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io psych > exam 3 training/development > Flashcards

exam 3 training/development Flashcards

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1
Q

training process

A

(1) Conduct training needs assessment
(2) Consider characteristics of the trainees and the context
(3) Choose and administer the training method
(4) Training evaluation

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2
Q

training needs assessment & process

A

NEEDS ASSESSMENT = process by which an org identifies the key factors in the org that will support the training program

  • hard to start effective training without knowing available resources (budget), skills needed, who needs it, and what level employees are currently at
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3
Q

org analysis

A

includes the identification of a broad set of organizational issues that can help or hinder the effectiveness of a training program

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4
Q

how to do org analysis

A

finding out why the org wants to start a training program; understanding which group of employees will be trained; what and how many resources the company will provide toward straining; understanding the culture o the org, such as whether there is support for training; knowing the external business and legal climate within which the org functions; examines org goals, available resource, and org environment to determine where training should be directed (takes into account climate of org and its subunits)

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5
Q

org analysis EX

A

leadership training–

  • assessment of org climate in different departments
  • meeting with top management to ensure support for assessment, training, and transfer of training
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6
Q

job analysis

A

identify which tasks employees currently perform on their job, what KSAs they need to be trained on, and what critical incidents employees deal with on the job

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7
Q

how to do job analysis

A

can consist of: developing task statements; “provides employees with timely, specific feedback on how they can improve their work when he/she sees an issue”; “praise employees when they do a good job”; identifying KSAOs required for the job

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8
Q

person analysis

A

identify what current employees can actually do and what KSAOs they possess

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9
Q

how to do person analysis

A

need to identify on the subset of KSAOs that some employees actually need to be trained on—in other words, focus on KSAOs that are lacking
- can obtain data from: performance ratings; productivity and sales; employees surveys; tests

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10
Q

demographic analysis

A

includes a wide range of issues involved with understanding who the trainees are

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11
Q

demographic analysis EX

A

EX. education level, age, familiarity with tech, motivation to learn, personality traits related to learning

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12
Q

training outcomes

A
  • Knowledge
  • Skills
  • TRANSFER OF TRAINING - degree to which training leads to actual improvements in on-the-job behavior
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13
Q

model of training motivation and outcomes

A

individual difference and organizational contexts both influence TRAINING MOTIVATION, which creates the training outcomes

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14
Q

individual characteristics

A

cognitive abilities, personality, learning style, KSAOs

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15
Q

learning style

A

of an indiv can influence how an individual responds to training—learning styles include:
- visual learner
- auditory learner
- kinesthetic learner

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16
Q

what causes training success

A

those who are high in openness to experience, extraversion, conscientiousness, proactive personality tend to succeed in training programs

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17
Q

higher general cognitive ability leads to:

A
  • better learning of training material
  • quicker learning of training material
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18
Q

org characteristics

A

rewards, climate, culture

working at orgs that are resistant to changes means that training will be less successful in this culture

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19
Q

org context

to consider when creating training

A
  • identical elements
  • transfer through principles
  • transfer climate
  • trainee motivation
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20
Q

identical elements

A

degree to which the training context is similar to the transfer environment

  • psychological fidelity
  • physical fidelity
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21
Q

psychological fidelity

A

degree to which the training elicits the KSAs needed to do the job

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22
Q

physical fidelity

A

degree to which the training resembles the physical aspects of the job

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23
Q

transfer through principles

A

training employees to understand why they should perform in a certain way

  • giving more context helps people want to learn by understanding the rationale
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24
Q

transfer climate

A

degree to which the social climate among employees back in the work situation supports training and the particular type of training

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25
Q

trainee motivation

A

degree to which the learner is motivated to gain the KSAs provided in training or to succeed in training

  • training motivation affects training outcomes even beyond the effects of cognitive ability
26
Q

achievement goal orientations

A

PERFORMANCE = “its important for my to do better than others”; “its important for me to do well compared to others in this class”; etc

MASTERY = “I want to learn as much as possible from this class”; “it is important for me to understand the content of the this course as thoroughly as possible”

27
Q

massed learning

A

delivery of training in condensed sessions

28
Q

spaced learning

A

delivery of training in small sessions over a longer period of time

29
Q

overlearning

A

trainee practices behavior so much that it becomes automatic

  • ensures that trainees master highly critical skills and behaviors
  • consider whether a training program should fit the average or typical trainee—individualized training is often more effective but it can be resource intensive
30
Q

important learning notes (schema)

A
  • providing learners with feedback regarding how they are doing is also essential for learning
  • it is helpful to provide trainees with a SCHEMA = framework for organizing the learning content
31
Q

on the job training (OFT)

A

simply getting training while in the position

  • high psychological and physical fidelity
  • there is no ‘train the trainer’ program to ensure training quality
  • some of these programs require applying and being selected to the program—like an internship, mentorship, long-term training for a specific position type
32
Q

on the job training (OJT) EX

APPRENTICESHIP & JOB ROTATION

A

EX. trainees observe and learn from more experienced employees

  • EX. APPRENTICESHIP = formal program used to teach a skilled trade
  • EX. JOB ROTATION = employees move to various jobs, departments, or areas of company
33
Q

machine simulators

A

involves creating a training environment that reflects the job situation as closely as possible

debriefing is very important because it maximizes learning in simulation-based learning
- allows for feedback to be given in safe ways: talking about what happened in the training program; talking about what could have been done better; talking about what was learned as a result

  • high psych fidelity, physical fidelity may be high or low—depends on how the simulation is designed
34
Q

lecture (one-way, two-way)

A

ONE-WAY = learned has little change for feedback and is not effective for training on behaviors and skills
online lecture recordings, no one can answer your questions as they come up

TWO-WAY = learned receives feedback and may ask questions (bi-directional)—most effective form of lecture
when there is time pressure, this is sometimes not an option

+ lectures can be useful and effective when disseminating facts and basic knowledge to a large number of learners
+ comparatively inexpensive and practical learning method

35
Q

programmed instruction (linear, branching)

A

involves the presentation of training material in modules, where after module trainees must pass a quiz before continuing to the next module

LINEAR = learned either continues to the next module or repeats the previous one; you cannot choose the order

BRANCHING = if the learner gives an incorrect response, he/she may be asked to repeat the module, repeat part of the module, or he/she may go on to yet another type of ‘remedial’ module
- more individualized based on interests (like social sciences over STEM sciences), current skills, responses, failure, etc

36
Q

training criteria (standards)

A

kirkpatrick’s model of training criteria include 4 levels:

  • reactions
  • learning
  • behavior
  • results
37
Q

REACTIONS (training criteria)

A

how trainees perceive the training

  • did they like it? did they think they learned valuable info?
  • can be affective reactions and can be judged based on utility (how useful it is),(someone could have enjoyed it but not found it useful)
38
Q

LEARNING (training criteria)

A

whether the trainees indicated signs of learning the material

  • did trainees remember what they learned
  • knowledge test or quiz to measure this
  • immediate knowledge, knowledge retention, and/or behavioral/skill demonstration
39
Q

BEHAVIOR (training criteria)

A

indicators of whether the training actually led to changes in on-the-job behavior

  • are trainees putting what they learned to use on the job
  • does the training transfer from the training workshop to the actual job
40
Q

RESULTS (training criteria)

A

whether the training led to change in org level performance such as profitability

  • is the company more effective or profitable based on what employees learned during training?
  • is there an outcome or result in the long-term?
41
Q

cognitive criteria

A

knowledge test

42
Q

skill-based criteria

A

skills test and performance test

43
Q

affective criteria

measuring training effectiveness

A

how satisfied they are

44
Q

true experimental designs

A

everything is controlled and random assignment used

  • considered most rigorous design because they control for the most threats to validity
45
Q

quasi-experimental designs

A

you have a lot of control over it but don’t have random assignment so its not perfect

  • more experimental rigor than pre-ex but more practical than true ex

if a control group is not feasible, a time series design is a good alternative—testing pre and post several times each to notice patterns

46
Q

quasi-ex EX

A

EX. a pre-test, post-test design with a control group may be used without random assignment

47
Q

pre-experimental design

A

no control, no random assignment, no control over settings or other factors, you don’t do anything to control the setting

  • considered the least rigorous design because they control for the fewest threats to validity
48
Q

threats to internal validity

A

threats that result in concerns about whether the outcomes of training are the result of the training program or some other factor

49
Q

history (internal val threat)

A

some event occurs between pre-test and a posttest and at about the same time as the training

50
Q

maturation (internal val threat)

A

trainees actually mature or change between pre and post test

51
Q

testing (internal val threat)

A

when the pretest affects the results on a posttest

52
Q

instrumentation (internal val threat)

A

there is a change in the actual measures from pre to post test

53
Q

statistical regression to the mean (internal val threat)

A

statistically, if the first people are doing the job in a really extreme way, then the second time they will do it closer to the mean

54
Q

differential selection of participants (internal val threat)

A

grouping experiments by identities to understand how it impacts certain factors

55
Q

experimental mortality (internal val threat)

A

losing participants over time

56
Q

compensatory equalization of treatments

(internal val threat)

A

paying individuals to train

57
Q

compensatory rivalry between respondents receiving less desirable treatments (internal val threat)

A

having a really interesting and great training vs a group who was bored and not treated well

58
Q

resentful demoralization of respondents

(internal val threat)

A

receiving less desirable treatments

59
Q

diffusion of treatments (internal val threat)

A

when people from various groups can share experiences because of how much they learned and retained, but seen as bad because it can create confusion about if info was learned from training or from talking to others

60
Q

threats to external validity

A

threats that result in concerns about whether the results from the training evaluation will generalize to other settings

61
Q

threats to external EX

A

reactive effects of pretesting

reactive effects of experimental setting
- EX. the artificiality of the experimental setting

62
Q

other considerations to training evaluation

A
  • what is the purpose of the eval?
  • what are the available organizational resources?
  • what are the constraints?

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