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Training & Development > Definitions (Chapters 3-8) > Flashcards

Definitions (Chapters 3-8) Flashcards

1
Q

Needs assessment

A

The process used to determine whether training is necessary and, if so, in what areas

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2
Q

Content expert

A

A person who is knowledgeable about: 1. training issues 2). knowledge skills and abilities required for task performance 3) necessary equipment and 4) conditions under which tasks must be performed

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3
Q

Competency

A

Special knowledge skills or behaviours that enable employees to perform their job

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4
Q

Competency model

A

A model identifying the competencies necessary for each job as well as the knowledge, skills, behaviour and personal characteristics underlying each competency

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5
Q

Job analysis

A

The process of develping a description of the job (duties, tasks and responsibilities) and the specifications (knowledge, skills and abilities) that an employee must have to perform

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6
Q

Basic skills

A

Skills necessary for employees to perform their jobs and learn the content of training programs

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7
Q

Cognitive ability

A

Verbal comprehension, quantitive ability and reasoning ability

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8
Q

Self-efficacy

A

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

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9
Q

Situational contraints

A

Work environment characteristics including lack of proper equipment, materials, supplies, budgetary support and time

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10
Q

Norms

A

Accepted standards of behaviour for members of a work group

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11
Q

Focus group

A

A form of qualitative research in which a group of employees and subject matter experts address specific training needs. Questions are asked in an interactive group setting where participants are free to talk with other group members

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12
Q

Benchmarking

A

The use of information about other organisations’ training practices to help determine the appropriate type, level and frequency of training

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13
Q

Learning

A

Acquiring new and modifying existing knowledge, skills, behaviours, values or preferences resulting in a realtively permanent change in capabilities not emanating from growth processes

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14
Q

Verbal information

A

Names or labels, facts and bodies of knowledge

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15
Q

Intellectuall skills

A

Mastery of concepts and rules

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16
Q

Motor skills

A

Coordination of physical movements

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17
Q

Attitude

A

A combination of beliefs and feelings that predispose a person to behave in a certain way

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18
Q

Cognitive strategies

A

Strategies that regulate the learning processes; they relate to the learner’s decision regarding what information to attend to, how to remember and how to solve problems

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19
Q

Reinforcement

A

A theory assesting that people are motivated to perform or avoid certain behaviours because of past outcomes that have resulted from those behaviours

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20
Q

Social learning theory

A

A theory asserting that people learn by observing other people (models) who they believe are credible and knowledgeable

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21
Q

Self-efficacy

A

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

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22
Q

Verbal persuasion

A

Offering words of encouragement to convince others that they can learn

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23
Q

Modelling

A

Having employees who have mastered the desired learning outcomes demonstrate them for trainees

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24
Q

Goal-setting theory

A

A theory assumming that behaviour results from a person’s conscious goals and intentions

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25
Q

Need theory

A

Helps to explain the value that a person places on certain outcomes. Aneed is a deficiency that a person is experiencing at any point in time.

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26
Q

Expectancy

A

Belief about the link between trying to perform a behaviour (or effort) and actually performing well; the mental state that the learner brings to the instructional process

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27
Q

Instrumentality

A

In expectancy thery, a belief that performing a given behaviour is associated with a particular outcome

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28
Q

Valence

A

The value that a person put on an outcome

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29
Q

Andragogy

A

The theory of adult learning

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30
Q

Perception

A

The ability to organise a message from the environment so it can be processed and acted upon

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31
Q

Working storage

A

The rehersal and repetitation of information, allowing it to be coded for memory

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32
Q

Rehersal

A

A learning strategy focusing on learning through repetition (memorisation)

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33
Q

Organising

A

A learning strategy that requires the learner to find similarities and themes in the training materials

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34
Q

Retrieval

A

The identification of learnt material in long term memory and the use of it to influence performance

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35
Q

Generalising

A

Adapting learning for use in similar but not identical situations

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36
Q

Gratifying

A

The feedback tnhat a learner receives from using learning content

37
Q

Instruction

A

The adaptation of the learning environment in which learning is to occur

38
Q

Practice

A

An employee’s demonstration of a learned capability; the physical or mental rehersal of a task, knowledge, or a skill to acheive proficiency in performing the task or skill of demonstrating the knowledge

39
Q

Metacognition

A

A learning strategy whereby trainees direct their attention to their own learning process

40
Q

Advanced organisation

A

Outlines, texts, diagrams and graphs that help trainees to organise information that will be presented and practised

41
Q

Error managemetn training

A

Training in which trainees are given opportunities to make errors, whihc can aid in learning and improve trainee’s performance on the job

42
Q

Whole practice

A

A training approach in which all tasks or objectives are practiced at the same time

43
Q

Part practice

A

Training approach in which each objective or task is practised individually as soon as it is introduced in a training program

44
Q

Automatisation

A

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

45
Q

Program design

A

The organisation and coordination of a training program

46
Q

Program objectives

A

Broad summary statements of a program’s purpose

47
Q

Course objectives or training session objectives

A

The expected behaviours, content, conditions and standars of a training course or lesson; more specific than program objectives (also called training objectives)

48
Q

Transfer of training

A

Trainees’ applying to their jobs the learned capabilities gained in training

49
Q

Fidelity

A

The extent to which a training environment is similar to a work environment

50
Q

Theory of identical elements

A

A theory that transfer of learning occurs when what is learnt in training is idential to what the trainee must perform on the job

51
Q

Near transfer

A

A trainee’s ability to apply learned capabilities exactly to the work situation

52
Q

Stimulus generalisation approach

A

The construction of training to emphasise the most important features or general principles

53
Q

Far transfer

A

A trainee’s ability to apply learned capabilities to the work environment even though it is not identical to the training environment

54
Q

Cognitive theory

A

A theory asserting that the liklihood of transfer depends on the trainee’s ability to retrieve learned capabilities

55
Q

Application assignments

A

Work problems or situations to which trainees are asked to apply training content to solve

56
Q

Climate for transfer

A

Trainees’ perceptions about a wide variety of characteristics of the work environment; these perceptions facilitate or inhabit use of trained skills or behaviours

57
Q

Action plan

A

A written document detailing the steps that a trainee and the manager will take to ensure that training transfers to the job

58
Q

Support network

A

A group of two of more trainees who agree to meet and discuss their progress in using learned capabilities on the job

59
Q

Learning organisation

A

An organisation that has an enhanced capacity to learn, adapt and chnage; an organisation whose employees continuously attempt to learn new things and then apply what they have learnt to improved product or service quality

60
Q

Knowledge management

A

The process of enhancing organisation performance by designing and implementing tools, precces, systems, structures and cultures to improve the creation, sharing and use of knowledge

61
Q

Training outcomes (or criteria)

A

Measures that an organisation and its trainer use to evaluate training programs

62
Q

Evaluation design

A

Designation of what information is to be collected, when, how and from whom, to determine the training’s effectiveness

63
Q

Formative evaluation

A

Evaluation conducted to improve the training process; usually conducted during program design anf development

64
Q

Pilot testing

A

The process of previewing a trainign program with potential trainees and managers or other customers

65
Q

Summative evaluation

A

Evaluation of the extent to which trainees have changed as a result of participating in a training program

66
Q

Cognitive outcomes

A

Outcomes used to measure what knowledge trainees have learnt in a training program

67
Q

Skill based outcomes

A

Outcomes used to assess the level of technical or motor skills or behaviour; includes skill acquisition or learning and on-the-job use of skills

68
Q

Affective outcomes

A

Outcomes including attitudes and motivation

69
Q

Reaction outcomes

A

A traine’s perceptions of a training program, including perceptions of the facilities, trainers and content

70
Q

Instructor evaluation

A

A measurement of a trainer’s or instructor’s success

71
Q

Return on investment

A

A comparison of a training program’s monetary benefits and costs

72
Q

Direct costs

A

Training costs including salaries and benefits of all employees involved, program suplies, equipment and classroom rental or purchase and travel costs

73
Q

Indirect costs

A

Costs not related directly to a training program’s design, development or delivery

74
Q

Reliability

A

The degree to which outcomes can be measured consistently over time

75
Q

Discrimination

A

The degree to which traininees’ performances on an outcome actually reflect true differences in performance

76
Q

Threats to validity

A

Factors that will lead one to question either 1) the believability of study results or 2) the extent to which evaluation results are generalisable to other groups or trainees and situations

77
Q

Internal validity

A

Establishing that the treatment (training) made a difference

78
Q

Pre-training measure

A

A baseline measure of outcomes

79
Q

Post-training measure

A

A measure of outcomes taken after training

80
Q

Comparison group

A

A group of employees who participate in an evaluation study but do not attend a training program

81
Q

Hawthorne effect

A

A situation in which employees in an evaluation study perform at a high level simply because of the attention they are receiving

82
Q

Psot-test only

A

An evaluation design in which only post-training outcomes are collected

83
Q

Pre-test / post-test

A

An evaluation design in which both pre-training and post-training outcome measures are collected

84
Q

Pre-test / post-test comparision group

A

An evaluation desing that includes trainees and a comparison group; both pre-training and post-training outcome measures are collected

85
Q

Time series

A

An evaluation design in which training outcomes are collected at periodic intervals pre and post training

86
Q

Solomon four-group design

A

An evaluation design combining the pre-test/post-test comparison group and the post-test-pnly control group designs

87
Q

Cost-benefit analysis

A

The process of determining the economic benefits of a training program using accounting methods

88
Q

Utility analysis

A

A cost-benefit analysis method involves assessing the dollar value of trianing based on estimates of the difference in job performance between trained and untrained employees, the number of individuals trained, the length of time a training program is expected to influence performance, and the variability in job performance in the untrained group fo employees

Training & Development (6 decks)

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