Comm 385 Midterm

Question 1

Training and Development

Answer 1

is important for employees, organizations and customers/ clients. Serious incidents can result from a lack of training. Training and development is a key factor for success and profitability. However, it can be the first thing to be cut due to budgets.

Question 2

Performance Management

Answer 2

Not a single event but a continuous loop of establishing performance goals and expectations, designing interventions and programs to develop employee knowledge/skills and abilities (KSA)

Question 3

Performance Management Process

Answer 3

Performance expectations and goals, monitor performance and provide feedback, performance evaluation and consequences, employee training and development

Question 4

Training and Development Defined

Answer 4

Formal and planned efforts for one to acquire (KNOWLEDGE, SKILLS, ABILITIES) (KSA);
Training; improve current job performance short term focus
Development; To perform future job responsibilities longer term focus such as career goals

Question 5

T&D benefits organizational

Answer 5

Strategy: training employees to have knowledge and skills to help achieve organizational goals and objectives
Effectiveness: increase competitive advantage
Employee recruitment, engagement and retention; attracts engages and helps keep top talent

Question 6

T&D Benefits Employees

Answer 6

Intrinsic (internal) improved knowledge and skills, confidence and efficacy, feelings of increased usefulness
Extrinsic (external) higher earnings, improved marketability, greater security of employment

Question 7

T&D benefits societal

Answer 7

educated and employed population, health and safety, economy and standard of living

Question 8

Canadian Snapshot

Answer 8

Over 56% of workers have access to employment-sponsored training and 44% have none. Part-time workers are less educated to receive training than those in small or medium-sized organizations.

Question 9

Strategic T&D

Answer 9

Business strategy influences HRM strategy;
Business strategy- HRM strategy- learning and training strategy- training and development program

Question 10

Instructional systems design model

Answer 10

rational and scientific model of t and d process consists of 3 major overlapping steps; starts with performance gap (problem), training needs analysis, training design and delivery, training evaulation

Question 11

Creative thinking

Answer 11

channelling your brain to think what may happen when things are no longer the same for instance the oil and gas industry

Question 12

Learning

Answer 12

the process of acquiring skills and knowledge, and change in individual behaviour as a result. * Building the connection in the workplace that is in formal by realizing who has more power or can be on the fly and happens day by day the other formal training is learned and taught

Question 13

Workplace learning

Answer 13

aquiring job related skills through informal and formal social interactions and training programs
70% of learning comes from on the job
20% of learning from relationships and interactions
10% is formal learning
70-20-10- model

Question 14

Formal and informal

Answer 14

• Formal= organization is in charge
• Informal= employee is in charge of the training

Question 15

Explicit Knowledge

Answer 15

things you can buy or trade or train, can be written into procedures only 20% of knowledge is this type

Question 16

Tacit Knowledge

Answer 16

Learned from experience and insight, intuition * Harder to be trained, almost impossible to take tacit knowledge and train it in a traditional way

Question 17

Intellectual capital

Answer 17

• Putting the value statement on training and development; organizations are paying attention to their intellectual capital, gaining leverage and adding assets to their workplace
  
  • Training and development grows intellectual capital

Question 18

Stages of Learning ACT THEORY

Answer 18

Adaptive character of thought ACT theory
Stage 1: Declarative knowledge; learning knowledge, facts and information
Stage 2; knowledge compilation, learning and performance
Stage 3: Procedural knowledge
* Different layers of learning to think about how people learn
* Learning to swim is an example of going through the stages
* For the group project you may get through stage 1 or 2

Question 19

Resource Allocation Theory

Answer 19

suggests that individuals possesses limited cognitive resources that can be used to learn new tasks

Question 20

KOLBS learning cycle

Answer 20

recognizes that people differ in the way they prefer to learn but they can learn in all 4 ways; active experiment (learn by doing), concrete experience (leaning by experiences), abstract conceptualization (learning by thinking), reflective observations (learning by reflecting)

Question 21

Teach Back

Answer 21

came from health care and airlines, also known as show me training method. It is highly engaging, breaks heavy content into chunks, learning by doing. However can consume additional time, works with only 12-60 people

Question 22

Gagne’s model

Answer 22

1. verbal information
2. intellectual skills
3. cognitive strategies.
4. motor skills
5. attitudes

Question 23

Kraigers Model

Answer 23

1. cognitive domain- knowledge
2. skills based outcomes- motor skills and technical
3. affective outcome- motivational

Question 24

Goal Setting Theory

Answer 24

A goal os the object or aim of action, goals are motivational as the direct peoples efforts and lead to development of strategies
A distal goal; long term or end goal
Proximal goal; short term goal or sub goal

Question 25

Learning theory; conditioning theory

Answer 25

learning is a result of reward and punishment follows a response to a stimulus

Question 26

Learning Theory; social cognitive theory

Answer 26

people learn by observing others

Question 27

Adult learning theory

Answer 27

Andragogy: an adult orientated approach to leaning that takes in account of the difference of adult and child learners
Pedagogy: the traditional approach to educate children and youth

Question 28

Needs Analysis **

Answer 28

1. organizational analysis
2. task analysis
3. Person Analysis
   
   • Understand and know the gaps and analyze if the training is needed and then who and what area it is needed for; identifies the differnces between what is and what is desired or required in terms of results. Once this complete you should be able to clarify the nature of performance gaps and see what training and development is needed.

Question 29

Needs Analyis DATA

Answer 29

can be obtained from questionaires or surveys, print and online resources * You can also get it from employees/ trainees can include self assessment
Make sure that the data is good enough and in depth

Question 30

NEEDS ANALYSIS 3 perspectives

Answer 30

1. Organizational: what is going on in and around the organization via the environment, resources and strategic alignment
   2: Task; what are the duties, tasks and activities that need to be performed
2. Person how does the person think act or behave relative to what is required and expected
   
   • A strong flow is important between the perspectives
   • What matters the most depends on the situation, or company all together
   • If you have new hires the person analysis may be more beneficial whereas using new tech using task analysis may be better

Question 31

Is training always the answer?

Answer 31

No; can be a wide range of performance issues that can not be addressed training is not a substitute for managing performance

Question 32

Barriers to effective performance

Answer 32

lack of knowledge, lack of skill, lack of motivation

Question 33

Behavioural Modeling Training

Answer 33

Trainees observe a model performing a task and then attempt
to imitate the observed behaviour
Based on social cognitive theory and observational learning
 Four learning principles: observation; rehearsal;
reinforcement; transfer

Question 34

Role Play

Answer 34

Trainees are given the
opportunity to practise new
behaviours in a safe
environment
 Three phases:
* Development
* Enactment
* Debriefing
 Reverse role play
 Multiple role play

Question 35

Simulation

Answer 35

Physical or social events
designed to represent reality
 Designed to increase trainee
motivation, involvement, and
learning
 Four steps: Preparing;
Delivering; Debriefing;
Follow-up
 Simulations need high
physical and psychological
fidelity

Question 36

Games

Answer 36

Structured competition (or
collaboration) to learn
specific skills
 Rules, principles, system
for scoring
 Inject fun and generate
energy
 Need to be well planned;
linked to objectives;
debriefed

Question 37

Action Learning

Answer 37

Problem-based learning to
solve real (or simulated)
open-ended problems
 Trainees accept
responsibility for the
solution
 Involve and challenge the
trainee, move from passive
observation to identification

Question 38

Job Instruction

Answer 38

A formalized, structured,
systematic training
approach
 Four steps: Preparation;
Instruction; Performance;
Follow-up

Question 39

Performance AID

Answer 39

A formalized, structured,
systematic training
approach

Question 40

Job rotation

Answer 40

 Cross-training employees so
they are trained to perform
each other’s jobs
 Stretch assignments: aim to
“stretch” employees by
working on challenging tasks
and projects that involve
learning new knowledge and
skills

Question 41

Apprenticeship

Answer 41

Combines on-the-job and
classroom instruction
 Primary method of training
for skilled trades workers in
Canada
 Is regulated through a
partnership among
government, labour, and
industry

Question 42

Web 3.0

Answer 42

Web 3.0 is a fundamental shift in how individuals will
interact with the Web
 It consists of three components:
* The semantic Web involves technologies that can understand
the meaning of data and create customized experiences
* The mobile Web allows one to use the Web seamlessly
across devices and locations
* Immersive Internet involves the use of immersive
technologies such as virtual worlds, augmented reality, and 3-
D environments

Question 43

Choosing the Trainers

Answer 43

Seductive Details Effect:
 Entertaining and
interesting information that
is irrelevant or only
tangentially related to the
training material and not
necessary for achieving
the training objective
 Seductive details effect
means that (too many!)
seductive details can
impair learning and
retention

Question 44

Materials and Equipment

Answer 44

Training materials are
expendable/one-time
items such as note pads,
pens, markers, and tape
 Training equipment refers
to things that have a life
beyond a single use, such
as projectors, computers,
and DVD players

Question 45

Prepare Training Site

Answer 45

The facility or room (or technology
platform!) where the training will
take place
 The training site should be:
* Conducive to learning
* Free of noise or distractions
* Set up in a manner appropriate
for the training program
 Inspect the room (practice the
platform) in advance,
arrive early..

Question 46

Schedule training

Answer 46

Accommodating participants
* When is the best day of the
week?
* When is the best time of day?
* When is the best time of year?
* During office hours? After
hours? Weekends?
2. Availability of trainer
3. Massed vs. distributed practice
(all at once or broken into more
than one session)
6. SCHEDULE THE
TRAINING

Question 47

Training Administration

Answer 47

Coordination of all the
people and materials
involved in a training
program:
* Records
* Training histories
* Customized learning
opportunities
* Schedules
* Course and material
inventories
* Tracking registrations

Question 48

Implement the Training

Answer 48

Once you’re ‘in the room’, there’s still lots to
consider:
* Trainer Challenges
* Trainee Challenges
* Planning Challenges (logistics; space;
materials; equipment)

Question 49

Trainer Challenges

Answer 49

Trainer challenges fall into 3 categories:
1. Trainer themselves (lack of credibility; lack of
personal experiences; unable to answer questions)
2. Trainer relating to trainees (difficult trainees; lack of
participation; awkward use of questions/interaction;
insufficient feedback; no warm-up/wind-down)
3. Presentation techniques and style (fear/nervousness;
poor timing; too rigid with lesson plan; problems
with equipment, materials, training site; overreliance
on notes)