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Human Resource Management Mid-Term & Final > Chapter 7: Training and Development > Flashcards

Chapter 7: Training and Development Flashcards

1
Q

Training

A

Narrowly focused and oriented toward short-term performance concerts

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2
Q

Development

A

Oriented more toward broadening an individual’s skills for future responsibilities

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3
Q

4 strategic approach of training

A

What training does the firm need? → A needs assessment

How should the training program be designed or structured, given those needs? → Program design

How should the program be delivered? By what method? → Implementation

How can the firm tell if the training program is really working or not? → Evaluation

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4
Q

Chief learning officers

A

A high-ranking manager directly responsible for fostering employee learning and development within the firm. Making certain that a company’s training is timely and focused on the firm’s top strategic issues.

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5
Q

Phase 1: Needs Assessment

A
  • Organization Analysis
  • Task Analysis
  • Competency Assessment
  • Person Analysis
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6
Q

Organization Analysis

A

Examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Collect data such as:
- Quality of goods and service provided
- Absenteeism
- Turnover
- Number of accidents
- Trends in workforce

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7
Q

Task Analysis

A

The process of determining what the content of a training program should be based on a study of the tasks and duties involved in the job. Review the job description and specification to identify activities performed in a particular job and the KSAOs to perform them.
If the Job is new
- List all tasks included in the job
- List steps performed by the employee to complete each task

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8
Q

Competency Assessment

A

Analysis of the sets of skills and knowledge needed for decision-oriented and knowledge-intensive jobs

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9
Q

Person Analysis

A

Determination of the specific individuals who need training. Determining those who require training and, just as equally important, those who do not require training.
- Help save cost
- Help managers determine what trainees can do when they enter training

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10
Q

Phase 2: Program Design

A

4 issues in program design
- Intructional Objectives
- Readiness of trainees and their motivation
- Principles of learning
- Characteristics of instructors

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11
Q

Instructional Objectives

A

Desired outcomes of a training program (like KPIs).
- Skills or knowledge to be acquired
- Attitudes to be changed
- The objectives are performance-centered

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12
Q

Assessing the Readiness and Motivation of Trainees

A

The 2 preconditions for learning that affect the success of those who are to receive training:

  • Trainee Readiness
    Whether or not trainees’ experience and knowledge have prepared them to absorb the training.
  • Trainee Motivation
    Help employees understand the link between the effort they put into training and the payoff of it. There are 3 variables to consider to explain why employees may or may not be motivated, which are:
    1. Expectancy
    2. Instrumentality
    3. Valence
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13
Q

Expectancy

A

If an employee puts in effort, they can perform.

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14
Q

Instrumentality

A

Employee’s judgment on anticipated rewards for partaking or engaging in training

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15
Q

Valence

A

How much employees value the reward

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16
Q

Incorporating principles of learning

A
  • Goal Setting
  • Meaningfulness of presentation
  • Modelling
  • Individual learning differences
  • Active practice and repetition
  • Experiential learning
  • Whole-versus-Part Learning
  • Massed, Distributed, and Continous learning
  • Feedback and Reinforcement
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17
Q

What is Behaviour Modification?

A

A technique that operates on the principle that behavior that is rewarded or positively reinforced will be exhibited more frequently in the future, whereas behavior that is penalized or unrewarded will decrease in frequency.

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18
Q

What is spot Rewards?

A

Programs that award employees on the spot when they do something particularly well during training or on the job. Encouragement is most effective immediately after a trainee accomplishes a specific task.

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19
Q

Characteristics of Instructors

A

The success of every training effort depends on the teaching and personal characteristics of the trainers. Good trainers are those who show more effort and demonstrate.

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20
Q

Phase 3: Implementing the Training Program—Training Delivery Methods

A

Methods should be matched to the learning outcome you are trying to achieve

  • Material is factual and designed to create a shift in employee’s attitudes → lecture/classroom
  • The material involves significant behavioral or skill components →, hands-on methods, and on-the-job training.
21
Q

Types of training implementation (Part 3)

A
  1. On-the-Job Training
    - PROPER Method
    - Apprenticeship Training
  2. Special Assignments
  3. Cooperative training, internships, and governmental training
  4. E-Learning
    - Learning management system
    - Just-in-time training
    - Communities of practice
  5. Behaviour Modelling
  6. Blended Learning
22
Q

On-the-Job Training

A

A method by which employees are given hands-on experience with instructions from their supervisor or other trainer. → The most common informal method.

  • The PROPER Method
    1. Prepare
    2. Reassure
    3. Orient
    4. Perform
    5. Evaluate
    6. Reinforce and Review
  • Apprenticeship training
    A system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.
23
Q

Special Assignments

A

Assigning trainees on managerial tracks to different jobs in different firm areas, often in different regions and countries.

24
Q

Cooperative training

A

training program that combines practical on-the-job experience with formal educational classes.
Work for one semester, and then go to school for the next semester

25
Q

Internship Program

A

co-op degree

26
Q

E-Learning

A

Learning that takes place via electronic media.
- Allows firm to bring training to employees → Efficient and more cost effective
- Increases retention rates by 25 to 60 percent

27
Q

Learning Management System (LMS)

A

An online system that provides a variety of assessment, communication, teaching, and learning opportunities.

28
Q

Just-in-time training

A

Training is delivered to trainees when and where they need it to do their jobs, usually via computer or the Internet. → Advantage of e-learning

29
Q

Communities of practice

A

Grassroots training that allows people to share knowledge and collaborate via social networking tools.

30
Q

Behavior Modelling

A

An approach that demonstrates desired behavior and gives trainees a chance to practice and role-play those behaviors and receive feedback. It consists of 4 basic components, which are:
Learning points
Modelling
Practice
Feedback and reinforcement

31
Q

Coaching

A

Continuous flow of instructions, comments, and suggestions from the manager to a subordinate. → from a person’s direct report

32
Q

Blended Learning

A

The use of multiple training methods to achieve optimal learning on the part of trainees. Lectures are combined with other computer and online instruction and audiovisual materials such as slideshows.

33
Q

Phase 4: Evaluating the Training Program

A

4 basic criteria to evaluate training
Reactions
Learning
Behavior
Results

34
Q

Criterion 1: Reactions

A

Assess participant’s reactions to the training program. This can be used to:
- Give insights to what they find most useful
- They can critique the instructors
- Don’t just assess the entertainment value

35
Q

Criterion 2: Learning

A

Test the knowledge and skills of trainees before and after the test. Did they learn something?

36
Q

Criterion 3: Behaviour

A
  • Transfer of training
    The practical application of principles learned to what is required on the job. How well employees apply what they have learned to their jobs? Here are some things to maximize the transfer of training:
    1. Feature identical elements
    2. Focus on general principles
    , if necessary
    3. Establish a climate for the transfer
    4. Give employees transfer strategies
37
Q

Criterion 4: Results, or Return on Investment (ROI)

A
  • Organizations measure their training in terms of its ROI or utility the firm gets for its training dollars. A company’s ROI refers to its benefits from training relative to its costs.
  • Benchmarking
38
Q

Calculating ROI

A

ROI = Benefits of training / Training Costs

39
Q

If ROI is greater than 1

A

Training benefits exceed costs

40
Q

If ROI is less than 1

A

Cost of training exceed the benefits

41
Q

How to measure time before the benefits of the training pays off?

A

Adding costs and dividing benefits realized in a single month

42
Q

Benchmarking

A

The process of measuring one’s services and practices against the recognized leaders to identify areas for improvement.

43
Q

Additional Training and Development Programs

A
  • Orientation
  • Onboarding
  • Basic Skills Training
  • Ethics Training
  • Diversity and Inclusion Training
44
Q

Orientation

A

The formal process of familiarizing new employees with the organization, their jobs, and their work units. →stresses the why.

45
Q

Onboarding

A

The process of systematically socializing new employees to help them get “on board” with an organization. → Bring them to the organization’s fold so that they genuinely feel like they are a part of it.

46
Q

Basic Skills Training

A

To implement a successful program in basic skills, managers need to do the following:
1. Explain to employees why and how the training will help them in their jobs

  1. Relate the training to the employees’ goals
  2. Respect and consider participants’ experiences and use them as a resource
  3. Use a task-centred or problem-centered approach so that participants learn by doing
  4. Give employees feedback on their progress toward meeting their learning objectives.
47
Q

Ethics Training

A

People in the higher rankings must be an example for the employees to be ethical.

48
Q

Chief ethics officer

A

A high-ranking manager directly responsible for fostering the ethical climate within the firm.

49
Q

Diversity and Inclusion Training

A

Important

Human Resource Management Mid-Term & Final (11 decks)

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