Chapter 7 Training and Development Flashcards
5 steps of effective training
- conduct a needs assessment to identify what needs to be accomplished
- develop learning objectives that identify desired learning outcomes.
- design the training program
- implement the training
- evaluate the training
needs assessment
creates the foundation for effective training
identify what needs to be accomplished
3 levels of a needs assessment
- organizational analysis
- task and analysis
- person analysis
organizational needs analysis
identifies where in the organization development or improvement opportunities exist
task needs analysis
focuses on identifying which jobs competencies abilities and behaviors the training effort should focus on
person needs analysis
evaluates how individual employees are doing in the training topic and determine who needs what type of training
learning objectives
identify desired learning outcomes
3 types of learning objectives
- cognitive
- affective
- psychomotor
cognitive objectives
to increase some type of knowledge
affective objective
change an attitude, relationship, or appreciation
receiving or being aware of something to acting consistently with the new value
psychomotor objective
to build a physical skill
progressive levels of behaviors from observing someone perform the physical skill to mastering the skill
Training assessments and evaluation later evaluate whether the ______ objectives are met
a. psychomotor learning
b. affective learning
c. cognitive learning
d. learning
d. learning
experiential training
role plays, action learning, and other techniques designed to give learners experience doing the desired task or behavior
lifelong learning
a formal commitment to ensuring that employees have and develop the skills they need to be effective in their jobs today and in the future
aptitude - treatment interaction
the concept that some training strategies are more or less effective depending on a learner’s particular abilities, personality traits, and other characteristics
learning style
how people’s information processing differs when problem solving or learning
sensory modality
a system that interacts with the environment through one of the basic senses
visual: learning by seeing
auditory: learning by hearing
tactile: learning by touching
kinesthetic: learning by doing
Tamika learns best in a hands-on environment by trying to actually do the new work or activity. She most likely has a(n)________sensory modality preference for learning
a. auditory
b. tactile
c. kinesthetic
d. visual
c. kinesthetic
Five key learning preferences
- discovery learning
- experiential learning
- observational learning
- structured learning
- group learning
discovery learning
a preference for exploration during learning
experiential learning
a desire for hands-on approaches to instruction (active learning)
observational learning
a preference for external stimuli such as demonstrations and diagrams to help facilitate learning
structured learning
a preference for processing strategies such as taking notes, writing down task steps, and so forth
group learning
a preference to work with others while learning
training evaluation
systematically collecting the information necessary to make effective decisions about adopting, improving, valuing and continuing an instructional activity or set of activities
Kirkpatrick Training Evaluation Model 4 levels of training
- reaction
- learning
- behavior
- results
reaction
how did participants react to the program (feedback forms)
learning
what was the change in the participants’ knowledge, skills, or attitudes
behavior
what was the change in participants’ on-the-job behavior due to the training
results
how did the organization benefit from the training
training ROI (return on investment)
ROI% = ((Training Benefits - Training Costs)/Training Costs) x 100
- a negative ROI means that the costs outweigh the benefits and suggests that the program should be changed or discontinued unless additional benefits exist that weren’t considered
training gamification
the application of gaming designs and concepts to training to make it more engaging for the learner and increase learning and performance outcomes
training transfer
refers to effectively using what is learned in training back on the job
closed skills
skills performed similarly or exactly like they are taught in training
open skills
sets of principles that can be applied in many different ways
self-management strategies
a person’s effort to control his other motivation, emotions, and decision making to enhance the application of learned capabilities to the job
reinforcers
anything that makes a behavior more likely to happen again
work best when they are immediate, sincere, and specific to an activity
4 types of reinforcers
- positive reinforcement
- negative reinforcement
- punishment
- extinction
positive reinforcement
using rewards to increase the likelihood that a behavior will be repeated
negative reinforcement
removing current or future unpleasant consequences to increase the likelihood that someone will repeat a behavior (not sending an employee to training as long as his/her skill stays high)
punishment
creating negative outcomes to decrease the likelihood of a behavior
extinction
removal of any positive or negative reinforcement following the occurrence of the behavior to be extinguished decreases the likelihood of that behavior
orientation
involves processing employment-related paperwork, acquiring necessary passwords and identification cards, and establishing relevant technology such as e-mail and telephone numbers; onboarding
socialization
the long-term process of planned and unplanned, formal and informal activities and experiences through which an individual acquires the attitudes, behaviors, and knowledge needed to successfully participate as an organizational member
3 phases of socialization
- anticipatory
- encounter
- settling in
anticipatory socilaization
interacting with the company representative, develops new hires’ expectations about the company and the job
encounter
employees begin learning about the organizational culture, norms, and how to do the job
settling in
new hires start felling comfortable with their job demands and work relationships
socialization options
- one-time or staggered
- collective or individual
- formal or informal
- sequential or random
- fixed or variable
- tournament or contest
- serial or disjunctive
- investiture or divestiture
- what to include
- whom to include
- how to use technology
one time or staggered approach
one long session or smaller session
many organizations use staggered to prevent information overload
collective socialization
put new hires through a common set experiences as a group
individual socialization
socializes newcomers individually as in an apprenticeship
formal socialization
structured socialization done away from the work setting using specifically designed activities and materials
informal socialization
unstructured and done on the job by coworkers
sequential socialization
refers to the degree to which a specific sequence of socialization steps is followed
random socialization
occurs when the socialization steps are ambiguous or changing
fixed socialization
processes inform new hires in advance when their probationary status will en
variable socialization
employees do not know when to expect to pass to a different employee status level
tournament socialization
treats each state of socialization as an elimination round and a new hire is out of the organization if he or she fails to pass
contest socialization
treats each socialization stage as a contest in which participants build up a performance record over time
serial socialization
new hires are given access to supportive organizational members who serve as role models and mentors
disjunctive socialization
leaves newcomers alone to develop their own interpretations of the organization the situations they observe
investiture socialization
builds newcomers’ self-confidence and reflects senior employees’
divestiture socialization
tries to deny and strip away certain personal characteristics by requiring newcomers to pay their dues before becoming full organizational members
learning agility
the ability to learn from experience and to apply that knowledge to new and different situations
motivation to transfer
reflects the intention and the willingness to transfer any knowledge acquired in a training or development activity back to the work context
self-regulation
refers to processes enabling an individual to guide his or her goal-directed activities over time
