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ORGS Final > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

training

A

planned efforts to help acquire job related knowledge, skills, and behaviors
(via formal training)

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2
Q

formal training

A

talent development programs, courses, and events that are developed and organized by an org.
ex: face-to-face (instructor-led) and online courses

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3
Q

informal learning

A
  • learning-initiated, involves action/doing and does not occur in a formal learning setting
  • occurs without an instructor and is controlled by an employee
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4
Q

employee development

A

formal education, job experiences, relationships, assessment of personality and abilities to help employees for future careers

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5
Q

learning culture

A

an organizational commitment to ongoing learning, and the processes of sharing, support, communication, and understanding that move the organization forward

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6
Q

continuous learning

A

requires employees to understand the entire work system, acquire new skills, apply them on the job, and share what they have learned with other employees

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7
Q

growth mindset

A
  • a shared belief in continuous learning to improve the business and ourselves
  • employees are to be curious, empowered and agile
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8
Q

learning organization (coca-cola)

A

CC defines this as an org that has the ability to unlearn and relearn, to retool and has the capacity to continuously reinvent itself

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9
Q

(DEIB) culture

A
  • diversity, inclusion, equity, belongingness
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10
Q

DEIB education and training

A
  • learning efforts designed to support positive attitudes about diversity
  • uncover needs of underrepresented groups
  • develop skills to foster inclusiveness
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11
Q

what can DEIB education and training impact?

A
  • cognitive outcomes (acquiring knowledge)
  • affective outcomes (attitudes)
  • behavioural outcomes
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12
Q

orientation

A

-first training of job
- designed to prepare employees to perform jobs effectively, learn about the org, and establish work relationships
- provided so they become familiar with tasks

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13
Q

onboarding

A
  • next step in orientation
  • a process that focuses on transferring organizational, team, and role-specific knowledge to new employees
  • ex: chatbot
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14
Q

goals for a 4-stage onboarding process

A
  • compliance
  • clarification
  • culture
  • connection
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15
Q

instructional design (training to meet needs)

A
  • assess for training
  • ensure readiness for training
  • plan training program (objectives, trainers, methods)
  • implement training program (principles/transfer of learning)
  • evaluate results
  • feedback
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16
Q

learning management system (LS)

A
  • computer application that automates the development of training programs
  • LMS needs in-person and remote engagement
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17
Q

needs assessment

A

evaluation of
- organization: what is the context in which learning will occur?
- person: who needs the learning?
- task: what topics should be covered?

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18
Q

needs assessment pt 2

A
  • outcome is how to address issues that prompt na
  • identifies who needs training and what trainees need to learn, including tasks that need training
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19
Q

organization analysis

A
  • needs ass. begins w this
  • determines training by evaluating the characteristics of the org
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20
Q

person analysis

A
  • determines individual needs and readiness for learning
  • response to a performance issue
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21
Q

task analysis

A

-identifying the tasks, knowledge, skills and behaviors that training should use
- conducted along with person analysis
- questions of importance, frequency and difficulty of task

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22
Q

readiness for learning

A
  • combo of employee characteristics and positive work environment that permits learning
  • exists when employees are able and eager to learn
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23
Q

cognitive ability

A
  • employee readiness characteristic
  • being able to use written and spoken language, solve problems and reasoning
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24
Q

t/f employees learn more when they are highly motivated to learn

A

true

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25
Q

work environment - situational constraints

A
  • limits on training effectiveness that arise from a situation
  • ex: lack of money/time/tools for training
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26
Q

work environment - social support

A
  • how people encourage training, feedback, encouragement, sharing info…
  • comes from peers too
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27
Q

objectives of an effective training program (3)

A
  1. includes a statement of expectations, quality/level of performance, and conditions
    • ex: physical conditions, mental
      stresses, equipment failure
  2. includes performance standards that are measurable
  3. identify resources needed to carry out desired outcomes
28
Q

classroom instruction

A
  • used in workplaces too
  • includes lectures, slides, discussions, case-studies
  • learning is more effective
29
Q

distance learning

A
  • trainees at different locations attend programs online
  • ex: zoom
  • become essential during COVID
  • disadv: trainer/audience interaction is limited
30
Q

e-learning

A
  • training via the Internet or the orgs Intranet
  • uses electronic networks
  • provides adaptive learning capabilities
31
Q

electronic performance support systems (EPSS)

A
  • computer applications that provide access to skills, training, info & expert advice
  • faster and more relevant than attending classes
32
Q

social media

A
  • these sources may not be professionals in institutions, rather friends
  • LinkedIn Learning
33
Q

On-the-job training (OTJ)

A
  • person with job experience guides learners in job skills
  • apprenticeships and internships
34
Q

apprenticeship

A
  • work-study training method through OTJ training and class training
  • provided by local trade schools or community colleges
  • unpaid
35
Q

internship

A
  • OTJ learning sponsered by an educational institutions
  • paid position
  • uni
36
Q

Co-operative education (CoOp)

A
  • higher education that incorporates paid work as academic studies
  • is accepted by the government and throughout all schools
  • college/uni/trade schools
37
Q

simulation

A
  • training method that represents a real-life situation
  • must be exact to real life, therefore expensive
  • when online - avatars
38
Q

virtual reality (VR)

A
  • computer-based technology with 3D learning experience
  • physical reality not always present
39
Q

augmented reality (AR)

A
  • allows ppl to see the physical world around them with a view including virtual media
  • provides info that supplements the real world
  • uses specialized glasses
  • the physical reality is always present
40
Q

metaverse

A

shared virtual space through VR, AR, game consoles, mobile devices that represent a new era of Web 3D
- ex: fortnite

41
Q

gamification

A

game-based strategies are applied to e-learning programs

42
Q

experiential programs

A

learn and apply concepts by simulating the behaviors involved and connecting with real life situations

43
Q

adventure learning

A

challenging/structured physical activities including sports like dogsledding or mountain climbing

44
Q

team training / cross training

A

TT - ppl who work tg to achieve common goal
CT: understand and practice each others skills so they can take each others place if needed

45
Q

coordination training

A

trains the team how to share information and decisions
- ex: surgical teams

46
Q

action learning

A

teams solve an actual problem and are accountable for it

47
Q

microlearning

A

small chunks of learning that introduce concepts rapidly and in short formats
(less than 15 min)

48
Q

readability - simplifying written materials

A
  • use simple or concrete words
  • divide long sentences
  • divide paragraphs
  • add checklists and illustrations
49
Q

transfer of learning

A
  • the goal of implementation
  • using knowledge and skills and applying them in social/technical supports and self-management
50
Q

communities of practice

A

groups of employees who work together, learn from each other, and develop a common understanding of goals

51
Q

protean career

A

career changes based on person’s interests
- ex: an engineer may take a sabbatical from position to become a manager with engineers without borders to develop managerial skills

52
Q

4 approaches to employee development

A
  1. interpersonal relationships
  2. formal education
  3. job experiences
  4. assessment
53
Q

micro-credentials

A

short, focused courses that accelerate learners’ skills in a specific area

54
Q

Myers-Briggs Type Indicator (MBTI)

A
  • identifies individuals’ preference for source of energy (100+questions)
  1. energy: Introverted/Extroverted
  2. information gathering: sensing/intuitive
  3. decision making: thinking /feeling
  4. lifestyle: judging/percieving
55
Q

job experience

A
  • combo of relationships, problems, tasks and other features of an employees job
56
Q

job enlargement

A

adding new challenges/responsibilities to employees current job

57
Q

job rotation

A

moving employees through a series of job assignments in one or more areas

58
Q

transfer

A

assign employee to a position in a different area of the company
lateral moves

59
Q

downward move

A

occurs when an employee is given less responsibility and authority
- demoting due to poor performance OR to move emp. to a lower position

60
Q

promotion

A
  • moving employee into a position with greater challenges, more responsibility and accountability
  • includes pay increases
61
Q

externship

A

a full-time temporary position at another organization

62
Q

sabbatical

A
  • leave of absence from org to renew or develop skills
  • still get full pay and benefits
63
Q

mentor

A

an experienced, senior employee
aka protege or mentee

64
Q

coach

A

peer or manager who works with an employee to provide a source of motivation

65
Q

career management process

A
  1. data gathering
  2. feedback
  3. goal setting
  4. action planning & follow up

ORGS Final (7 decks)

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