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Training and Development > chapters 1-4 > Flashcards

chapters 1-4 Flashcards

1
Q

 Competitiveness

A

Ability to maintain and gain market share in an industry

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2
Q

 Human resource management

A

Policies, practices, and systems that influence employees’ behavior, attitudes, and performance

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3
Q

 Stakeholders

A

All parties that have an interest in seeing that the company succeeds

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4
Q

 Learning

A

Acquiring knowledge, skills, competencies, attitudes, or behaviors

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5
Q

 Human capital

A

Knowledge (know what), Advanced skills (know how), System understanding and creativity (know why), Motivation to deliver high-quality products and services (care why)

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6
Q

 Training

A

Learning of job-related competencies, knowledge, skills or behavior (current)

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7
Q

 Development

A

Future focused, may include formal education, job experiences, assessments

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8
Q

 Formal training and development

A

Programs, courses, and events developed and organized by the company

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9
Q

 Informal learning

A

Learner initiated, motivated by an intent to develop, not in a formal learning setting

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10
Q

 Explicit knowledge

A

Well documented, easily articulated, easily transferred from person-to-person
 Primary focus of formal training and development

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11
Q

 Tacit knowledge

A

Personal knowledge based on individual experiences, difficult to codify, result of informal learning

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12
Q

 Knowledge management

A

: Enhancing company performance by designing and implementing: tools, processes, systems, structures, and cultures to improve the creation, sharing, and use of knowledge

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13
Q

 Systematic approach for developing training programs
 Based on the principles of Instructional System Design (ISD)
 ADDIE model- Analysis, Design, Development, Implementation, and Evaluation

A

 The Training Design Process

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14
Q 
Analysis, 
Design, 
Development, 
Implementation, 
 Evaluation
A

 ADDIE model

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15
Q

 Step by-step approach is rarely followed in real life organizations
 Necessary requirement of trainers adds time and cost to developing a training program
 Implies an end point: evaluation
 May lead to assumption that training is the best solution

A

 Flaws of the ISD model

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16
Q

1) Economic cycles
2) Globalization
3) Increased value placed on intangible assets and human capital

Focus on link to business strategy

Changing demographics and diversity of the workforce

Talent management

Customer service and quality emphasis

New technology

High-performance work systems

A

 Forces Influencing Work and Learning

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17
Q

 Human capital

A

Employees’ attributes, life experiences, knowledge, inventiveness, energy

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18
Q

 Intellectual capital

A

Codified knowledge that exists in a company

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19
Q

 Social capital

A

Relationships in the company

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20
Q

 Customer capital

A

Value of relationships with persons or other organizations

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21
Q

SME

A

knowledge worker

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22
Q

 Employee engagement

A

Degree to which employees are fully involved in their work (strength of employee commitment to the job and company)

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23
Q

o Change

A

Adoption of a new idea or behavior by a company

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24
Q

o Learning organization

A

Embraces a culture of lifelong learning, enables all employees to continually acquire and share knowledge

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25
Q

Human capital
Intellectual capital
Social capital
Customer capital

A

Examples of Intangible assets

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26
Q

Focus on the SME
Employee Engagement
Change and continuous learning (learning organization)

A

Implications of intangible assets

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27
Q

 Increase in racial and ethnic diversity

Aging labor force

A

What are the changes in demographics and diversity in the workforce

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28
Q

 Aging labor force

A

Increased work-force participation of individuals 55 years or greater
 Generational differences

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29
Q

 Increase in racial and ethnic diversity

A

Increased participation of minorities in the work force

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30
Q

Talent management

A

 Systematic, planned, and strategic effort by a company to attract, retain, develop, and motivate highly skilled employees and managers

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31
Q

 Changes in demand for certain occupations and jobs
 Skill requirement
 Anticipated retirement of baby boomer generation
 Requirement to develop managerial talent

A

Why is talent management important

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32
Q

Customer service and quality emphasis

A

 A company’s customers judge its quality and performance

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33
Q

 Total Quality Management (TQM)

A

Companywide effort to continuously improve the ways people, machines, and systems accomplish work

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34
Q

 Six Sigma Process

A

Measuring, analyzing, improving, and controlling processes

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35
Q

 Lean thinking

A

doing more with less effort, equipment, space, and time, but satisfying consumer needs and wants

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36
Q

 Allows flexibility of time and any place
 Reduces travel costs
 Increased ability to access experts and share learning with others
 Creates a learning environment that provides feedback, self-pacing, and practice exercises
 LMS and E-Learning Instructional Design are becoming more popular

A

How does technology influence training

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37
Q

Work teams
Cross training
Virtual teams

A

What are the high performance models of work

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38
Q

 Work teams

A

Employees with various skills interact to assemble a product or provide a service

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39
Q

 Cross training

A

Training employees in a wide range of skills to fill any of the roles needed

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40
Q

 Virtual teams

A

Separated by time, geographic, cultural, and/or organizational boundaries

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41
Q

Key trends in learning investments

A

What is the snapshot of training practices

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42
Q

 Use of technology-based learning delivery increased
 Self-paced online learning is the most popular technology-based learning
 ATD Snapshot InfoGraphic

A

What are the key trends in learning investments

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43
Q

 Trainers, managers, in-house consultants, and employee experts or
 Outsourcing

A

Who provides training

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44
Q

 Outsourcing

A

training and development activities provided by individuals outside the company

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45
Q

 Professionals in human resource development

A

 Who is in charge of training

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46
Q

 Business strategy

A

 Integrates the company’s goals, policies, and actions

 Influences how the company uses: physical capital, financial capital, and human capital

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47
Q

 Goals

A

What the company hopes to achieve in the medium- and long-term future

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48
Q

 Strategy determines

A

 Amount of training required for current or future job skills
 Extent to which training should be customized for particular needs
 Extent to which training is planned and systematically administered

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49
Q

 Learning organization

A

a company that has:
 An enhanced capacity to learn, adapt, and change
 Carefully scrutinized and aligned training processes with company goals

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50
Q

The Strategic T&D Process

A

Business Strategy

Strategic Training & Development Initiatives

Training & Development Activities

Metrics That Show Value of Training

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51
Q

Strategic training and development initiatives

A

Learning-related actions that help to achieve business strategy

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52
Q

 Diversify the Learning Portfolio

 Expand Who Is Trained

 Improve Customer
Service

 Identify and collect metrics to show training success

A

What are the four concepts of the strategic training and development initiatives

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53
Q

 Metrics

A

business-level outcomes chosen to measure the overall value of training or learning

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54
Q

 Balance scorecard

A

means of measurement for overall company performance, performance of departments or functions

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55
Q
  1. Customer
  2. Internal innovation
  3. Learning
  4. Financial
A

What are the four perspectives to consider

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56
Q

Concentration Strategy
Internal growth strategy
External growth strategy
Disinvestment strategy

A

What are the training needs in different strategies

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57
Q

 Concentration Strategy

A

reducing cost, creating and maintaining market niche

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58
Q

 Internal growth strategy

A

focus on new market and product development, innovation, and joint ventures

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59
Q

 External growth strategy

A

emphasis on acquiring vendors and suppliers or buying businesses to expand into new markets

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60
Q

 Disinvestment strategy

A

emphasis on liquidation and divestiture of businesses

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61
Q

1) Role of employees and managers
2) Top management support
3) Integration of business units
4) Global presence
5) Business conditions
6) Other HRM practices
7) Strategic value of Job and employee uniqueness
8) Extent of unionization
9) Staff involvement in training and development

A

What are the organizational characteristics that influence training

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62
Q

responsible for quality of goods and services

A

What are the employees role

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63
Q

 Manage individual and performance; Develop employees and encourage continuous learning; Plan and allocate resources; Coordinate activities and interdependent team; Facilitate decision making; Create and maintain trust; Represent one’s work unit

A

What are managers role

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64
Q

 Setting a clear direction for learning

 Providing encouragement, resources and commitment for strategic learning

 Promoting the company’s commitment to learning

A

What is the CEO responsible for

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65
Q

Integration of business units

A

 Training likely includes rotating employees between jobs in different businesses

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66
Q

Global presence

A

 Training helps prepare employees for temporary or long-term overseas assignments

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67
Q

Business conditions

A

 Impact the ability to find employees with necessary skills, and retain current employees

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68
Q

 Human resource management (HRM) practices

A 
Activities related to: 
Staffing 
Performance management
Training
Compensation and benefits
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69
Q

Focuses on avoiding obsolescence no systematic development

Survival Struggle for resources

Natural resources

A

Fortress

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70
Q

Use of job experiences no development related to succession planning

Innovation and Creativity

Advertising

A

Baseball Team

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71
Q

Job rotation soecial assignments with career paths

Monopoly and Highly regulated

Nursing homes

A

Club

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72
Q

Assessment and sponsorship use of upward, lateral, and downward moves within and across functions

Dominant in Market

Consumer Products

A

Academy

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73
Q

Fortress,
Baseball Team,
Club,
Academy

A

What are the staffing strategy

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74
Q

 Uniqueness

A

Extent to which employees are rare and specialized and not highly available

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75
Q

 Strategic value

A

Employee potential to improve company effectiveness and efficiency

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76
Q

Knowledge-based workers

A

high value and uniqueness

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77
Q

Job-based employees

A

high value and low uniqueness

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78
Q

Contract employees

A

low value and low uniqueness

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79
Q

Alliance/partnerships

A

low value and high uniqueness

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80
Q

 Joint union

A

management programs help employees prepare for new jobs

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81
Q

Staff involvement in training and development

A

 Effectiveness of the training program depends on the level of involvement of both employees and managers.
 If managers are aware of what development activity can achieve, they will be more willing to become involved in it.
 They will also become more involved in the training process if they are rewarded for participating.
 An emerging trend is that companies expect employees to initiate the training process.

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82
Q

Centralized Training

A

 Training and development resources, and professionals are housed in one location
 Training investment and delivery methods decisions are made from one department
 Advantages- Helps integrate programs for developing leaders and managing talent

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83
Q

 Resistance to change:

A

Managers’ and employees’ unwillingness to change

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84
Q

 Control

A

Managers’ and employees’ ability to obtain and distribute valuable resources

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85
Q

 Power:

A

Ability to influence others

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86
Q

 Task redefinition

A

Creating changes in managers’ and employees’ roles and job responsibilities

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87
Q

Clarify the request for change

Make the vision clear

Design the solution

Communicate and market for buy- in

Choose and announce action as soon as possible

Execute and create short term wins

Follow up , reevaluate and modify

A

What are the steps in a change process

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88
Q

 Internal marketing

A

making employees and managers enthusiastic about training

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89
Q

 Internal marketing tactics

A

 Involve the target audience in developing the training program
 Demonstrate how a training program can be used to solve specific business needs
 Advertise on e-mail, on company websites, in employee break areas

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90
Q

 Outsourcing:

A

use of an outside company that take complete responsibility and control of some or all T&D activities including administration, design, delivery, and development

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91
Q

Cost and time savings

Improvements in compliance with training mandates

Access best training practices

A

What are the advantages of outsourcing training

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92
Q

Inability of outsourcing providers to meet company needs

Desire to maintain control over all aspects of T&D

A

What are the reasons why companies dont outsource

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93
Q

 Needs Assessment

A

Process used to determine whether training is necessary

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94
Q

Organizational analysis

Person analysis

Task analysis

A

What does a needs assessment involves

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95
Q

 Organizational analysis

A

Determines the appropriateness of training, given the company’s business strategy and resources

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96
Q

 Person analysis

A

Determines whether performance deficiencies result from a lack of knowledge, skill, or ability
 Who needs training
 Employee readiness for training

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97
Q

 Task analysis

A

Identifies the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to complete their tasks

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98
Q

1) Training may be incorrectly used as a solution to a performance problem
2) Training programs may have the wrong content, objectives, or methods
3) Trainees may be sent to programs for which they do not have the basic skills, prerequisite skills, or confidence needed to learn
4) Training will not deliver the expected learning, behavior change, or financial results that the company expects
5) Money will be spent on training programs that are unnecessary because they are unrelated to the company’s business strategy

A

why is a needs assessment necessary

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99
Q

SME

Job incumbent

A

Who should participate in a needs assessment

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100
Q

 Subject-matter experts (SMEs)

A

Employees, managers, technical experts, who are knowledgeable with regard to

 Training issues

 Knowledge, skills, and abilities required for successful performance

 Necessary equipment and conditions under which task has to be performed

101
Q

 Job incumbents

A

: Employees currently performing the job

 They tend to be most knowledgeable about the job

 They can be a great hindrance to the training process if they do not feel they have had input in the process

102
Q

Observation

Surveys

Interviews

Focus groups, Crowdsourcing

Documentation

Technology

Historical data reviews

A

What are the Needs assessment techniques

103
Q

Generates data relevant to work environment

Minimizes interruption of work

A

What are the advantages of observation

104
Q

Needs skilled observers

Employees behavior may e affected by being observed (Hawthorne effect)

A

What are the disadvantages of observation

105
Q

Inexpensive

Can collect data from a large number of persons

Data easily summarized

A

What are the advantages of surveys

106
Q

Requires time

Possible low return rates Inappropriate responses

lack if detail

only provides information directly related to questions asked

A

What are the disadvantages of surveys

107
Q

Good at uncovering details of training needs, as well as causes of and solutions to problems

Can explore unanticipated issues that come up

Questions can be modified

A

What are the advantages of interviews

108
Q

Time-consuming

Difficult to analyze

Needs skilled interviewers

Can be threatening to SMEs

Difficult to schedule

SMEs provide only information they think you want to hear

A

What are the disadvantages of interviews

109
Q

Useful with complex or controversial issues that one person may be unable or unwilling to explore

Questions can be modified to explore unanticipated issues

Reduce risk that training based on needs assessment will be rejected by stakeholders

A

What are the advantages of focus groups

110
Q

Time consuming to organize

Group members provide only information they think you want to hear

A

What are the disadvantages of focus groups

111
Q

Good source of information on procedure

object

Good source of task information for new jobs and jobs in the process of being created

A

What are the advantages of documentation

112
Q

you may be unable to understand technical language

Materials may be obsolete

A

What are the disadvantages of documentation

113
Q

Objective

Minimizes interruption of wok

Requires limited human involvement

Data can be quickly summarized into reports

A

What are the advantages of technology

114
Q

May threaten employees

Manager may use information to punish rather than train

A

What are the disadvantages of technology

115
Q

Provide data related to performance and practices

A

What are the advantages of historical data reviews

116
Q

Available data may be inaccurate or incomplete or may not fully represent performance

A

What are the disadvantages of historical data reviews

117
Q

Focus groups

Crowdsourcing

Benchmarking

A

What are the selected needs assessment techniques

118
Q

 Focus groups

A

Interviews that involves a face-to-face meeting with groups of SMEs in which the questions that are asked relate to specific training needs

119
Q

 Crowdsourcing

A

Asking a large group of employees to help provide information for needs assessment that they are not traditionally asked to do

120
Q

 Benchmarking

A

Using information about other companies’ training practices to help determine the appropriate type, level, and frequency of training

121
Q

Organizational analysis

Person analysis

Devoting time

Task Analysis

Training or Development Method

A

What is the needs assessment process

122
Q

Organizational Analysis

A

the company’s strategic direction (strategic role of training influences the frequency and type of training)

 Support of managers, peers, and employees for training activities

 Training resources

123
Q

Person Analysis

A

 Helps to identify employees who need training

 This process includes evaluating person characteristics, input, output, consequences, and feedback

124
Q

 Gap analysis

A

Determining what is responsible for the difference between employees’ current and expected performance

125
Q

 Readiness for training

A

Refers to whether employees have the personal characteristics necessary to learn program content and apply it on the job

126
Q

 Personal characteristics

A

Basic skills, cognitive ability, language skills, and other traits that employees need to perform their jobs or learn the content of training programs successfully

127
Q

 Cognitive ability

A

Verbal comprehension, quantitative ability, and reasoning ability

128
Q

 Readability

A

Difficulty level of written materials

 If trainees’ reading level does not match the level needed for the training materials, four options are available:

1) Lower the reading level of training materials or on-the-job training
2) Identify employees without the necessary reading level through and reassign to other positions more compatible with their skill levels
3) Use reading tests to identify employees who lack the necessary reading skills and provide them with remedial training
4) Alternative training methods need to be considered, or managers can elect a non-training option (job redesign - most costly option)

129
Q

 Self-Efficacy

A

 Employees’ belief that they can perform their job or learn the content of the training program successfully

130
Q

1) Letting employees know the purpose of training
2) Providing as much information as possible about the training program and the purpose of training prior to the actual training
3) Showing employees the training success of their peers who are now in similar jobs
4) Providing employees with feedback that learning is under their control

A

How can an employee’s self-efficacy be increased

131
Q

 Awareness of Training Needs, Career Interests, and Goals

A

Managers should make sure that employees understand why they have been asked to attend this training

Hold career development discussions

If possible, employees need to be given a choice of what programs to attend

132
Q

 Generation Z

A

(born after 1995)

133
Q

Millennials and Generation Y

A

(born after 1980)

134
Q

Gen Xers

A

(1965 to 1980)

135
Q

Baby boomers

A

(1946 and 1964)

136
Q

Traditionalists

A

(1925 and 1945)

137
Q

 Input

A

 Ensure that the work environment enhances trainees’ motivation to learn

138
Q

Person Characteristics

Input

Output

Consequences

Feedback

A

What are the process for analyzing the factors that influence employee performance and learning

139
Q

Situational constraints

A

Lack of proper tools and equipment, materials and supplies, budgetary support, and time

140
Q

Social support

A

1) Managers’ and peers’ willingness to provide feedback and reinforcement
2) Speak positively about the company’s training programs to employees

141
Q

 Output, Consequences, and Feedback Analysis

A

 Trainees need to understand what specifically they are expected to learn in the training program

 Norms: Accepted standards of behavior for workgroup members

 For employees to perform to standard, feedback needs to be given frequently, not just during a yearly performance evaluation

142
Q

 Root cause analysis

A

The process of determining whether training is the best or most likely solution to a performance problem or gap (examples: the 5 whys question method; Fishbone diagram method)

143
Q

Employees lack the knowledge and skill to perform a job and the other factors are satisfactory

A

When is training needed

144
Q

Employees have the knowledge and skill to perform but input, output, consequences, or feedback is inadequate

A

When is training not needed

145
Q

Task analysis

A 
Job 
Task 
Knowledge 
Skill ]
Ability 
Other
146
Q

 Job

A

Specific position requiring the completion of certain tasks

147
Q

 Task

A

Employee’s work activity in a specific job

148
Q

 Knowledge

A

Includes facts or procedures

149
Q

 Skill

A

Indicates competency in performing a task

150
Q

 Ability

A

Includes the physical and mental capacities to perform a task

151
Q

 Other

A

Other characteristics surrounding how the work is performed

152
Q

1) Select the job or jobs to be analyzed
2) Develop a preliminary list of tasks performed on the job by interviewing and observing expert employees and their managers
3) Validate or confirm the preliminary list of tasks
4) Once the tasks have been identified, it is important to identify the knowledge, skills, or abilities necessary to successfully perform each task

A

What are the steps involved in a task analysis

153
Q

 Competency Models

A

 Identifies the competencies necessary for each job

 They can be used for:

 Performance management

 Identifying the best employees to fill open positions

154
Q

 Competency

A

a set of KSAOs and personal characteristics that enable employees to perform their jobs successfully. They provide descriptions of competencies that are common for an entire occupation or organization

155
Q

 Identify broader behavior clusters needed for effective job performance

 Determine the talent level of the entire company

 Define competencies that managers could use for hiring, performance management, and training

A

How are competency models useful for training and development

156
Q

 Rapid needs assessment

A

 Sometimes we might feel there is no time or resources to conduct a proper and thorough needs assessment

Needs assessment that is done quickly and accurately, but without sacrificing the quality of the process or the outcomes

157
Q

 Depends on the size of the potential pressure point

 Anticipate training needs (proactive vs. reactive)

 Consider using already available data collected for other purposes

 The web: O*Net Example

A

What are the ways to conduct a rapid needs assessment

158
Q

 Learning

A

Relatively permanent change in capabilities

159
Q

 Transfer of training

A

Trainees effectively and continually applying what they have learned in training to their jobs

160
Q

 Generalization

A

Trainee’s ability to apply what they learned to on-the job work problems

161
Q

 Maintenance

A

Process of trainees continuing to use what they learned over time

162
Q

Verbal information

Intellectual Skills

Motor Skills

Attitudes

Cognitive strategies

A

What are the types of learning outcomes

163
Q

Verbal information

A

State, tell, or describe previously stored information

164
Q

Intellectual skills

A

Apply generalizable concepts and rules to solve problems and generate novel products

165
Q

Motor skills

A

Execute a physical action with precision and timing

166
Q

Attitudes

A

Choose a personal course of action.

167
Q

Cognitive strategies

A

Manage one’s own thinking and learning processes

168
Q

Reinforcement Theory

Social Learning Theory

Goal Theories

Need Theories

Expectancy Theory

Adult Learning Theory

Information Processing Theory

A

What are the learning theories

169
Q

Reinforcement Theory

A

People are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from them

 Identify what outcomes the learner finds most positive and negative

 Link these outcomes to learners acquiring knowledge, skills, or changing behaviours

170
Q

Positive reinforcement

Negative reinforcement

Extinction

Punishment

A

What are the processes in reinforcement theory

171
Q

Positive Reinforcement

A

Giving something that they want or like when they perform the action desired

172
Q

Negative Reinforcement

A

Taking something that they dislike away to get them to perform the action away

173
Q

Extinction

A

withdrawing either a positive or a punishment

174
Q

Punishments

A

Introducing an unpleasant outcome

175
Q

Social Learning Theory

A

 People learn by observing other persons (models) whom they believe are credible and knowledgeable

 Behavior that is reinforced or rewarded tends to be repeated

 Person’s self-efficacy can be increased using several methods

176
Q

 Verbal persuasion

A

Words of encouragement

177
Q

 Logical verification

A

relationship between a new task and an already mastered one

178
Q

 Observation of others (modeling)

A

seeing other people do something and repeating it

179
Q

 Past accomplishments

A

Building on past accomplishments you did it once you can do it again

180
Q

 Goal setting theory

A

Assumes that behavior results from a person’s conscious goals and intentions

 Goals influence a person’s behavior by:

 Directing energy and attention

 Sustaining effort over time

 Motivating the person to develop strategies for goal attainment

 Learning can be facilitated by providing trainees with specific challenging goals

181
Q

SMART Goals

A

Specific

Measurable

Achievable

Relevant

Time-bound

182
Q

SMARTER Gals

A

Evaluate

Reevaluate

183
Q

 Goal orientation

A

Goals held by a trainee in a learning situation

184
Q

 Learning orientation

A

Trying to increase ability or competence in a task (learning for the sake of learning)

185
Q

 Performance orientation

A

Learners who focus on task performance and how they compare to others (getting the task right)

186
Q

Need Theories

A

 Explains the value that a person places on certain outcomes

 Maslow’s and Alderfer’s need theories focused on physiological needs, relatedness needs, and growth needs (see pyramid)

187
Q

Maslow’s and Alderfer’s need theories

A

Physiological

Safety

Social

Esteem

Self- fulfillment

188
Q

 McClelland’s need theory

A

needs for achievement, affiliation, and power

189
Q

Expectancy Theory

A

 A person’s behavior is based on

Expectancies

Instrumentality

Valence

E * I * V = Effort

190
Q

 Expectancies

A

Link between trying to perform a behavior and actually performing well

191
Q

 Instrumentality

A

Belief that performing a given behavior is associated with a particular outcome

192
Q

 Valence

A

Value that a person places on an outcome

193
Q

Adult Learning Theory

A

 Adults have the need to know why they are learning something

 Adults have a need to be self-directed

 Adults bring more work-related experiences into the learning situation

 Adults enter a learning experience with a problem-centered approach to learning

 Adults are motivated to learn by both extrinsic and intrinsic motivators

194
Q

 Andragogy

A

Theory of adult learning

195
Q

Pedagogy

A

science of teaching children

196
Q

Information Processing Theory

A

 It gives more emphasis to the internal processes that occur when training content is learned and retained

 Verbal instructions, pictures, diagrams, and maps suggesting ways to code the training content so that it can be stored in memory

 Meaningful learning context (examples, problems) creating cues that facilitate coding

 The more technical and neuro/bio related one of the theories

197
Q

 Transfer of Training Theory

A

Near Transfer

Closed Skills

198
Q

 Near Transfer

A

Transfer of training is more likely to occur when the trainee works on tasks during training that are very similar, if not identical, to the work environment

199
Q

 Closed skills

A

Training objectives that are linked to learning specific skills that are to be identically produced by the trainee on their job

200
Q

 Open skills

A

Linked to more general learning principles

201
Q

 Identical elements

A

Training environment is identical to work environment

202
Q

 Stimulus generalization

A

General principles are applicable to many different work situations

203
Q

 Cognitive theory

A

Meaningful material and coding schemes enhance storage and recall of training content

204
Q

The Learning Process

A

Expectancy

Perception

Working storage

Semantic Encoding

205
Q

 Expectancy

A

Mental state that the learner brings to the instructional process

206
Q

 Perception

A

Ability to organize the message from the environment so that it can be processed and acted upon

207
Q

 Working storage

A

Rehearsal and repetition of information occurs

208
Q

 Semantic encoding

A

Actual coding process of incoming messages

209
Q

Rehearsal

Organizing

Elaboration

A

What are the learning strategies

210
Q

 Rehearsal

A

Focuses on learning through repetition

211
Q

 Organizing

A

Requires the learner to find similarities and themes in the training material

212
Q

 Elaboration

A

Requires the trainee to relate the training material to other, more familiar knowledge

213
Q

 Concrete experience,
reflective observation,
abstract conceptualization, active experimentation, feedback

A

What is the learning cycle

214
Q

 Concrete experience

A

Presented with a work problem

215
Q

reflective observation

A

Thinking about the problem

216
Q

abstract conceptualization

A

Coming up with ideas on how to solve the problem

217
Q

active experimentation

A

fixing the problem

218
Q

feedback

A

did the intervention work

219
Q

Diverger,
assimilator,
converger,
accommodator

A

what are the learning styles

220
Q

Diverger

A

Concrete experience and

Reflective observation

221
Q

Assimilator

A

Abstract conceptualization and

Reflective observation

222
Q

Converger

A

Abstract conceptualization and

Active experimentation

223
Q

Accommodator

A

Concrete experience and

Active experimentation

224
Q

Diverger

A

Is good at generating ideas, seeing a situation from multiple perspectives, and being aware of meaning and value

Tends to be interested in people, culture, and the arts

225
Q

Assimilator

A

Is good at inductive reasoning, creating theoretical models, and combining disparate observations into an integrated explanation

Tends to be less concerned with people than with ideas and abstract concepts

226
Q

Converger

A

Is good at decisiveness, practical application of ideas, and hypothetical deductive reasoning

Prefers dealing with technical tasks rather than interpersonal issues

227
Q

Accommodator

A

Is good at implementing decisions, carrying out plans, and getting involved in new experiences

Tends to be at ease with people but may be seen as impatient or pushy

228
Q

Employees need to know the objectives

Employees need meaningful training content

Employees need opportunities to practice

Employees need to commit training content to memory

Employees need feedback

Employees learn through observation, experience, and interaction

Employees need the training program to be properly coordinated and arranged

Encourage trainee responsibility and self-management

Ensure that the work environment supports learning and transfer

A

What is the learning process

229
Q

1) Employees need to know the objectives

A

the purpose and expected outcome of training activities

 Objectives help employees understand why they need training and what they need to learn by the end of it.

230
Q

 Training context

A

The physical, intellectual, and emotional environment in which training occurs

231
Q

 Practice:

A

Physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge

232
Q

 Overlearning

A

Continuing to practice even if you have been able to perform the objective several times

233
Q

 Error management training

A

Giving opportunities to make errors during training and learn from them

234
Q

 Massed practice

A

Individuals practice a task continuously, without resting

235
Q

 Spaced practice

A

Individuals are given rest intervals within practice sessions, is superior to massed practice

236
Q

 Whole practice

A

All tasks or objectives should be practiced at the same time

237
Q

 Part practice

A

An objective or task should be practiced individually as soon as each is introduced

238
Q

4) Employees need to commit training content to memory

A

 If a lengthy process or procedure is to be taught, instruction needs to be delivered in short sessions in order to not exceed memory limits

239
Q

 Automatization:

A

Making performance of a task, recall of knowledge, or demonstration of a skill so automatic that it requires little thought or attention

240
Q

5) Employees need Feedback

A

Information about how well people are meeting the training objectives

241
Q

 Communities of practice

A

Groups of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished. Employees learn through observation, experience, and interacting with others

242
Q

Learner-content

A

Learning the task alone

243
Q

Learner-Learner

A

Learning in a group

244
Q

Learner- instructor

A

learning from a professor

245
Q

90-20-8 rule

A

90 min sessions then break

20 min content chucks

8 min interaction and audience participation

246
Q

 Training administration

A

Coordinating activities before, during, and after the program

247
Q

 Self-management

A

taking responsibility for their own learning and transfer (active involvement, willingness to change)

248
Q

 Lapses

A

Reverting back to the old, less effective behaviour

249
Q

 Climate for transfer

A

Trainees are motivated, managers and co-workers support learning and transfer

Training and Development (1 decks)

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