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HROB 3090 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Define: Instructional Methods

A

The techniques used to stimulate learning.

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2
Q

Define: Lecture

A

A training method in which the trainer presents to trainees the content to be learned.

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3
Q

Define: Flipped Classroom

A

Training content is delivered outside of the classroom via a video lecture and activities that usually take place outside of the classroom are worked on in the classroom.

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4
Q

Define: Discussion Method

A

Two-way communication between the trainer and trainees as well as among trainees.

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5
Q

Define: Case Study

A

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

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6
Q

Define: Case Incident

A

A training method in which one problem, concept, or issue is presented for analysis.

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7
Q

Define: Behaviour Modelling Training (BMT)

A

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

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8
Q

Define: Mixed Modelling Strategy

A

BMT that shows trainees what should be done and what should not be done (a positive and negative model).

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9
Q

Define: Role Play

A

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

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10
Q

Define: Reverse Role Play

A

Role plays in which trainees put themselves in another person’s position.

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11
Q

Define: Multiple Role Play

A

Groups of trainees action out various roles.

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12
Q

Define: Simulations

A

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

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13
Q

Define: Equipment Simulators

A

Mechanical devices that are similar to those that employees use on the job.

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14
Q

Define: Physical Fidelity

A

The similarity of the physical aspects of a simulation (e.g. equipment, tasks, and surroundings), to the actual job.

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15
Q

Define: Psychological Fidelity

A

The similarity of the psychological conditions of the simulation to the actual work environment.

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16
Q

Define: Games

A

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

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17
Q

Define: Problem-Based Learning

A

Training methods that require trainees to solve real or simulation open-ended problems.

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18
Q

Define: Action Learning

A

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

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19
Q

Define: Instructional Media

A

The medium or media used to deliver the training content and methods to trainees.

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20
Q

Define: Audio-Visual Methods

A

Various forms of media that are used to illustrate key points or demonstrate certain actions or behaviours.

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21
Q

Define: Aptitude-Treatment Interaction (ATI)

A

Situations in which the effect of a training methods depends on trainee characteristics.

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22
Q

Define: Aptitude

A

Any characteristic of trainees that affects their ability to learn from a training method.

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23
Q

Define: Blended Training

A

The use of a combination of methods to training, such as classroom training, on-the-job training, and computer technology.

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24
Q

What are the 9 types of instructional methods?

A
  1. Lecture
  2. Discussion
  3. Case Study
  4. Case Incident
  5. Behaviour Modelling Training
  6. Role Play
  7. Simulations
  8. Games
  9. Action Learning
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25
Q

What are 5 purposes served by group discussions?

A
  1. It helps trainees recognize what they do not know but should.
  2. It is an opportunity for trainees to get answers to questions.
  3. It allows trainees to get advice on matters that are of concern to them.
  4. It allows trainees to share ideas and derive a common wisdom.
  5. It is a way for trainees to learn about one another as people.
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26
Q

What are the 4 objectives of a case study?

A
  1. Introduce realism into trainee’s learning.
  2. Deal with a variety of problems, goals, facts, conditions, and conflicts that often occur in the real world.
  3. Teach trainees how to make decisions.
  4. Teach trainees to be creative and think independently.
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27
Q

What are the 4 principles BMT is based on?

A
  1. Observation (Modelling)
  2. Rehearsal
  3. Reinforcement (Reward)
  4. Transfer
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28
Q

What is the primary/most popular method of providing training in Canada and the U.S.A?

A

Classroom training; although it has been on the decline for the last decade

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29
Q

What percentage of all training is delivered in the classroom?

A

58%; down from 80% in 2008

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30
Q

What are advantages of lectures?

A
  • large amounts of information can be provided to large groups in a short period of time, at a minimal cost (efficient)
  • key points can be emphasized and repeated
  • trainers can be assured that are trainees hear the same message
  • lectures can also explain what is to follow in the rest of a training session
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31
Q

What are the drawbacks of lectures?

A
  • not as effective for development of skills or changing attitudes
  • the lecture doesn’t accommodate differences in trainee ability
  • all trainees are forced to absorb information at the same rate
  • trainees are forced to be passive learners with little opportunity to connect content to their own environment or to receive feedback on their understanding of material
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32
Q

What are the advantages of the discussion method?

A
  • facilitates the exchange of ideas

- develops critical thinking skills as well as social and interpersonal skills

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33
Q

What is the main drawback of the discussion method?

A

Not effective with large numbers of participants who remain silent or are unable to participate

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34
Q

When is transfer of learning greatest when using BMT?

A
  • models display both positive and negative behaviours
  • trainees are instructed to set goals, trainees’ superiors are trained
  • rewards and sanctions are provided for using or failing to use newly learned skills on the job
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35
Q

What are the three phases in the role-play experience?

A
  1. Development: role play must be developed to achieve its objectives
  2. Enactment: trainees are provided with the role-play information, scenarios, and assigned roles
  3. Debriefing: most important phase, where participants discuss experiences and outcomes of the role-play
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36
Q

What are the four steps involved in a successful simulation?

A
  1. Preparing for the simulation
  2. Delivering the simulation
  3. Debriefing the simulation
  4. Following up on the similations
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37
Q

What two things should a simulation have?

A

Physical and psychological fidelity

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38
Q

How do games enhance the learning process?

A

By injecting fun and competition, generating energy, and providing opportunities for people to work together.

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39
Q

What is the major drawback of games?

A

There may be a weak connection to training objectives, and an overemphasis on winning.

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40
Q

What should games include to be effective?

A
  • Well planned and prepared
  • Linked to training objectives
  • Include a debriefing session so the purpose of the game is understood, and critical skills and behaviours are learned
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41
Q

What are the goals of action learning?

A
  1. To involve and challenge the trainee

2. To move employees from passive observation to identification with the people and the vision of the organization

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42
Q

What are the benefits of blended training?

A
  • allows participants to learn in ways that work for them
  • allows multiple learning outcomes to be achieved
  • increases the possibility that training will be applied on the job
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43
Q

Define: 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

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44
Q

List the 6 on-the-job training methods

A
  1. Job Instruction Training
  2. Performance Aid
  3. Job Rotation
  4. Apprenticeship
  5. Coaching
  6. Mentoring
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45
Q

List and explain the 6 approaches to on the job training.

A
  1. On-the-spot Lecture: Gather trainees into groups and explain how to do the job
  2. Viewed Performance/Feedback: Watch the person at work and give constructive feedback
  3. Following Nellie: The supervisor trains a senior employee, who in turn trains new employees (showing the ropes)
  4. Job Aid Approach: A job aid (step by step instructions or video) is followed while the trainer monitors performance
  5. The Training Step: The trainer systematically introduces the task
  6. Sequence: Follows a planned sequence
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46
Q

Define: 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

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47
Q

Define: Performance Aid

A

A device at the job site that helps and employee perform their job

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48
Q

Define: Job Rotation

A

A training method is which trainees are exposed to different jobs, functions, and areas in an organization.

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49
Q

Define: Cross-Training

A

Training employees to perform each other’s jobs

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50
Q

Define: 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.

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51
Q

Define: Apprenticeships

A

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

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52
Q

List the 6 benefits of apprenticeship training

A
  1. Effective Recruitment Strategy
  2. Two-Way Skill Development
  3. Higher Quality Work
  4. Increased Productivity
  5. Improved Safety
  6. Improved Company Reputation
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53
Q

Define: Coaching

A

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

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54
Q

Define: Mentoring

A

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

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55
Q

Define: Career Support

A

Mentoring activities that include coaching, sponsorship, exposure, visibility, protection, and the provision of challenging assignments

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56
Q

Define: Psychological 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.

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57
Q

Define: E-Mentoring

A

Mentoring programs in which the mentor and protege communicate online

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58
Q

List the problems with on-the-job training

A
  • Lack of planning or structure
  • Those assigned as “trainers” haven’t recieved training on how to be trainers
  • Poor employees teach undesirable work habits and attitudes
  • Trainer may be worried that trainee will take thier job
  • Traditional ways of doing things gets passed on, resulting in exisiting problems and poor attitudes/behaviours will persist
  • May require trainee to do the “dirty work”
  • Can be time consuming
  • May feel penalized - unable to meet goals when training
  • Results in training that is inconsistent, inefficient, and ineffective
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59
Q

What are the Goals of Job Instruction Training - Preparation

A
  1. Puts the trainee at ease
  2. Guarantees the learning
  3. Builds interest and showing personal advantage
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60
Q

What are the Goals of Job Instruction Training - Instruction

A
  1. Shows trainee how to perform the job
  2. Repeat and explain key points in more detail
  3. Allows trainee to see whole job again
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61
Q

What are the Goals of Job Instruction Training - Performance

A
  1. Asks trainee to perform less difficult parts of the job

2. Allow trainee to perform the entire job

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62
Q

What are the goals of Job Instruction Training - Follow Up

A
  1. Trainee is left on own to perform job
  2. Trainer monitors trainee performance
  3. Trainer provides support and feedback
  4. Trainer indicated when and where to find help
  5. Trainer gradually tapers off instruction as employee gains confidence and skill
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63
Q

What are the four occupational sectors in which apprenticeships are used?

A
  1. Construction
  2. Motive Power
  3. Industrial
  4. Service
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64
Q

List the advantages of off-the-job training methods.

A
  • Use a variety of training methods and can tailor a program to needs and preferences of trainees
  • Trainer can control the training environment
  • A large number of trainees can be trained at one time
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65
Q

List the disadvantages of off-the-job training methods

A
  • Can be much more costly than on-the-job
  • Takes place in an environment that is different from the work environment making it difficult to apply the training back to the job
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66
Q

List the advantages of on-the-job training methods

A
  • More cost effective

- Greater likelihood of application on job

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67
Q

List the disadvantages of on-the-job training methods

A
  • Work environment is full of distractions
  • Potential for damage to expensive equipment
  • Disruption of service or slowdown in production
  • Safety can be compromised
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68
Q

Define: Technology-Based Training

A

Training that involves the use of technology to deliver training

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69
Q

Define: Traditional Training

A

Training that does not involve using technology to deliver training

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70
Q

Define: Computer-Based Training

A

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

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71
Q

Define: E-Learning

A

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

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72
Q

Define: Instructor-Led Training (ILT)

A

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

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73
Q

Define: Self-Directed Learning (SDL)

A

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

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74
Q

List the benefits of SDL

A
  • Trainees can learn at thier own pace and determine thier desired level of expertise
  • Trainees build on thier knoweldge bases and training time may be reduced; learn what is relevant to thier needs
  • Trainees become independent and acquire skills enabling them to learn more efficiently and effectively, reducing dependance on formal training
  • People can learn according to thier own styles of learning
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75
Q

List the limitations of SDL

A
  • Trainees may learn the wrong things or may not learn all there is to know
  • Trainees may waste time accessing resources and finding helpful material
  • SDL takes time; employees have to learn active knowledge-seeking skills
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76
Q

Define: Asynchronous

A

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

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77
Q

Define: Multimedia Training

A

Computer-Based training programs that include text, graphics, animation, audio, and video

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78
Q

Define: Synchronous

A

Training that is live and requires trainees to be at thier computer at a specifc time

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79
Q

Define: Online & Distance Education

A

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

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80
Q

Define: Massive Open Online Courses (MOOCs)

A

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

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81
Q

Define: Small Private Online Courses (SPOCs)

A

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

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82
Q

Define: Electronic Performance Support System (EPSS)

A

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

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83
Q

Define: Virtual Classroom

A

A web-based platform to deliver live, instructor-led training to geographically dispersed learners

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84
Q

Define: Video Conferencing

A

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

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85
Q

Define: Web Conferencing

A

A live meeting or conference that takes place on the internet

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86
Q

Define: Webinar

A

A seminar that takes place live over the web

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87
Q

Define: Webcast

A

A live or recorded video or audio broadcast over the internet

88
Q

Define: Social Media

A

The use of technology for sharing and exchanging information

89
Q

Define: Knowledge Sharing

A

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

90
Q

Define: Communities of Practice

A

Groups of employees who share similar concerns and problems and meet regularly to share thier expereinces and knowledge, learn from each other, and identify new approaches for working and solving problems

91
Q

Define: Web 2.0

A

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

92
Q

Define: 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

93
Q

Define: Blog

A

A website that contains commentary and information on a subject

94
Q

Define: Wiki

A

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

95
Q

Define: Podcast

A

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

96
Q

Define: 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

97
Q

Define: Mobile Learning (m-Learning)

A

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

98
Q

Define: Microlearning

A

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

99
Q

Define: Synthetic Learning Environments (SLEs)

A

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

100
Q

Define: Virtual Reality (VR)

A

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

101
Q

Define: Augmented Reality (AR)

A

Computer-generated virtual imagery information is overlaid onto a real-world environment in real time

102
Q

Define: Virtual Worlds

A

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

103
Q

Define: 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

104
Q

Define: Gamification

A

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

105
Q

Define: Customization

A

Tailoring instructional elements to meet trainee preferences and needs

106
Q

Define: Adaptive Learning

A

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

107
Q

Define: Personalization

A

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

108
Q

Define: Human Interaction

A

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

109
Q

Define: 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

110
Q

Define: Self-Pacing

A

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

111
Q

Define: Learner-Controlled Practice Difficulty

A

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

112
Q

Define: Adaptive Guidance

A

An instructional strategy to assist trainees in making effective learning decisions

113
Q

Define: Learning Management System (LMS)

A

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

114
Q

What are the three key elements of games, that should be involved in gamification?

A
  1. A story that provides the context and includes characters and settings that are relevant to trainees
  2. Parameters that indicate the basic framework and rules for how the game is played
  3. How trainees will be rewarded and how achievement will be recognized
115
Q

What are the benefits of technology-based training for trainees?

A
  1. Flexibility
  2. Learner Control
  3. Self-Pacing
  4. Learner-Controlled Practice Difficulty
  5. Adaptive Guidance
116
Q

What are the benefits of technology-based training for organizations?

A
  1. Standardization
  2. Large numbers of trainees/same time
  3. Track employees’ performance in training
  4. Travel and overhead costs saved
117
Q

What are the disadvantages of technology-based training for trainees?

A
  1. Less interpersonal contact and interaction

2. Computer literacy required

118
Q

What are the disadvantages of technology-based training for organizations?

A
  1. Up-front development costs

2. Resistance from employees

119
Q

When is computer-based training more effective for declarative knowledge?

A
  • trainees are older
  • instructional methods were different
  • trainees could chose training method
  • trainees had greater learner control
  • training included practice and feedback
  • the length of the training program was greater
120
Q

True or False: Studies show technology-based training was 6% more effective for declarative knowledge

A

True

121
Q

True or False: Technology-based training improves procedural knowledge

A

False; studies determined it equally as effective

122
Q

True or False: using computer-based training in a blended training approach, has been found to be 13% more effective than classroom instruction for teaching declarative knowledge, and 20% more effective for teaching procedural knowledge

A

True

123
Q

Define: Costing

A

The process of identifying all the expenditures used in training

124
Q

Define: Direct Costs

A

Costs that are linked directly to a particular training program

125
Q

Define: Indirect Costs

A

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

126
Q

Define: Developmental Costs

A

Costs that are incurred in the development of a training program

127
Q

Define: Overhead Costs

A

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

128
Q

Define: Trainee Compensation

A

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

129
Q

Define: Cost-Effectiveness Evaluation

A

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

130
Q

Define: Cost-Benefit Evaluation

A

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

131
Q

Define: Net Benefit

A

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

132
Q

Define: Benefit-Cost Ratio (BCR)

A

The benefit divided by the cost of the training program

133
Q

Define: 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

134
Q

Define: Utility Analysis

A

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

135
Q

Define: Break-Even Analysis

A

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

136
Q

List the 5 main cost categories

A
  1. Direct
  2. Indirect
  3. Developmental
  4. Overhead
  5. Trainee Compensation Costs
137
Q

List examples of direct costs associated with training

A 
Trainer's salary and benefits
Equipment rental
Course materials
Instructional aids
Food and refreshments
Cost of travel to/from training site
138
Q

List examples of indirect costs associated with training

A

Clerical and administrative support
Trainer prep and planning
Training materials sent to trainees
Cost of marketing the program

139
Q

List examples of developmental costs associated with training programs

A

Cost of completing needs analysis
Cost of developing instructional media
Design of training materials
Cost of evaluation

140
Q

List examples of overhead costs associated with training programs

A

Cost of maintaining facilities (utilities)
Equipment
Salaries of clerical and admin support

141
Q

List the trainee compensation costs associated with training

A

Salaries and benefits of trainees attending the training

Cost of replacement of employees during training

142
Q

What are the two types of benefit evaluation?

A

Cost-Effectiveness and Cost-Benefit Evaluation

143
Q

True or False: Benefits of a training program can be calculated in monetary and non-monetary terms

A

True

144
Q

List the three benefit calculations that can be determined after the benefit has been determined in monetary terms

A

Net Benefit
Benefit-Cost Ratio (BCR)
Return on Investment (ROI)

145
Q

What are the 4 factors involved in a utility analysis?

A

Effect Size
Stan. Dev. of job performance
Number of employees trained
Time that training benefits will last

146
Q

True or False: It is most meaningful to conduct a break-even analysis for the effect size or the Stand. Dev

A

True

147
Q

Define: Orientation Training

A

Programs that introduce new employees to their job, the people they will be working with, and the organization

148
Q

Define: Essential Skills

A

Skills required for work, learning, and life

149
Q

Define: Literacy

A

The ability to understand and use printed information in daily activities, at home, at work, and in the community - to achieve one’s goals and to develop one’s knowledge and potential

150
Q

Define: Essential Skills Training

A

Training programs that are designed to provide employees with the essential skills required to perform their job and adapt to workplace change

151
Q

Define: Technical Skills Training

A

Training in specific job-related skills that all employees need to perform their jobs

152
Q

Define: Non-Technical Skills Training

A

Training in a variety of skills that employees require for working and interacting with others

153
Q

Define: Information Technology Training

A

Training programs that focus on the use of computers and computer systems

154
Q

Define: Computer Software Training

A

Training programs that focus on how to use a specific computer software application

155
Q

Define: Health & Safety Training

A

Training programs that educate employees in safe work methods and practices and how to recognize the chemical and physical hazards in the workplace so that they are prepared and capable of taking corrective action in the event of an accident

156
Q

Define: Workplace Hazardous Materials Information System (WHMIS)

A

Legislation to ensure that workers across Canada are aware of the potential hazards of chemicals in the workplace and are familiar with emergency procedures for the clean up and disposal of a spill

157
Q

Define: Total Quality Management (TQM)

A

A systematic process of continual improvement of the quality of an organization’s product and services

158
Q

Define: TQM Training

A

Training programs that involve team training and training in the use of statistical tools that are used to problem solving and decision making processes

159
Q

Define: Team Training

A

Training programs that are designed to improve the functioning and effectiveness of team in areas such as communication and coordination

160
Q

Define: Crew Resource Management Training

A

A specialized type of team training that teaches team members to use all available resources - people, information, and equipment

161
Q

Define: Sales Training

A

Training programs that are designed to upgrade sales professionals’ skills and help them deal with new competitive challenges

162
Q

Define: Customer Service Training

A

Training programs that are designed to provide employees with interpersonal and service skills that are required for interacting with customers and for providing quality service

163
Q

Define: Sexual Harassment

A

Unwelcome sexual advances, requests for sexual favours, and verbal or physical conduct of a sexual nature that is a condition of employment, interferes with work performance, or creates a hostile work environment

164
Q

Define: Sexual & Racial Harassment Training

A

Training programs that are designed to educate employees about sexual and racial harassment and the organization’s policies and procedures regarding sexual and racial harassment

165
Q

Define: Ethics Training

A

Training programs that educate employees about the organization’s values and ethical policies or making ethical decisions

166
Q

Define: Diversity Training

A

Training programs that focus on differences in values, attitudes, and behaviours of individuals with different backgrounds

167
Q

Define: Cross-Cultural Training

A

Training programs that prepare employees for working and living in different cultures and for interactions with persons from different backgrounds

168
Q

Define: Training Rigour

A

The degree of mental involvement and effort that must be expended by the trainer and the trainee in order for the trainee to learn the required concepts

169
Q

Define: Health & Wellness Training

A

Training programs that educate employees on how to improve their health and lifestyle

170
Q

Define: Mental Health Training

A

Training programs on how to recognize mental health problems and how to provide assistance and support to those experiencing a mental health problem

171
Q

List the benefits of orientation programs

A

Socializes employees

Shapes corporate culture

Increases employees’ speed-to-proficiency

Reduces turnover

Leads to higher customer service performance

Increases retention

Improves financial performance

172
Q

What are the organizational benefits to essential skills training?

A

Improved productivity, efficiency, and quality

Decreased absenteeism/worker’s compensation claims

Improved cross-cultural communications and morale

173
Q

True or False: Canadian organizations spend significant amounts on essential skills training

A

False

174
Q

What are the positive effects on team training?

A
  1. Cognitive Outcomes (Declarative Knowledge)
  2. Affective Outcomes (Trust)
  3. Teamwork Processes (Communication)
  4. Performance Outcomes (Efficiency & Effectiveness)
175
Q

True or False: The most effective way for organizations to prevent sexual harassment is to develop sexual harassment policies, develop procedures for complaints, and provide training.

A

True

176
Q

True or False: Ethics training programs should only include ethical guidelines

A

False: Ethics training should respond to common ethical problems in the workplace

177
Q

List the 3 main objectives of diversity training programs

A
  1. Increase awareness about diversity issues
  2. Reduce biases and stereotypes
  3. Change behaviours to those required to work effectively in a diverse workforce
178
Q

Define: Management

A

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

179
Q

Define: Management Development

A

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

180
Q

Define: 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 the obstacles and constraints

181
Q

Define: Functions of Management

A

Controlling, Organizing, Planning, and Leading

182
Q

Define: Transactional Leadership

A

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

183
Q

Define: Transformational Leaders

A

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

184
Q

Define: Skills

A

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

185
Q

Define: Emotional Intelligence

A

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

186
Q

Define: Experiential Learning

A

Skill practices exercises that actively engage and involve the learner

187
Q

Define: After-Event Reviews (AERs)

A

Formal, structures debriefings held immediately following an experiential learning situation

188
Q

Define: Management Education

A

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

189
Q

Define: Management Training

A

Programs and activities designed to develop specific managerial skills

190
Q

Define: 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

191
Q

Define: On-the-Job Management Development

A

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

192
Q

Define: Job Rotation

A

Exposing an individual to different areas and experiences throughout the organizations

193
Q

Define: Mentors

A

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

194
Q

Define: Coaching

A

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

195
Q

How does management development differ from employee training?

A
  1. Management development focuses on “people skills”
  2. Management development relies heavily on experiential techniques
  3. Management behaviours are highly influenced by the manager’s personality and preferences
  4. Management development is a longitudinal and gradual process
  5. Incompetent managers can have a catastrophic effect on an entire organization’s ability to survive
  6. Management development has unique strategic significance
196
Q

According to Mintzberg, managerial activities involve what 3 roles.

A
  1. Interpersonal
  2. Informational
  3. Decisional
197
Q

What are the 5 key leadership success factors identified by Kouzes and Posner?

A
  1. Role Modelling
  2. Inspiring a Shared Vision
  3. Challenging the Status Quo
  4. Encouraging Others to Do the Same
  5. Recognizing the Contributions of Others
198
Q

List the 5 sets of skills involved in emotional intelligence.

A
  1. Self-Awareness
  2. Self-Control
  3. Motivation or Drive
  4. Empathy
  5. Interpersonal Skills
199
Q

True or False: Managers with higher levels of EI are more effective and successful than managers with lower levels of EI

A

True

200
Q

True or False: Leaders with low levels of critical thinking skills and EI are more likely to be successful

A

False

201
Q

What are the 4 basic commonalities of management skills development programs?

A
  1. Initial Skills Assessment
  2. Skill Acquisition
  3. Skill Practice
  4. Skill Application on the Job
202
Q

True or False: Management skills fall into three general categories: Conceptual, Technical, and Interpersonal Skills

A

True

203
Q

List the 3 conceptual skills important for managers

A
  1. Problem Solving & Decision Making
  2. Planning
  3. Performance Management & Goal Setting
204
Q

List the 3 interpersonal skills important for managers

A
  1. Communication
  2. Managing Conflict
  3. Managing Stress
205
Q

What are the 3 general approaches to/techniques for management development?

A
  1. Management Education Programs
  2. Management Training Programs
  3. On-the-Job Management Development
206
Q

What are the 2 most common on-the-job management development programs?

A

Job Rotation & Coaching

207
Q

Coaches are most helpful when they structure their efforts to help managers develop what 5 key elements?

A
  1. Insight
  2. Motivation
  3. Capabilities
  4. Real-World Practices
  5. Accountability
208
Q

Define: Learning 2.0

A

A shift from learning as a product that is created by organizations for learners to a learner-initiated collaborative process

209
Q

Define: Social Constructivism

A

An approach to learning that emphasizes interactive learning environments in which training participants learn from instructors, participants learn from each other, and instructors learn from participants

210
Q

Define: Organizational Learning

A

The process of creating, sharing, diffusing, and applying knowledge in organizations

211
Q

Define: Learning Organization

A

An organization that creates, acquires, organizes, shares, and retains information and knowledge, and used new information and knowledge to change and modify its behaviour in order to achieve its objectives and improve it effectiveness

212
Q

Define: Performance Consultant

A

A training professional responsible for providing solutions to performance problems

213
Q

Define: Learning Environment

A

A deliberately curated collection of materials and activities to support the development of a specific knowledge base or skill

214
Q

True or False: Learning occurs at 3 levels in organizations including: Organization, Group, & Individual

A

True

215
Q

List the factors that influence learning at the group level.

A

Group Climate, Culture, Norms, Dynamics, Processes

216
Q

What are the 5 key factors for making training and development programs effective?

A
  1. Trainee Characteristics
  2. Active Practice
  3. Instructional Methods
  4. Gagnes 9 Events of Instruction
  5. Pre and Post-Training Environment

HROB 3090 (1 decks)

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