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HRDV 5000 MidTerm > HRDV 5000 MidTerm > Flashcards

HRDV 5000 MidTerm Flashcards

1
Q

Human Resource Development (HRD)

A

a set of systematic and planned activities designed by an organization to provide its members with the opportunities to learn necessary skills to meet current and future job demands

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2
Q

is the core of all HRD efforts

A

Learning

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3
Q

-Needed for production lines (Ford Model T)
-Demand for military goods (WW-I)
-Job Instruction Training (JIT) based at first on
Show
Tell
Do
Check

A

Training for Skilled and Semi-Skilled Workers

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4
Q

Intent was to standardize training profession

A

1942: American Society of Training Directors formed

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5
Q

Establishment of the Training Profession

A

Training Within Industry was developed

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6
Q

HRM Functions

A

Obtaining employees
Maintaining employees
Developing employees

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7
Q

Primary HRM Functions

A 
Human resource planning
Equal employment opportunity
Staffing (recruitment and selection)
Compensation and benefits
Employee (labor) relations
Health, safety and security
HRD activities
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8
Q

Training & Development (T&D)

A 
Changing or improving the employees
-Knowledge
-Skills
-Attitudes
Training
-Provides skills & knowledge to job or task
Development
-Prepares for future employment needs
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9
Q

Specific T&D Activities

A

Employee orientation
Skills and technical training
Coaching
Counseling

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10
Q

Process of enhancing the effectiveness of an organization and its employees through planned interventions that apply behavioral science concepts

A

Organizational Development (OD)

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11
Q

In OD, the HRD professional works as a ________to facilitate the change process

A

change agent

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12
Q

Ongoing process by which individuals progress through a series of stages, each characterized by a relatively unique set of issues, themes and tasks

____________ Assessing individuals skills and abilities in order to establish a realistic career plan

___________Taking necessary steps to achieve that plan

A

Career Development

Career Planning

Career Management

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13
Q

Strategic Management includes

A

Strategy formulation
Strategy implementation
Control

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14
Q

HRD Challenges

A
  • Participate directly in strategic management
  • Provide education and training in concepts and methods of strategic management and planning
  • Providing training to all employees that is aligned with goals and strategies
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15
Q

HRD Strategy

A
  • Contribute ideas, information and recommendations
  • Ensure HRD strategy is consistent with corporate strategies
  • Provide education and training to support corporate strategies
  • Ensure all training is linked to goals and strategies of organization
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16
Q

The HRD Executive Manager

A
  • Formerly “Training Director,” sometimes the “Chief Learning Officer”
  • Integrates HRD with goals and strategies of organization
  • Assumes leadership role in executive development
  • Promotes value of HRD functions
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17
Q

Goals of HRD

A
  • To assist employees and organizations in attaining their goals
  • Ultimate objective is to improve organizational performance
  • Major focus of most HRD interventions is an effort to change employee behavior
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18
Q

Most HRD focuses on ___________.

A

“Task Performance”

-Behaviors central to doing one’s job

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19
Q

Organizational citizenship behaviors

A

Critical to organizational effectiveness

-Not specific to any one task

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20
Q

Major Categories Affecting Behavior

A

-External forces
-Internal Forces
Within employee
Motivation
KSAs

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21
Q

External Influences

A

In spite of excellent work and production, external influences can result in down-sizing to reduce costs

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22
Q

Workforce Investment

A
  • Organizations invest a lot of time and money in their workforce
  • They must maintain their investment, even when restructuring or downsizing
  • Re-training “survivors” to do other work rather than laying them off
  • -Coaching and mentoring
  • -Individual development
  • -Multi-rater feedback
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23
Q

Workers will perform behaviors that they perceive will bring valued outcomes
Better the outcome, better the work

A

Expectancy Theory:

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24
Q

Outcomes are evaluated by comparing them to the outcomes received by others

A

Equity Theory

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25
Q

Rewards are more than money or plaques

A

They can include recognition and acceptance

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26
Q

A set of values, beliefs, norms and patterns of behavior that are shared by organization members, and that guide their behavior

A

The Organizational Culture

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27
Q
  • The development and alteration of the components of a job to improve productivity and the quality of an a employee’s life
  • A job design can affect behavior and attitudes
  • Altering the job may improve performance and attitudes
A

Job Design

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28
Q

Influence of Coworkers

A
  • They control some of the outcomes and therefore some of the behavior
  • They may offer or withhold friendship and recognition
  • Norms set the guidelines for behavior in the group
  • Group dynamics influence the way an employee behaves when interacting with a group
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29
Q

Group Dynamic Characteristics

A
  • Groupthink – concerned with unanimity rather than making good decisions
  • Social Loafing – tendency for individuals to reduce level of effort as group becomes larger
  • Teamwork:
  • -Trust
  • -Cohesiveness
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30
Q

Mazlow’s Need Hierarchy

A 
Physiological
Safety and security
Love
Status and Esteem
Self-actualization
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31
Q

Alderfer’s ERG Theory

A

Existence
Relatedness
Growth

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32
Q

Herzberg’s Two Factor Theory

A

x

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33
Q

Cognitive Process Approach

A

Expectancy Theory
Goal-Setting Theory
Social Learning Theory
Equity Theory

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34
Q

Non-Cognitive Approach

A

Reinforcement Theory

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35
Q

Needs-Based Approach

A

Mazlow’s Needs Hierarchy
Alderfer’s ERG
Herzberg’s Two-Factor

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36
Q

Deficiencies of Need-Based

A
  • Difficult to test and apply
  • Insufficient for explanation of motivation
  • Some programs based on theories have been successful
  • -Job enrichment
  • -Achievement motivation
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37
Q

Assumes that motivation is a conscious choice process
Employees
believe they can perform successfully (high expectancy), and
believe are connected (high instrumentality) to outcomes they desire (high valence) or
believe will prevent (negative instrumentality) outcomes they want to avoid (negative valence)

A

Expectancy theory

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38
Q 
Goals can 
Mobilize employee effort
Direct their attention
Increase their persistence
Affect strategies used to accomplish a task
A

Goal Setting Theory

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39
Q

Social Learning Theory

A

Outcome and self-efficacy expectations affect individual performance
An Outcome Expectation
person’s belief that performing a given behavior will lead to a given outcome
Self Efficacy
“people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances”

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40
Q

Behavior Modification

A
  • Positive reinforcement refers to increasing the frequency of a behavior by following the behavior with a pleasurable consequence
  • Negative reinforcement increases the frequency of a behavior by removing something aversive after the behavior is performed
  • Extinction seeks to decrease the frequency of a behavior by removing the consequence that is reinforcing it
  • Punishment seeks to decrease the frequency of a behavior by introducing an aversive consequence immediately after the behavior
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41
Q

a person’s general feeling of favorableness or unfavorableness toward some stimulus object

A

Attitude

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42
Q

Knowledge, Skills and Abilities (KSAs)

A

Abilities – general capacities related to the performance of a set of tasks
Skills – combine abilities with capabilities that are developed as a result of training and experience
Knowledge – an understanding of factors or principles related to a particular subject

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43
Q

a relatively permanent change in behavior, cognition, or affect that occurs as a result of one’s interaction with the environment

A

Learning

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44
Q

Process by which two cognitions become paired so that thinking of one causes thinking of the other
“dozen”
twelve items

A

Association

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45
Q

Objects that are learned to together tend to be associates with each other
Dozen and Twelve Items

A

Contiguity

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46
Q

A behavior followed by a pleasurable consequence is likely to be repeated

A

Law of Effect

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47
Q

Repetition strengths the association

A

Practice

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48
Q

Instructional Psychology

A
  • Describe learning goal to be obtained
  • Analyze initial state of learner
  • -What learner knows before learning starts
  • Identify conditions that allow learner to achieve competence
  • -Instructional techniques, procedures, materials
  • Assess and Monitor learning to measure progress and need for alternative techniques
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49
Q

Cognitive Psychology

A
  • A fixed system of mechanisms that underlies and produces cognitive behavior
  • Symbolic Architectures
  • -Rely heavily upon processing information as symbols and language
  • Connectionist Architectures
  • -Focused on way that information is processed
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50
Q

Three primary areas (maximizing learning)

A

Trainee characteristics
Training design
Transfer of training

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51
Q

Training Design Issues include

A
  • the conditions of practice that influence learning

- the factors that impact retention of what is learned

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52
Q

Active Practice

A
  • Repeatedly perform task or use knowledge learned
  • Massed versus spaced practice sessions
  • -Massed – All at once (“cramming”)
  • -Spaced – Segments separated over time
  • Whole versus part learning
  • -Whole – Practice entire task
  • -Part – Practices segments of task
53
Q

Overlearning

A
  • Practice beyond the point at which material or task is mastered
  • Rationale for over-learning
  • -May improve performance under different situations
  • -Additional proactive when opportunity for same not available on the job
  • -Makes what is learned “automatic” in stressful or emergency situations
  • Effective but increases time and expense of training
54
Q

Feedback in Training

A

Provides objective information regarding the adequacy of one’s performance
Can come from observers, the performer, or the task itself

55
Q

Issues influencing retention

A
  • Meaningfulness of material
  • -meaningful, easier to learn and remember
  • Degree of original learning
  • -More effectively learned, more is retained
  • Interference
  • -Knowledge gained before training can inhibit retention
  • -Knowledge gained after training may inhibit retention
  • -Both require learner to respond differently in the same general situation due to changed equipment, changed procedures, etc
56
Q

Transfer of Training

A

Positive Transfer – Job performance improves because of training
Negative Transfer – Job performance is worse because of training

57
Q

Physical Fidelity

A

extent to which the conditions of the training program, such as equipment, tasks, and surroundings, are the same as in the performance situation

58
Q

Psychological Fidelity

A

extent to which trainees attach similar meanings to both the training and performance situations

59
Q

General Transfer Theories

A
  • General Principles Theory
  • -Learning the fundamental elements of a task will ensure transfer from training
  • Stimulus Variability
  • -Transfer can be enhanced when training contains a variety of stimuli
  • Support in the Work Environment
  • -Extent to which trainees perceive support for using newly learned behavior or knowledge on the job
60
Q

Child versus Adult Learning

A
  • Adults are more self-directed
  • Adults have acquired a large amount of knowledge and experience that can be tapped as a resource for learning
  • Adults show a greater readiness to learn tasks that are relevant to the roles they have assumed in life
  • Adults are motivated to learn in order to solve problems or address needs, and they expect to immediately apply what they learn to these problems and needs
61
Q

Pedagogy

A

Used for educating children and teens through high school

62
Q

Andragogy

A

Adult-oriented approach to learning

63
Q

Gerontology

A

The scientific study of old age and aging

64
Q

Five Principles of Adult Training

A
  • Older workers can and do develop
  • Supervisions cannot exclude older workers
  • Effective training needs
  • -Motivation, structure, familiarity, organization & time
  • The organizational climate must reward entry into training and transfer of skills back to the job
  • Training must be considered within an integrated career perspective
65
Q

Learning Strategies

A

-Rehearsal strategies
(e.g., repeating items in a list; underlining text in an article; copying notes)
-Elaboration strategies
(e.g., forming a mental image; taking notes, paraphrasing, or summarizing new material)
-Organizational strategies
(e.g., grouping or ordering information to be learned;
outlining an article; creating a hierarchy of material
-Comprehension monitoring strategies
(e.g., self-questioning)
-Affective strategies
(increasing alertness; relaxation; finding ways to reduce test anxiety)

66
Q

Perceptual Preferences

A
  • Print (reading and writing)
  • Visual (such as graphs and charts)
  • Aural (auditory, i.e., listening)
  • Interactive (discussing, asking questions)
  • Tactile/manipulative (hands-on approaches, such as touching)
  • Kinesthetic/psychomotor (role playing, physical activities)
  • Olfactory (association of ideas with smell or taste)
67
Q

Goal of HRD

A

To improve an organization’s effectiveness by:

  • -Solving current problems (like an increase in customer complaints)
  • -Preventing anticipated problems (such as a shortage of skilled technicians)
  • -Including as participants those individuals and units that can benefit most
68
Q

Needs assessment (or needs analysis)

A
  • A process by which an organization’s HRD needs are identified and articulated
  • It is the starting point of the HRD, ISD, and training process
69
Q

Why Needs Assessment Are Sometimes Not Conducted

A
  • A needs assessment can be a difficult, time-consuming process
  • Action is valued over research
  • Available information already specifies what an organization’s needs are
  • There is a lack of support for needs assessment
70
Q

What Is a “Training Need?”

A

A deficiency between what is expected and what occurs

71
Q

Diagnostic needs

A

focus on effective performance and preventing problems

72
Q

Analytic needs

A

focus on better ways to perform

73
Q

Compliance needs

A

those set by law

74
Q

Levels of Needs Analysis

A
  • Strategic/Organizational analysis
  • -Where in organization training is needed
  • -Under what conditions will it occur
  • Task Analysis
  • -What must be done to perform successfully
  • -What must be done to correctly complete a task
  • Person Analysis
  • -Who needs to be trained
  • -What kind of training do they need
75
Q

______ and _____ limitations make it difficult to do such a high-level analysis

A

Resource // time

76
Q

Questions to Ask

A
  • Are unspecified goals translatable into training objectives or criteria?
  • Have various levels of participating units been involved in developing program?
  • Are key people ready to accept the behavior of trainees and to serve as role models?
  • Will trainees be rewarded for efforts?
  • Is training being used instead of more appropriate measures such as bonuses, placards, new equipment, etc?
  • Is top management willing to commit resources?
77
Q

Steps in Task Analysis

A
  1. Develop an overall job description
  2. Identify the task
    a. Describe what should be done in the task
    b. Describe what is actually done in the task
  3. Describe KSAOs needed to perform the job
  4. Identify areas that can benefit from training
  5. Prioritize areas that can benefit from training
78
Q

Job Inventory Questionnaire

A
  • Identify all tasks in a job
  • Supervisors and incumbents evaluate
  • -Each task in terms of importance
  • -Time spent performing it
  • Develops data that can be analyzed with statistics
  • Involves many people, so minimizes individual opinions
79
Q

Diagnostic Person Analysis

A

tries to discover the reasons for an employee’s performance

80
Q

After the needs assessment is completed, data is on hand to decide:

A
  • where is the training or HRD program is needed
  • what kind of training or HRD program is needed
  • who needs to be trained
  • what are the conditions under which training will occur
81
Q

Key Activities in HRD Design

A
  1. Setting objectives
  2. Selecting the trainer or vendor
  3. Developing a lesson plan
  4. Selecting program methods and techniques (including the appropriate use of technology)
  5. Preparing materials
  6. Scheduling the program
82
Q

_____describe the intent and the desired result of the HRD program

A

Training program objectives

83
Q

Three Critical Aspects of Objectives

A
  • The performance the learners (trainees) should be able to do
  • The conditions under which they must do it
  • The criteria (how well they must do it) used in judging its success
84
Q

Major Reasons to Contract Out

A
  • The firm does not have the expertise to design the program in-house
  • Management would not likely have the time to design the program
  • Firm doesn’t have an HRD department or full-time HRD professional
85
Q

Factors to Consider When Creating HDR Programs

A
  • Expertise
  • Timeliness
  • Number of Trainees
  • Subject Matter
86
Q

Choosing a Vendor

A
  • cost
  • credentials
  • background
87
Q

Internal: Selecting the Trainer

A
  • training competency

- expertise

88
Q

Train-the-Trainer Programs

A

Focus on

  • Developing trainee objectives and lesson plans
  • Selecting and preparing training materials
  • Selecting and using training aids (e.g., Microsoft® PowerPoint® slides, videos, overhead projectors)
  • Selecting and using different training methods and techniques
89
Q

Importance of a Good Trainer

A

A bad trainer can cancel out an excellent training effort

An excellent trainer can make a bad training effort a lot better

90
Q

Buy or Develop?

A

Generally less expensive to purchase

91
Q

E-Learning

A

Quicker and more widespread access to training materials
Once in place, cheaper than classroom
Can be 24/7
Allows trainee to control pace and training process to fit personal needs and abilities

92
Q

Basic Training Method Classification

A

On-the-Job (OJT)
Classroom approaches
Self-paced or individualized approach

93
Q

On-the-job training (OJT)

A

Job instruction training
Job rotation
Coaching
Mentoring

94
Q

Classroom

A 
Lecture
Conference/Discussion
Audiovisual static media (e.g., handouts, books) dynamic media (e.g., DVD, video, film)
Telecommunication (e.g., satellite transmission, Internet)
Experiential techniques
case study
business games
role play
behavioral modeling
computer-based training (classroom-
 based)
networked computer labs/classrooms
95
Q

Self-Paced

A

Paper-based training workbooks (e.g., programmed instruction)
Computer-based training (non-classroom-based) computer-aided instruction (e.g., multimedia CD-ROM), Internet/intranet intelligent computer-aided instruction

96
Q

On-the-Job Training

A

Conducting training at a trainee’s regular workstation
Most employees receive at least some training and coaching on the job
Much on-the-job training is conducted informally

97
Q

Advantages of Formal OJT

A

OJT facilitates the transfer of learning to the job because the trainee has an immediate opportunity to practice the work tasks on the job.
Transfer of learning is enhanced because the learning environment is the same as the performance environment
OJT reduces training costs because no training facilities are needed

98
Q

Limitations of OJT

A

Job site may have physical constraints, noise, and other distractions that could inhibit learning
Using expensive equipment for training could result in costly damage or disruption of the production schedule
Using OJT while customers are present may inconvenience them and temporarily reduce the quality of service
OJT involving heavy equipment or chemicals may threaten the safety of others who are working in close proximity

99
Q

Four OJT Techniques

A

Job Instruction Training (JIT)
Job Rotation
Coaching
Mentoring

100
Q

Job Instruction Training

A

Defined as a sequence of instructional procedures used by the trainer to train employees while they work in their assigned job

101
Q

JIT: A Four Step Process

A

Prepare the worker
Present the task
Practice
Follow-up

102
Q

Just-Do-It-Training

A

Cummins Engine Company’s approach (Kaizen)
(1) observe work processes in action and
identify problems
(2) brainstorm possible improvements
(3) analyze each improvement option
(4) implement improvements
(5) analyze results and make adjustments

103
Q

Job Rotation

A

Trainee is generally expected to learn more by observing and doing than by receiving instruction
Involves a series of assignments to different positions or departments for a specified period
Often used for first-level management training

104
Q

Coaching

A

Between employee and supervisor
Focuses on examining employee performance and taking actions to
maintain effective performance
correct performance problems

105
Q

Mentoring

A

Senior manager is paired with a more junior employee for the purpose of
giving support
helping the employee learn the ropes
preparing the employee for increasing responsibility

106
Q

Classroom Training

A

Conducted outside of the normal work setting
Advantages over OJT:
Use of a variety of training techniques
Minimize distractions and create a learning climate
Can accommodate larger numbers of trainees
Disadvantages
Increased costs
Dissimilarity to the job setting

107
Q

Five Primary Categories of Classroom Tng

A 
Lecture
Discussion
Audiovisual media
Experiential methods
Computer-based training (classroom-based)
108
Q

Intelligent Computer-Assisted Instruction (ICAI)

A

Intelligent tutoring systems able to discern the learner’s capability from
the learner’s response patterns
by analyzing the learner’s errors
Based on “Artificial Intelligence”
In evolutionary development in government, military and industry

109
Q

HRD evaluation

A

The systematic collection of descriptive and judgmental information necessary to make effective training decisions related to the selection, adoption, value, and modification of various instructional activities

110
Q

Evaluation Can Help

A
  • Determine whether a program is accomplishing its objectives
  • Identify the strengths and weaknesses of HRD programs
  • Determine the cost-benefit ratio of an HRD program
  • Decide who should participate in future HRD programs
  • Identify which participants benefited the most or least from the program
  • Gather data to assist in marketing future programs
  • Establish a database to assist management in making decisions
111
Q

Other Major Factors

A
  • If HRD staff cannot substantiate its contribution to the organization, its funding and programs may be cut during the budgeting process, especially when the organization faces tough times
  • Evaluation can build credibility with top managers and others in the organization
  • Senior management often wants to know the benefits of HRD programs
  • Building credibility is a key aspect of evaluation
112
Q

How Often Are HRD Programs Evaluated?

A

Most used measures participant reaction
Not always useful
Need to compare performance before and after training

113
Q

Why Not Done Frequently

A
  • Conducting an evaluation is not easy
  • Many external factors can affect whether employee performance improves
  • -makes it difficult to evaluate the impact of just the training
  • HRD managers afraid of criticism and program cuts
114
Q

Kirkpatrick’s Framework

A
  • Reaction
  • -Did trainees like program?
  • -Did trainees think it valuable?
  • Learning
  • -Did they learn what objections said they should learn?
  • Job Behavior
  • -Did they use learning back on job?
  • Results
  • -Has HRD improved organization’s effectiveness?
115
Q

Kirkpatrick and Industry

A

Most organizations do not collect information on all four types of outcomes
About one-third of organizations use Kirkpatrick’s model
Some feel it only measures after training
Others feel it is more of a taxonomy of outcomes

116
Q

Brinkerhoff’s Six Stages

A 
Goal Setting: 
What is the need?
Program Design: 
What will work to meet the need?
Program Implementation: 
Is it working, with the focus on the implementation of the program?
Immediate Outcomes: 
Did participants learn?
Intermediate or Usage Outcomes: 
Are the participants using what they learned?
Impacts and Worth: 
Did it make a worthwhile difference to the organization?
117
Q

Stakeholder

A

a person or group with an interest in seeing an endeavor succeed and without whose support the endeavor would fail

118
Q

Data Collection

A

Method Description
1. Interview
Conversation with one or more individuals to assess their opinions, observations, and beliefs
2. Questionnaire
A standardized set of questions intended to assess opinions, observations, and beliefs
3. Direct Observation
Observing a task or set of tasks as they are performed and recording what is seen
4. Tests and simulations
Structured situation to assess an individual’s knowledge or proficiency to perform some task or behavior
5. Archival performance data
Use of existing information, such as files or reports

119
Q

Individual Performance Data

A 
Employee’s test scores
Number of units produced
Timeliness of performance
Quality of performance
Attendance
Attitudes
120
Q

System-Wide Performance

A 
Concerns business unit, team, division, etc.
Includes
-Productivity
-Rework
-Scrap
-Customer and client satisfaction
-Timeliness
121
Q

Economic Data

A

Includes financial and economic performance of the organization or unit
-the bottom line
-profits
-product liability
-avoidance of penalties
such as fines for noncompliance with laws and regulations
-market share

122
Q

Types of Cost Analysis

A

-Cost-benefit analysis
comparing monetary costs of training to benefits received in non-monetary terms
improvements in attitudes, safety, and health
-Cost-effectiveness analysis
financial benefits accrued from training
increases in quality and profits
reduction in waste and processing time

123
Q

Return on Investment (ROI)

A

ROI = Results

Training Costs

124
Q

Types of Costs

A
  • Direct
  • Indirect
  • Development
  • Overhead
  • Compensation
125
Q

Increasing ROI Credibility

A
  • Use conservative cost estimates
  • Error on high side
  • Find reliable estimate sources
  • Explain all assumptions and techniques used to calculate costs
  • Rely on hard data whenever possible
126
Q

Goal of Using Cost-Benefit Analysis

A
  • Put HRD on equal footing as other managers
  • Language of business is money
  • Results must be quantifiable
  • Results need to be expressed statistically
  • Need to
  • -Demonstrate expected gains of HRD programs
  • -Compete with needs of other managers for equipment, facilities, personnel, etc.
127
Q

How Evaluation SHOULD Be Conducted

A
  • Perform needs analysis
  • Develop explicit evaluation strategy
  • Have specific training objectives
  • Obtain participant reactions
  • Develop criterion instruments
  • Plan and execute evaluation
128
Q

HRD in the Organization

A
  • Not done in a vacuum
  • HRD impacts
  • -Financial performance,
  • -Turnover
  • -Absenteeism
  • -Organizational learning
  • HRD interventions matter
  • Training alone never works

HRDV 5000 MidTerm (1 decks)

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