability

43
Q

what generation has the highest knowledge and skills levels

A

baby boomers

44
Q

effective training is structured as a continuous performance improvement process that is integrated with other systems and business strategies

A

quality and continuous improvement

45
Q

organized body of facts, principles, procedures, and information acquired over time

A

knowledge

46
Q

substituted for abilities

A

attitudes

47
Q

must be part of any holistic attempt to describe learning/training outcomes

A

attitudes

48
Q

relatively permanent change in cognition

results from experience

directly influences behavior

A

learning

49
Q

general capacities related to performing a set of tasks that are developed over time as a result of heredity and experience

A

abilities

50
Q

general capacities to perform a set of tasks developed as a result of training and experience

A

skills

51
Q

facts that people learn

A

knowledge

52
Q

information we acquire and place into memory

factual information about a subject

verifiable blocks of information

A

declarative knowledge

53
Q

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

A

procedural knowledge

54
Q

our understanding of how, when, and why information is
used and is useful

for planning, monitoring, and revising goal-directed
activity

A

strategic knowledge

55
Q

“Learning How to Learn” Program

A

when strategic knowledge is the focus of training

56
Q

proficiency at being able to do something rather than just knowing
how to do it

A

skills

57
Q

learning a particular skill or has only recently learned it

nees to think about what he/she is doing

A

compilation

58
Q

mastered the skill and used it often

able to perform without thinking

A

automaticity

59
Q

beliefs and opinions that support or inhibit behavior

A

attitudes

60
Q

reflected in the goals people choose to pursue and the effort they use in achieving those goals

A

motivation

61
Q

influenced by how a person feels about things related to the goal (attitudes)

A

goals and effort

62
Q

motivate employees to perform or learn more
effectively need to be addressed through training

A

attitudes

63
Q

set of KSAs that enables a person to be successful at a number of similar
tasks

A

competencies

64
Q

what is the foundation of competencies

A

KSAs

65
Q

determine what types of training will improve
competencies and thus lead to improved job performance

A

KSAs

66
Q

useful for understanding how the KSAs combine to
influence job performance

A

competencies

67
Q

bigger umbrella

A

development

68
Q

only one component under development

A

training

69
Q

systematic process of providing an opportunity to learn KSAs for current or future jobs

A

training

70
Q

result of learning

A

development

71
Q

difference of training and education

A

training - job specific ksa

education - more general ksa

72
Q

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

A

entry-level specialist position

73
Q

when a person has a solid grasp of the system
how it is “supposed” to work and how it “actually” works

A

supervisor of specialist activity

74
Q

assume responsibility for all training and development activity in
the organization

A

training executive

75
Q

provide training aimed at preventing the illegal behavior

implementation of policy and procedure for addressing the behavior

application of sanctions

A

good - faith effort

76
Q

documenting the way things are done

A

process mapping

77
Q

assessing how you are doing now

A

preaudit

78
Q

assessing how well you are doing after the changes

A

post audit

79
Q

developing processes to improve to reach a desired level of quality

A

change

80
Q

a key component of most continuous improvement
processes

A

quality improvement

81
Q
A

Training and Development (2 decks)

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