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BU354 > Chapter 7: Training and Development > Flashcards

Chapter 7: Training and Development Flashcards

1
Q

Training

A

often used casually to describe almost any effort initiated by an organization to foster learning among its members

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1
Q

Development

A

tends to be oriented toward broadening an individual’s skills for future responsibilities

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2
Q

Chief learning officers

A
  • a high-ranking manager directly responsible for fostering employee learning and development within the firm
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3
Q

Four Phases of Training and Development

A
  • ensure that the program has maximum impact
    1. needs assessment
    2. Program desgin
    3. Implementation
    4. Evaluation
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4
Q

A needs assessment

A

based on the firms competitive objectives - what training does the firm need – organization, task analysis, person analysis

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5
Q

Program design

A

given those needs, how should the training program be designed and structured – objectives, trainee readiness, principles of learning

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6
Q

Implementation

A

how should the program be delivered - what method? - methods, learning outcomes

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7
Q

Evaluation

A

how can the firm tell if the training program is really working? Reactions, learning, behaviour, results

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8
Q

Organization Analysis

A

examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed

Closely examining a firm’s resources - technological, financial and human

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9
Q

Task Analysis -

A

the process of determining what the content of training program should be on the basis of a study of the tasks and duties involved in the job

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10
Q

Competency assessment

A

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

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11
Q

Person Analysis

A

determination of the specific individuals who needs training

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12
Q

Instructional objectives -

A

desired outcomes of a training program

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13
Q

Trainee readiness

A

whether or not the experience and knowledge of trainees have made them ready to absorb the training

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14
Q

Trainee motivation

A

the organization needs to help employees understand the link between the effort they put into training and the payoff

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15
Q

Trainee motivation: variables to consider

A
  • expectancy
  • instrumentality
  • valence
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16
Q

Expectancy

A

the feeling that if the employee puts in an effort, they will be able to perform. Employees might make this judgment based on previous experience, product level, and the training and target difficulty

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17
Q

Instrumentality

A

is an employee’s judgements on the anticipated reward for partaking or engaging in the training. Employees would make the decision by determining how transparent the path is between performance and reward

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18
Q

Valence

A
  • how much the employee values the reward
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19
Q

Goal setting

A

take the time to explain the trainings goals and objectives to trainees - can act as a road map

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20
Q

Meaningfulness of presentation

A

able to learn the information if it is presented using terminology they can understand, and the training connect with things already familiar to them

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21
Q

Modelling

A

increases the salience of behavioural training, people learn by mimicking other people. Can be real life demonstrations and recorded demonstrations, visual aids, pictures, and drawings can get the message across

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22
Q

Individual learning differences

A
  • people have different learning styles, visual learners, verbal learners
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23
Q

Active practice and repetition

A

trainees should be given frequent opportunities to practice their job tasks in the way they will ultimately be expected to perform them

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24
Q

Experiential learning

A

the process of learning by “doing”, reflecting on it, critically analyzing it, and applying it in new situations or settings

25
Q

Whole-versus-part learning

A

most jobs can the broken down into parts that lend themselves to further analysis

26
Q

Massed, distributed, and continuous learning

A

amount of time devoted to practice in one session can impact the effectiveness of the training. It has been found that in most cases spacing out the training will result in faster learning and longer retention (distributed learning)

27
Q

Feedback and reinforcement

A

feedback can come from the trainees themselves via-self monitoring, other feedback can come from the trainers, fellow trainees. Can help individuals focus on what they are doing right or wrong

28
Q

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 behaviour that is penalized or unrewarded will decrease in frequency

29
Q

Spot rewards

A

award employees on the spot when they do something particularly well during the training or on the job - cash, gift cards, time off, or something else employees value

30
Q

On-the-job Training

A

A method by which employees are given hands-on experience with instructions from their supervisor or other trainer
- Prepare, reassure, orient, perform, evaluate, reinforce and review

31
Q

Apprenticeship training

A
  • individuals entering an industry - particularly in skilled trades and given thorough instruction and experience, both on and off the job
32
Q

Special training

A

Assigning trainees, who are often, but not always on managerial tracks to different jobs in different areas of a firm. Understand assignments, job rotation and lateral transfers, special projects and junior boards

33
Q

Cooperative training

A

program combines practical on the job experience with formal educational classes - co-op

34
Q

Simulations

A

ex - games and virtual reality

35
Q

E-learning -

A

learning that takes place via electronic media

36
Q

Learning management systems (LMS

A

online systems that provides a variety of assessments, communication, teaching, and learning opportunities

37
Q

Just-in-time training -

A

training delivered to trainees when and where they need it to do their jobs, usually via computer or the internet

38
Q

Behaviour Modelling

A

an approach that demonstrates desired behaviour and gives trainees the chance to practice and role-play those behaviours and receive feedback.

39
Q

Learning points

A

the recommended steps for managers to give employees feedback

40
Q

Modelling

A

view videos, model shows how to deal with situations and demonstrates the learning points

41
Q

Practice

A

practice beahviours demonstrated by the models

42
Q

Feedback and reinforcement

A

the trainer and trainees reinforce the behavior with praise, approval, encouragement, and attention

43
Q

Role-playing

A

Playing the roles of others, facing particular problems - can bring realism and insight into dilemmas and experiences that otherwise might not be shared

44
Q

Coaching

A

Consists of a continuing flow of instructions, comments, and suggestions from the manager to a subordinate - flow of encouragement and support

45
Q

Case Studies

A

Case-study participants learn how to analyze (take apart) and synthesize (put together) facts, become conscious of the many variables on which management decisions are based, and, in general, improve their decision-making skills.

46
Q

Seminars and Conferences

A

brining groups of people together for training and development

47
Q

Blended learning

A

the use of multiple training methods to achieve optimal learning on the part of trainees

48
Q

Classroom (lecture) instruction

A

may have higher motivation and attendance

49
Q

Criteria to evaluate training

A
  • reactions
  • learing
  • behaviour
  • results
50
Q

Reactions

A

Did the participants enjoy the training, give insights into the content and techniques they found the most useful

51
Q

Learning

A

Testing the knowledge and skills of trainees before and after a training program will help determine their improvement - compare skills of people who completed the training and who did not

52
Q

Behaviour: Transfer of training -

A

the effective application of principles learned to what is required on the job

Managers and trainers can take several approaches - feature identical elements, focus on general principles, establish a climate for transfer, give employees straight transfers

53
Q

Results

A

: Results, or return on investment, bottom line results, higher revenues, increased productivity, lower costs

54
Q

Benchmarking

A

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

  • in results
55
Q

Orientation

A

the formal process of familiarizing new employees with organization, their jobs, and their work units

56
Q

Onboarding

A

the process of systematically socializing new employees to help them get “on board” with the organization

57
Q

Basic skills training

A

reminder or basic skill training – To implement - explain to employees why and how the training will help them, relate the training to employees goals, respect and consider participants experiences and use them as a resource, use a task-centered or problem-centered approach so that participants learn by doing, give employees feedback on their progress toward meeting their learning objectives

58
Q

Ethics training

A

most common forms of ethic violations, such as harassment and health and safety, are related to employment laws

59
Q

Chief ethics officers

A

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

60
Q

Diversity and Inclusion training

A

organizations are starting to realize the moral obligation and the business case for diversity and inclusion

  • More likely to have a more engaged workforce

BU354 (8 decks)

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