Chapter 7: Training and development

Question 1

Training

Answer 1

Is the systematic acquisition of skills, concepts, or attidutes, resulting in improved peformance in anohter environment.

Before a trianing can be done a training needs analysis should be conducted to know where it is needed and how.

Question 2

Three broad categories of learning outcomes are:

Answer 2

1. Cognitive outcome; knowledge of results, facts and principles.
2. Skill-based outcome: The development of motor or technical skills.
3. Affetive outcome: Attitudes and beliefs that predispose a person to behave in a certian way.

Question 3

Learning

Answer 3

Relatively permanent change in behavior and human capabilities produced by experience and practice.
**Training -> Learning -> Job Performance **

Question 4

Three step process of training needs analysis

Answer 4

1. The organizational analysis; A component that examines organizational goals, avaialbe resources, and the organizaitonal environment. It helps to determine where training should be directed.
2. The task analysis; A component that examines what employees must do to perform the job properly.
3. The person analysis; a component that investigate where training is needed.

Question 5

Training readiness

Answer 5

Does the employee have the personal characteristics necessary to acqire knowledge form a training program and apply it to the job?
- GMA (r=.56 with training performance
- Goal orientation: Pefromance orientation, concerend with doing well + Mastery oreientation, concerend with increasing competence.
- Experience level.

Question 6

Trainee motivation

Answer 6

Is the employee interested in attending, training, learning form training, and transferring the skills and knowledge acquired in trianing back to the job?
- Expectancy framework.

Question 7

Social learning theory

Answer 7

A cognitive theory that proposes that htere are many ways to learn, including observational learning, which occurs when people watch soemone perform a tasks and then rehearse those activities mentally untile they have an opportunity to try them out.

Part of social learning theory is behavioral modeling.

Question 8

Behavioral modeling

Answer 8

A learning approach that consist of observing actual job incumbents who demonstrate positive modeling behaviors, reheasing the behaviors using a role-playing technique, receiving feedback on the rehearsal, and trying out the behavior on the job.

Question 9

Social learning theory is a broad approach including:

Answer 9

• Self-efficacy: beliefs in one’s capability to peform a specific task.
• Goal settiing: Motivational approach in which specific, difficult goals direct attention an improve performance in training and the job.
• Feedback: Knowledge of the results of one’s action.

Question 11

Factors including behavior modeling, are;

Answer 11

1. Oserve actual job incumbents demonstrate positive modeling behaviors
2. Rehearse e.g. using role-playing
3. Receive feedback on rehearsal
4. Try behavior on the job

Question 12

Behavior modification is;

Answer 12

Simple recognition and feedback can be effective in increasing performance.

Question 13

Reinforcement theory

Answer 13

• Learning resutls from association between behaviors & rewards
• Positive reinforcement; desired behavior followed by reward.

Question 14

Principles of learning are

Answer 14

• Active practice: An approach that involves actively participating in a training or work tasks rather than passively observing.
• Overlearning -> Automaticity
• Fidelity: Is the extent to which tasks trained is similar to the task required on the job.
• Whole learning
• Part Learning
• Massed practice
• Distributed practice

Question 15

Two different types of Fidelity;

Answer 15

1. Physical: Extent to which training task mirrors physical features of task performed on job.
2. Psychological: Extent to which training task helps trainee develop KSAOs necessary to perform job.

Question 16

Whole learning

Answer 16

• When entire tasks i practiced at once.
• More effective when complex task have relatively high organization (i.e. strong relation between subtasks).

Question 17

Part learning

Answer 17

• When subtasks are practiced separately & later combined.
• More effective when complex task has low organization.
• e.g. surgeons & pilots.

Question 18

Massed practice

Answer 18

Individuals practice task continously & without rest (e.g. cramming for test).

Question 19

Distributed practice

Answer 19

• Rest intervals between practice sessions
• Generally, results in more effecient learning & retention than massed practice.

Question 20

Transfer of Training

Answer 20

Degree to which trainees apply knowledge, skills and attitudes gained in trianing to their job.

Question 21

Transfer of training climate

Answer 21

Workplace charactersists that either inhibit or facilitate transfer of training:
- Early socializaiton indicating that training is important
- Continous learning culture
- Adequate peer and supervisor support
- Access to essential equipment or resources
- Adequate working conditions
- Regular feedback and reinforcement

Question 22

Four basic principles of Training

Answer 22

1. Present relevant info and content to be learned
2. Demonstrate KSAO’s to be learned
3. Create opportunities for trainees to practice skills
4. Provide feedback to trainees during and after practice.

Question 23

On-site training methods

Answer 23

• On-the-job training: trainees observe & learn form more experienced employees.
• Apprenticeship: Formal program used to teach a skilled trade.
• Job rotation: Employees move to various jobs, departments, or areas of company.

Question 24

Off-site Training methods

Answer 24

• Classroom lectures
• Programmed instructions
• Simulators, controlled reproducibility, safety considerations, learning considerations, cost

Question 25

Distance learning

Answer 25

• Instructor via video/audio
• Can occur across multiple sites at once
• More affortable, learning-tailored alternative to live instruction

Question 26

Computer-based training

Answer 26

• Allows trainees to individualize their learning experience
• Trainees have more control over instruction

Question 27

Blended learning

Answer 27

Combination of distance learning and face-to-face learning

Question 28

Evaluation training programs

Answer 28

• Determine wheter trainees have achieved objectives of training program.
• Provide feedback that can improve training
• Justify costs of training programs

Question 29

Training criteria

Answer 29

• Reaction criteria are measured of trainee impressions of the training program.
• Learning critera are measure that asses how much was learned in the training program.
• Behavioral criteria are mesured of how well the behaviors learned in trainng transfer to the job.
• Results critera are measures of how well training can be related to organizational outcomes suchs as productivity gains, costs savings, error redutions, or increased customer satisfaction.
• **External cirteria **are measures that assess wheter changes as a result of training occur when trainees are back on the job.

Question 30

Utility analysis

Answer 30

A technique that assesses the economic return of investment of human resource interventions such as staffing and training.

Question 31

Pretest-posttest control group design

Answer 31

A desing that generally includes random assignment of participants to conditions, a control grou, and measures obtained both before and after trianing occured.