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training and development > Final > Flashcards

Final Flashcards

1
Q

ADDIE

A

older model for approach to T&D

analysis
design
development
implementation
evaluation

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2
Q

development

A

formal and planned efforts to help employees acquire the KSAs required to perform future job responsibilities and long-term achievement of individual career goals and organization objectives.

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3
Q

high-performance work system

A

consists of an integrated system of human resources practices and policies that includes rigorous recruitment and selection procedures, performance contingent incentive compensation, commitment to employee involvement, and extensive T&D programs

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4
Q

human capital

A

the KSAs of an organization’s employees

key determinant of organization performance

important resource for competitive advantage

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5
Q

instructional systems design (ISD) model

A

depicts training and design as a rational and scientific process that consists of 3 major steps:
1. needs analysis
2. design and delivery
3. evaluation

streamlined model of the ADDIE

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6
Q

organizational culture

A

shared beliefs, values and assumptions that exist in the organization

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7
Q

performance management

A

the process of establishing performance goals and designing programs to motivating and develop employees to improve their performance and the organization performance

not single event, ongoing continuous process made up of various programs to develop employees and improve performance

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8
Q

skills mismatch

A

insufficient number of workers with the needed skills are available to satisfy the number of available jobs. mismatch between skilled labour available and market demand.

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9
Q

SMART goals

A

specific - specific behaviour you’re looking for

measurable - have to be able to determine if goals were achieved

attainable - challenging but still doable

relevant - meaningful to individual and organizational objectives

Time frame - have to set time for goals to achieved by

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10
Q

strategic human resource management

A

alignment of HR practices with an organizations business strategy

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11
Q

strategic training and development

A

alignment of organizations’s training needs and prams w a organization’s strategy and objectives

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12
Q

strategy

A

refers to an organization objectives and action plans for realizing its objectives and gaining competitive advantage

link training to organization’s strategy, training becomes strategy activity to help organization achieve it’s goals

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13
Q

training

A

formal and planned efforts to help employees acquire KSAs to improve performance in their CURRENT job

short-term focus on acquiring skills to perform your job

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14
Q

training bond

A

contract between employer and employee that states that employer will pay for the employee’s training as long as the employee remains w the organization for a min period of time upon completion of the training program. if not employee has to reimburse org

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15
Q

work engagement

A

positive, fulfilling, work-related state of mind that is characterized by vigour, dedication, and absorption

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16
Q

primary objective of training and development

A

maximize organization’s human capital

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17
Q

social capital

A

social resources that an individual obtains from participation in social structure.

relationships within a org and between members of of the organization and external stakeholders

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18
Q

benefits of training for employers

A

strategy
effectiveness
employee recruitment, engagement, and retention

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19
Q

effectiveness

A

companies who invest in training have lower turnover, employees who are more productive, make less errors, require less supervision and have more positive attitudes

training more effective than other interventions

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20
Q

what did research find about franchisees and length of training

A

the longer and more robust the training program, the more likely the franchisee’s franchise was to survive

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21
Q

benefits of training for employees

A

intrinsic benefits: great self efficacy in their ability to perform their job, increase KSAs

extrinsic benefits: higher earnings, improved marketability, greater security of employment, better opportunity for promotion

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22
Q

benefits of training for society

A

educated and employed population
health and safety
economy and standard of living –> training improve productivity

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23
Q

work integrated learning

A

students acquire work experience as part of their education through co-ops, apprenticeships, and internships

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24
Q

What are some of the key environmental (external) factors that drive Human Resources/T&D

A

global competition
technology
labour market
environmental change

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25
Q

what are some internal factors that affect training and development

A

strategy
org structure –> become flatter need to train more managerial duties too
culture

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26
Q

according to the ISD what does the training process begin with?

A

performance gap: something not quite right

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27
Q

what is needs analysis and what are the 3 steps it consists of

A

determine the size of the gap between where things are and where they should be, determines if training needed

3 levels:
organization analysis: where training needed in org
task analysis: what training is required
person analysis: who in the organization needs to be trained

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28
Q

steps in training evaluation

A

1.evaluation criteria
2. evaluation design

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29
Q

what are the steps to training design and delivery

A
  1. training objectives
  2. training content
  3. training methods
  4. learning principles
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30
Q

achievement motivation

A

desire to perform challenging tasks

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31
Q

ACT theory

A

learning takes place in 3 stages: declarative knowledge, knowledge compilation, and procedural knowledge

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32
Q

andragogy and what are the 6 core assumptions about the adult learner

A

an adult orientated approach to learning that takes into account the difference between adult and child learners

  1. need to know
  2. learner self-concept
    3.learner’s experience
  3. readiness to learn
    5.orientation to learn
  4. motivation to learn
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33
Q

avoid performance goal orientation (APGO)

A

a focus on avoiding negative judgements from others for one’s performance outcomes

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34
Q

chaining

A

2nd step in conditioning process

the reinforcement of entire sequences of a task, combing each step to perform entire response

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35
Q

cognitive ability

A
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36
Q

conscientiousness

A

degree to which a person is responsible and achievement orientated

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37
Q

core self-evaluations and 4 specific traits its based on

A

an individuals self appraisal of their worthiness, competence as a person

4 specific traits:
- self efficacy
-self esteem
locus on control
emotional stability

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38
Q

declarative knowledge

A

first stage in ACT theory.

learning of facts, knowledge and info

all of your attention and cog resources being used at this point, can’t multi-task

performance at this stage slow and error prone

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39
Q

distal goal

A

long term goal or end goal

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40
Q

Fleming’s learning styles

A

an individual’s preferred ways of gathering, organizing and thinking about information. different ways people take in and give out information.

uses the VARK model

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41
Q

formal learning

A

involves formal, planned and structured activities or the organized transfer or of work related skills, expressed goal set by the org

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42
Q

generalization

A

3rd step in conditioning process

conditioned response occurs in circumstances different than those during learning

trainer must provide the trainees with opportunity to perform task in variety of situations

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43
Q

goal

A

object or aim of an action

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44
Q

goal orientation

A

a dispositional or situational goal preference in achievement situations

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45
Q

informal learning

A

learning that occurs naturally as part of work and is not planned or designed by org. it’s spontaneous, immediate and task specific

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46
Q

job involvement

A

degree to which an individual identifies psychologically with work and the importance of work to their self image

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47
Q

knowledge compilation

A

2nd stage in ACT theory

involves integrating tasks into sequences to streamline the task translate declarative knowledge into action

performance becomes faster and more accurate in this stage, but still fragmented

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48
Q

kolb’s learning style

A

learning a function of 2 domains: how people gather information and how they process information

gather information can have 2 difference modes: concrete experience CE (feeling) and abstract conceptualization AC(thinking)

process information can have 2 different modes: reflective observation RO (watching) or active experimentation AE (doing)

combining different modes of gathering and processing creates 4 different learning styles

  1. converging AC and AE thinking and doing
  2. diverging CE and RO feeling and watching
  3. assimilating AC and RO thinking and watching
  4. accommodation CE and AE (feeling and doing)
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49
Q

learning

A

the process of acquiring knowledge and skills, involves a change of state that makes possible a corresponding change in one’s behaviour

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50
Q

learning cycle

A

people use each of the four modes of learning in a sequence that begins with concrete experience followed by reflective observation, abstract conceptualization and active experimentation

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51
Q

learning goal orientation

A

a focus on developing competence by acquiring new skills and mastering new tasks

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52
Q

learning goals

A

focus trainee’s attention on the learning process

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53
Q

learning style

A

the way in which an individual prefers to learn

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54
Q

locus on control

A

extent to which one believes their behaviour is controlled by internal or external factors

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55
Q

motivation

A

the degree of persistence effort one directs towards a goal
has to do with effort, persistence, and direction (effort and persistence toward meaningful goal)

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56
Q

observation and what are the 4 key elements for learning to take place

A

component in social cognitive theory

learning by observing the actions of others and the consequences

attention, retention, reproduction and reinforcement

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57
Q

pedagogy

A

more traditional approach of learning used to educate children and youth, assigns full responsibility to the instructor

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58
Q

performance goals

A
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59
Q

procedural knowledge

A

3rd step in ACT theory

learner has mastered the task and performance is automatic, without thought

don’t need full attention to do it anymore

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60
Q

prove performance goal orientation PPGO

A

a focus on favourable judgements from others for one’s performance outcomes

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61
Q

proximal goal

A

short term goal that is instrumental for achieving distal goal

break distal goal into smaller more manageable short term goal

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62
Q

resource allocation theory

A

individuals possess limited cognitive resources that can be used to learn a new task.

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63
Q

self-efficacy and what 4 sources of info is it influenced by

A

beliefs that people have about their ability to perform a specific task

task mastery
observation
verbal persuasion
one’s physiological or emotional state

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64
Q

self-regulated learning

A

the use of affective, cognitive, and behavioural processes during a learning experience to reach a desired level of achievement

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65
Q

self-regulation

A

managing one’s own behaviour through a series of internal processes

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66
Q

self-regulation prompts

A

ask trainees questions about their learning, goals and the goal progress to encourage self-regulation during training

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67
Q

shaping

A

first part of the conditioning process

reinforcement of each step of the process until it is mastered, then withdrawing the reinforcer until the next step is mastered

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68
Q

social learning

A

learning through interaction with others, can be formal or informal

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69
Q

training motivation

A

the direction, intensity and persistence of learning directed behaviour in training contexts

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70
Q

VARK

A

visual
aural/auditory
read/write
kinesthetic

how individuals prefer to receive information

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71
Q

workplace learning

A

process of acquiring job-related knowledge and skills through formal training programs and informal social interactions among employees

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72
Q

70-20-10 model

A

when it comes to workplace learning, 70% comes from on the job experiences, 20% from relationships and interactions w others, and 10% from formal learning activities and events

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73
Q

What are Gagne’s 5 general categories of learning outcomes?

A

verbal information: facts, knowledge, packages of info. AKA declarative knowledge

intellectual skills: concepts rules and procedures, procedural knowledge

cognitive strategies: application of info and techniques, understanding how and when to use the knowledge

motor skills: coordination of physical movements (learning to swim)

attitudes: preferences associated with one’s beliefs and feelings. most difficult domain to influence through training.

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74
Q

what are kraiger, ford, and salas 3 categories of outcomes of learning?

A

cognitive
affective
skill-based

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75
Q

performance of a new task is determined by which 3 things?

A

individual difference in cognitive resources
task complexity
self regulatory activities

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76
Q

social cognitive theory and what are its 3 components

A

learning occurs through observing others behaviour, making choices about different courses of action to take, and managing the brown behaviour in the process of learning

3 components: observation, self- efficacy, and self regulation

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77
Q

conditioning learning theory

A

shaping, chaining and generalization

presentation of a stimulus followed by a response which is then followed by a reinforcer, which either increases or decreases the likelihood of behaviour repeating

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78
Q

adult learning theory

A

based on differences between adults and children and the implication of these differences for learning

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79
Q

what are the 3 theories of learning

A

conditioning learning theory
social cognitive learning theory
adult learning theory

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80
Q

goal setting theory

A

based on idea people’s intentions are a good predictor of their behaviour

goals are motivational because they direct people’s effort and lead to development of strategies to help them reach their goal

for goals to be motivational they have to be…
- specific in level and time frame
- challenging
- be accompanied with feedback
-people must be committed to them

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81
Q

4 personality variables that predict training motivation

A

high conscientiousness
internal locus of control
high achievement motivation
low anxiety

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82
Q

cognitive task analysis

A

a set of procedures that focuses on understanding the mental processes and skills required for the job

focuses on the mental aspects instead of behaviour like in traditonal task analysis

focus on how gets done instead of what gets done

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83
Q

competency

A

cluster of related KSAs that enables job holder to perform job effectively

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84
Q

compliance training

A

training programs that are mandated by the government legislation and regulations as we’ll as industry and organization policies

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85
Q

contingency management

A

practices based on the belief that every act has a consequence and if the consequence is a reward the the act will be repeated

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86
Q

continous learning culture

A

a culture where members of an org believe that knowledge and skills acquisition are part of their job responsibilities and that learning is an important part of work life in the org.

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87
Q

learning culture

A

the attitudes and practices within the organization regarding the importance placed on organization learning and employee development

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88
Q

need

A

gap between current results and desired results

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89
Q

needs analysis

A

process to identify gaps in employee and org performance

identifies gaps between current and desired results, prioritize those needs, select most important need

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90
Q

organization climate

A

the collective attitudes of employees toward work. supervision, and company goals, policies, and procedures

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91
Q

rapid needs analysis

A

a quick and inexpensive needs analysis that involve gathering available info and using data that already exists

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92
Q

resource analysis

A

part of the organizational analysis

the identification of resources available in an organization that might be required to design and implement training and development programs

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93
Q

team task analysis

A

an analysis of tasks as well as the team based competencies (KSAs) associated with the tasks

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94
Q

training transfer climate

A

characteristics in the work environment that can either facilitate or inhibit the application of training on the job

strong training transfer climate = cues to remind employees to apply training material on job, positive reinforcement, and supervisior peer support

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95
Q

task analysis and its 6 steps

A

process of obtaining information about a job by determine the duties, tasks, and activities involved and the KSAs required for it

1.identify target jobs
2. obtain job description
3. develop rating scales to rate important and difficult of each task and frequency its performed
4. survey sample of job incumbents
5. analyze and interpret the info
6. provide feedback on results

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96
Q

competency vs skill

A

skills be very specific, competency are generic and universal

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97
Q

person analysis and the 3 step process to it

A

process of studying employee behaviour and performance to determine if whether performance meets standards

  1. define desired performance
  2. determine the gap between desired and actual
  3. identify obstacles to effective performance
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98
Q

9 needs analysis methods

A

observation
questionnaire
interview
group discussion
print media
key consultation
tests
record
reports
work samples

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99
Q

needs analysis sources

A

employees, managers, HR staff, and SME

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100
Q

active learning

A

approach to training that gives trainees control over their own learning experience

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101
Q

active practice

A

providing trainees with opportunities to practise performing a training task or using knowledge being learned during training

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102
Q

adaptive expertise

A

the ability to use knowledge and skills across a range of tasks, setting and situations

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103
Q

advance organizers

A

pretraining intervention
activities that provide trainees with a structure or framework to help them assimilate and integrate info acquired during practice into their existing knowledge

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104
Q

anthological tasks

A

tasks similar to those worked on in training

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105
Q

attentional advice

A

a pre training intervention

providing trainees w info about the task processes and general task strategies can help them learn to perform a task

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106
Q

automaticity

A

performance of a skill to the point at which little attention from the brain required to respond correctly

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107
Q

blended training

A

the use of combination of approaches to training such as off the job training, on the job training, and computer technology

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108
Q

conditions of practice

A

practice conditions that are implemented before and during training to enhance the effectiveness of active practice and maximize learning and retention

109
Q

corrective feedback

A

feedback that is meant to correct behaviour and performance when behaviour is below standard

110
Q

emotion control

A

a strategy to help trainees control their emotions during active learning

111
Q

error-avoidant

A

highly structured training that is step by step instructions on how to do task so people less likely to make errors

112
Q

error-management instructions

A

telling trainees that errors are normal part of learning and frame them positively

113
Q

error-management training (EMT) and the 2 key characteristics

A

explicitly encouraging trainees to make errors during training and then learn from them

  1. trainees only provided with basic training relevant info and told to solve problems on their own
  2. trainees told to expect errors and frame them positively
114
Q

exploratory/discover learning

A

trainees given opportunity to explore and experiment w training tasks to infer a learn the strategies for effective task performance

115
Q

feedback and knowledge of results

A

providing trainees with feedback in of about their performance on a training task

116
Q

goal orientation

A

pre-training intervention

the type of goal that is set during training either learning or performance

117
Q

learner engagement

A

extent to which the learner is cognitively, physically, and emotionally immersed in the training content and learning process

118
Q

massed vs distributed practice

A

how the segments of a training program are delivered
massed = all at once no breaks
distributed = several sessions with breaks in between

119
Q

meaningfulness

A

training content that is rich in associations and easily understood by trainees

120
Q

metacognition

A

thinking about ones thinking

121
Q

metacognitive strategies

A

pre training intervention
ways a trainee can be instructed to self regulate the learning of a task

122
Q

outsourcing

A

the use of an external supplier to provide training and development programs and services

123
Q

overlearning

A

learning something until the behaviour becomes automatic, practice even after you master the skill

124
Q

practice

A

rehearsing a task or skill in order to achieve some level of proficiency in performing the task

125
Q

preparatory information

A

pre training intervention

prepping trainees on the info they can expect to learn during training/practice session

126
Q

proceduralized instruction

A

step by step instructions on how to perform a task

127
Q

productive responses

A

the trainee actively uses the training content rather than passively watching, listening to, or imitating the trainer

128
Q

request for proposal (RFP)

A

for when you buying a training program

a document that outlines to potential vendors and consultants an organization’s training and project needs

129
Q

routine expertise

A

the ability to reproduce specific behaviours in similar settings and situations

130
Q

SME

A

person who is familiar with the KSAs required to perform a task or job

131
Q

task sequencing

A

dividing training material into an organized and logical sequence of sub-tasks

132
Q

training design

A

the process of preparing and planning events to facilitate learning

133
Q

training objective

A

statement of what trainees are expected to be able to do after training program

134
Q

whole vs part learning

A

whether training material is learned and practiced at one time or one part at a time

135
Q

purpose of the training objectives for trainer, trainee, and manager

A

trainer: content and methods is simplified by objective

trainee: tells them what they’re learning and what they should be able to do by the end of the program

manager: knows what’s expected of trainees and can support newly trained knowledge and skills on job

136
Q

a training objective should include what 4 element

A

who
what
where and when
how will the behaviour be evaluated

137
Q

what 3 components should the written objective of training content

A

performance: what work behaviour will the trainee display
condition: when, where
criterion: level of acceptable performance, how

138
Q

bloom’s taxonomy of 6 learning objectives

A

Remember
Understand
Apply
Analyze
Create
Evaluate

139
Q

adaptive tasks

A

tasks that differ than those worked on during training and require diff solutions

140
Q

ethics

A

systematic thinking about one’s actions and decisions on various stakeholders

141
Q

events of instruction

A

external events that are designed to help learning occur

142
Q

learning climate

A

climate that is conducive to learning

made up of prearrival factors, greeting participants, learning environment, trainer style

143
Q

lesson

A

cohesive unit of instruction with a specific learning objective

144
Q

lesson plan

A

blueprint of the sequence of the activities that will take place in the training program

145
Q

seductive details

A

entertaining/interesting info that is irrelevant to the training material and not necessary for achieving training objective but keeps people interested

146
Q

seductive details effect

A

seductive learning impairs learning and retention

147
Q

stakeholders

A

people inside and out of the org who might be affected by organizations actions and decisions

148
Q

train-the-trainer

A

training programs that teach SME how to design and deliver training programs

149
Q

trainability test

A

determines if an employee is ready to attend a training program

a test that measure the individuals ability to learn and perform training tasks to see if they can successfully complete a training program

150
Q

trainer expressiveness

A

the degree to which a trainers uses an enthusiastic voice and are physically animated

151
Q

training administration

A

coordination of the people and material involved in a training program

152
Q

training materials

A

expendable items such as note pads, paper etc. single use items

153
Q

training plan

A

who in the org needs training, what type of training, and how it will be delivered

154
Q

training site

A

site or room where the training takes place

155
Q

Gagne’s 9 events of instruction

A
  1. gain attention
  2. describe the objectives
  3. stimulate recall of prior knowledge
  4. present material to be learned
  5. provide guidance for learning
  6. elicits performance practice
  7. provide informative feedback
  8. assess performance
  9. enhance retention and transfer
156
Q

Lecture

give advantages and disadvantages

A

trainer presents to trainees the training content to be learned

unidirectional flow of info

most effective for learning declarative knowledge

advantages:
- large amounts of info can be given to large amount of people in short period of time
- all trainees hear same message

disadvantages
-hard to change attitudes with
- doesn’t accomdate diff in trainee ability
-passive learning

157
Q

discussion

A

2 way communication between the trainer and trainees as well as among trainees

158
Q

case study

A

A training method in which trainees discuss¸ analyze¸ and solve problems based on a real situation

can also be shown through audio visual techniques not just written

159
Q

case incident

A

A training method in which one problem¸ concept¸ or issue is presented for analysis usually no longer than 1 page in length

160
Q

behaviour modelling training

A

A training method in which trainees observe a model performing a task and then attempt to imitate the observed behaviour

161
Q

role play

A

A training method in which trainees are given the opportunity to practise new behaviours in a safe environment

162
Q

simulations

A

The use of operating models of physical or social events designed to represent reality. working representation of reality.

163
Q

games

A

Training methods that involve structured competition that allows trainees to learn specific skills

does not reflect reality

164
Q

action learning

A

A training method in which trainees solve real-world problems and accept responsibility for the solution

165
Q

what are the 4 general principles of learning in BMT

A

observation
rehearsal (practice)
reinforcement (reward)
transfer

166
Q

Apprenticeships

A

Training methods for skilled trades workers that combine on-the-job training and classroom instruction

regulated by the provinces

must be trained and supervised by at least one qualified tradesperson (journey person) and pass provincial exam with a 70%

167
Q

Coaching

A

An experienced and knowledgeable person is formally called upon to help another person develop insights and techniques pertinent to the accomplishment of their job and improvement of their job performance

168
Q

cross training

A

Training employees to perform each other’s jobs

169
Q

Job instruction training

A

A formalized¸ structured¸ and systematic approach to on-the-job training that consists of four steps: preparation¸ instruction¸ performance¸ and follow-up

170
Q

Mentoring

A

A senior member of an organization takes a personal interest in the career of a junior employee

171
Q

on-the-job training

A

A training method in which a trainee receives instruction and training at his or her workstation from a supervisor or an experienced co-worker

172
Q

performance aid

A

A device at the job site that helps an employee perform his/her job

173
Q

Psychosocial support

A

Mentoring activities that include being a friend who listens and counsels¸ who accepts and provides feedback¸ and who is a role model for success

174
Q

stretch assignments

A

Job assignments that aim to “stretch” employees by having them work on challenging tasks and projects that involve learning new knowledge and skills

175
Q

How does management effect the pre-training environment

A

the message management sends to employees about training in their support and the importance of it can influence the employee’s training motivation

if they make it easy for employees to go to training, they more likely to go and learn

176
Q

How do post training environment affect training transfer

A

support:
trainees who has supportive management and co-workers are more likely to attend trading and transfer what they learned to the job

opportunities:
trainees who have opportunity to perform trained tasks on the job

177
Q

opportunity to perform

A

extent to which trainee is provided with opportunity to perform trained tasks on the job.

178
Q

what should management, trainee, and trainer do before training

A

management: tell employees about training program and get their input and support learning

trainee: prepare for training program

trainer: make sure training program follows ISD model, make sure trainees prepared for training

179
Q

what should management, trainee, and trainer do after training

A

management: ensure that trainee’s have frequent opportunities to use what they learned in training on the job

trainer: conduct field visits to observe trainee’s use of learning

trainee: use their new knwoledge and skills on the job ASAP, and create buddy system with other people who went to training to get feedback

180
Q

Adaptive Guidance

A

An instructional strategy to assist trainees in making effective learning decisions

181
Q

Adaptive learning

A

Training programs that tailor and adjust training content and material to the specific needs of trainees

182
Q

Asynchronous

A

Training that is pre-recorded and available to employees at any time and from any location

183
Q

Augmented reality

A

Computer-generated virtual imagery (e.g.¸ graphics¸ text¸ and other visual elements) information is overlaid onto a real-world environment in real time

184
Q

Blog

A

A website that contains commentary and information on a subject

185
Q

Communities of Practice

A

Groups of employees who share similar concerns and problems and meet regularly to share their experiences and knowledge¸ learn from each other¸ and identify new approaches for working and solving problems

186
Q

computer-based simulation games

A

instruction delivered via personal computer that immerses trainees in a decision-making exercise in an artificial environment in order to learn the consequences of their decisions

187
Q

Computer-based training

A

Training that is delivered via the computer for the purpose of teaching job-relevant knowledge and skills

188
Q

Customization

A

Tailoring instructional elements to meet trainee preferences and needs

189
Q

E-learning

A

The use of computer network technology such as the intranet or Internet to deliver information or instruction to individuals

190
Q

Electronic performance support system (EPSS)

A

A computer-based system that provides information¸ advice¸ and learning experiences to improve performance

191
Q

Gamification

A

The use of game mechanics and elements from video games to engage and motivate employees in the workplace

192
Q

Generative learning

A

A self-initiated and learner-controlled form of collaborative learning in which individuals in a social network share ideas and information¸ and in the process solve problems and create new knowledge

193
Q

Human interaction

A

The extent to which trainees are able to interact with the instructor and one another during a training program

194
Q

Instructor-led training (ILT)

A

Training methods that involve an instructor or facilitator who leads¸ facilitates¸ or trains online

195
Q

Knowledge sharing

A

Providing task information and know-how to help and collaborate with others to solve problems¸ develop new ideas¸ or implement policies or procedures

196
Q

Learner control

A

The degree to which the trainee has control over various instructional features during a lesson or training program¸ such as the content¸ sequence¸ and/or the pace of training

197
Q

Learner-controlled practice difficulty

A

The extent to which trainees have control over the level of difficulty of practice opportunities during a training program

198
Q

Learning management system (LMS)

A

Software that is used for the administration¸ delivery¸ and management of an organization’s training and development programs

199
Q

Massive open online courses (MOOCs)

A

Online courses with open enrolments that make it possible to have an unlimited number of students from all over the worl

200
Q

Microlearning

A

Small amounts of bite-sized chunks of focused information to meet a specific learning outcome

201
Q

Mobile learning (m-learning)

A

The use of mobile or portable technologies across locations for obtaining information and training

202
Q

Multimedia training

A

Computer-based training programs that include text¸ graphics¸ animation¸ audio¸ and video

203
Q

Online and distance education

A

The use of computer technology and the Internet to deliver educational content and courses

204
Q

Personalization

A

Structuring the program so that trainees feel that they are engaged in a conversation with the program

205
Q

Podcast

A

A short audio or video recording that can be downloaded and played on a mobile device such as an iPod or smartphone

206
Q

Self-directed learning (SDL)

A

A process in which individuals or groups take the initiative and responsibility for learning and manage their own learning experiences

207
Q

Self-pacing

A

Trainees can work on training tasks as quickly or as slowly as they want

208
Q

Small private online courses (SPOCs)

A

Online courses that focus on specific topics and are offered to smaller targeted audiences

209
Q

Social media

A

The use of technology for sharing and exchanging information

210
Q

Synchronous

A

Training that is live and requires trainees to be at their computer at a specific time

211
Q

Synthetic learning environments (SLEs)

A

Technology-based training media that augment¸ replace¸ create¸ and/or manage a learner’s experience with the world

212
Q

Technology-based training

A

Training that involves the use of technology to deliver training

213
Q

Traditional training

A

Training that does not involve using technology to deliver training

214
Q

Video conferencing

A

Linking an expert or trainer to employees via two-way television and satellite technology

215
Q

Virtual classroom

A

A Web-based platform to deliver live¸ instructor-led training to geographically dispersed learners

216
Q

Virtual reality (VR)

A

The use of computers to create an artificial 3-D experience that simulates and recreates an actual environment

217
Q

Virtual worlds

A

Elaborate simulations that involve interactions among and between multiple trainees and objects

218
Q

Web 2.0

A

Internet tools that enable the communication and sharing of information and knowledge

219
Q

Web 3.0

A

A fundamental shift in how people interact with the Web that consists of the semantic Web¸ the mobile Web¸ and the immersive Internet

220
Q

Web conferencing

A

A live meeting or conference that takes place on the Internet

221
Q

Webcast

A

A live or recorded video or audio broadcast over the Internet

222
Q

Webinar

A

A seminar that takes place live over the Web

223
Q

Wiki

A

A webpage or collection of webpages in which users share¸ contribute¸ and modify information on a topic

224
Q

Affective reactions

A

Reaction measures that assess trainees’ likes and dislikes of a training program

225
Q

Anticipated support

A

The degree to which the trainee expects to be supported in his/her attempts to transfer the learned skills

226
Q

Causal evaluations

A

Provide information to determine whether training caused the post-training behaviours

227
Q

COMA

A

A training evaluation model designed for formative evaluation that involves the measurement of cognitive¸ organizational¸ motivational¸ and attitudinal variables

228
Q

Decision-Based Evaluation (DBE)

A

A training evaluation model that specifies the target¸ focus¸ and methods of evaluation

229
Q

Declarative learning

A

Acquiring facts and information; is by far the most frequently assessed learning measure

230
Q

Descriptive evaluations

A

Provide information that describes the trainee once he/she has completed a training program

231
Q

Formative evaluations

A

Provide data about various aspects of a training program

232
Q

Hard data

A

Results that are assessed objectively

233
Q

Perceived support

A

The degree to which the trainee reports receiving support in his/her attempts to transfer the learned skills

234
Q

Procedural learning

A

Organizing facts and information into a smooth behavioural sequence

235
Q

Return on expectations

A

The measurement of a training program’s ability to meet managerial expectations

236
Q

Soft data

A

Results that are assessed through perceptions and judgments

237
Q

Summative evaluations

A

Provide data about the worthiness or effectiveness of a training program

238
Q

Training evaluation

A

A process to assess the value—the worthiness—of training programs to employees and to organizations

239
Q

Utility reactions

A

Reaction measures that assess the perceived usefulness of a training program

240
Q

Benefit–cost ratio (BCR)

A

The benefit divided by the cost of the training program

241
Q

Break-even analysis

A

Finding the value at which benefits equal costs and utility is equal to zero

242
Q

Cost-effectiveness evaluation

A

A comparison of the monetary cost of training to the benefit of training in monetary terms

243
Q

Cost–benefit evaluation

A

A comparison of the cost of training in monetary terms to the benefits of training in non-monetary terms

244
Q

Costing

A

The process of identifying all the expenditures used in training

245
Q

Developmental costs

A

Costs that are incurred in the development of a training program

246
Q

Direct costs

A

Costs that are linked directly to a particular training program

247
Q

Indirect costs

A

Costs that support training activities and are not directly linked to a particular training program

248
Q

Net benefit

A

The estimated value of the benefit minus the cost of the training program

249
Q

Overhead costs

A

Costs incurred by the training department but not associated with any particular training program

250
Q

Return on investment (ROI)

A

A comparison of the cost of a training program to its benefits by dividing the net benefit by the cost of the training program

251
Q

Trainee compensation

A

The cost of the salaries and benefits paid to trainees while they are attending a training program

252
Q

Utility analysis

A

A method to forecast the financial benefits that result from human resource programs such as training and development

253
Q

After-Event Reviews (AERs)

A

Formal¸ structured debriefings held immediately following an experiential learning situation

254
Q

Coaching

A

One-on-one individualized and structured learning experience in which a more experienced and knowledgeable person helps another person develop the insights and techniques pertinent to the accomplishment of their job

255
Q

Emotional intelligence

A

The ability to manage your own and others’ emotions and your relationships with others

256
Q

Experiential learning

A

Skill practices exercises that actively engage and involve the learner

257
Q

Functions of management

A

Controlling¸ Organizing¸ Planning¸ and Leading

258
Q

Job rotation

A

Exposing an individual to different areas and experiences throughout the organization

259
Q

Leadership

A

The qualities and behaviours that shape the direction of the organization and that inspire others to pursue that direction in the face of obstacles and constraints

260
Q

Management

A

The process of getting things done¸ efficiently and effectively¸ through and with other people

261
Q

Management development

A

The complex process by which individuals learn to perform effectively in managerial roles

262
Q

Management education

A

The acquisition of a broad range of managerial knowledge and general conceptual abilities

263
Q

Management training

A

Programs and activities designed to develop specific managerial skills

264
Q

Mentors

A

Help less experienced managers gain insight and perspective on the general managerial problems and difficulties with which they are confronted

265
Q

On-the-job management development

A

Programs designed to provide individuals with managerial learning experiences on the job

266
Q

Outdoor wilderness training

A

Highly experiential programs designed to help managers develop greater levels of “life experience” by participating in physically and psychologically demanding tasks and activities

267
Q

Skills

A

Sets of actions that individuals perform and that lead to valued outcomes

268
Q

Transactional leadership

A

Leaders make clear to the followers the behaviours and attitudes that are associated with rewards and punishment

269
Q

Transformational leaders

A

Leaders influence their followers by inspiring them into engaging wilfully in the attainment of goals.

training and development (2 decks)

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