L6: Training Flashcards
1
Q
define training
A
short term learning experiences designed to improve job specific KSAs, attitudes, or social behaviour
- tends to be narrowly focused & oriented towards short-term performance concerns
2
Q
define development
A
broadening a person’s skills for future responsibilities, its long term
approx 70% of this is informal
3
Q
why do org spend so much on training & dev?
A
- source of competitive advantages (cause org that invest in employee growth attract & retain top talent, & well designed training improves performance, engagement and motviation)
- impact of tech & teamwork (digital transformation (AI, robotics etc) require new skills & team based work is growing so need teamskills)
4
Q
what is training effectiveness?
A
extent to which training produced the intended results
ultimately transfer of training = success of training (ie employees use KSAs on job), but can also look at org. outcomes
5
Q
in general, what is the result of an effective training?
A
- employee satisfaction & motivation
- knowledge & skill improvement
- application of KSAs on the job (aka transfer of training)
6
Q
what types of knowledge can be trained?
A
- declarative knowledge
- procedural knowledge
7
Q
what is declarative knowledge?
A
knowledge about “what” (i.e. facts, meaning of terms)
ex: theory undelrying biases during interviews
8
Q
what is procedural knowledge?
A
- knowledge about “how” (ie how to perform skilled behaviour)
- eg prepare interview to minimize biases
9
Q
what are necessary factors for a training to be successful?
A
- must receive support from supervisors/peers
- must recognize that T&D works along side other org. processes (eg hiring, performance evaluation)
- individuals must be capable & motivated to learn the new material
10
Q
what are the 5 steps in making a training?
A
- define what is to be learned (the overall goal in the org)
- needs assessment & specify objectives
- design
- delivery
- evaluation
11
Q
what are key questions around needs assessment?
A
- Which aspects of job performance need improvement?
- is training actually needed, or is the issue due to something else (like poor job design)?
- what are the specific objectives for training
12
Q
what are the methods for needs assessment?
A
- interviews & questionnaires w employees & managers
- observaton of job performance
- job analysis (understanding tasks & KSAs required)
- focus groups w employees & supervisors
13
Q
why is needs assessment improvant?
A
- Saves money by only training what’s necessary.
- Helps set clear goals for training.
- Increases motivation & participation by showing employees the value of training.
14
Q
how do u determine training objectives?
A
- use needs assessment for this
- specify what is to be learned
- each objective should describe: desired behaviour, conditions under which behaviour should occur, standards by which behaviour is to be judged
15
Q
why is pre training motivation important to consider?
A
- individual attitudes, expectancies, and self beliefs likely to influence willingness to attend training & actual learning during training
- affects enthusiasm, attention, reinforces what is learned
- take it into consideration BEFORE desigining a training program
16
Q
what factors influence pre-training motivation?
A
- self efficacy
- reactions to prior training courses
- trainee personality
- locus of control
- age
- anxiety
- goal orientation
- valence of training
- job involvement (psych identificaiton w work & importance of work to a person total self image)
- org commitment
17
Q
what should you think about when designing a training?
A
- use theoretical models to guide training
- create an optimal environment for training & learning
- decompose & sequence the training in an efficient manner
18
Q
whats an optimal environment for training & learning?
A
- trainees should clearly understand objectives
- content should be meaningful & relevant (use real life examples)
- give cues to aid learning & recall
- provide practice opportunties
- provide feedback
- encourage interaction among trainees
- training program is properly coordinated & structured
19
Q
what should u look out for when desinging a team training?
A
- increase emphasis on team performance
- if team members have opposing/conflicting goals, efficiency of unit is likely to suffer
- look at interactions among members
20
Q
what are the steps to designing team training?
A
- conduct team training needs analysis
- develop training objectives for both task & teamwork skills (task skills before teamwork skills)
21
Q
how do u conduct team training needs analysis?
A
- identify interdependencies & skills required to master coordination of team takss
- identify cognitive skills & knowledge to interact as a team
- design exercises & training based on 2.
- evaluate team effectiveness
22
Q
what can be training objectives for team trainings?
A
- adaptability
- awarness of situations
- performance monitoring & feedback
- leadership/team management
- interpersonal skills
- coordination
- communication
- decision makign skills
23
Q
what are the 8 theoretical models of learning that can guide training?
A
- trainability & individual differences predict success
- error management training
- self regulation
- knowledge of results (feedback): provide constructive feedback
- goal setting: ppl perform better w specific, challenging goals
- behaviour moddeling: show correct behaviour
- motivation: ppl must believe they can learn & be motivated do so
- practice (overlearning for critical tasks like CPR)
24
Q
what is trainability?
A
ability + motivation
what u can do + what u will do
25
what is error management training?
- strategy for better & lasting performance
- aim: encourages trainees to make erorrs & engage in reflection to understand the causes of errors & strategies to avoid making them in the future
26
what is self regulation?
extent to which executive level cog systems in the learner monitor & exert control on the learners attention & active engagement of training content
27
how can you teach self regulation?
- make trainees aware of: relapse process, situations that sabotage transfer, awarness of vulnerability to breakdown
28
how should u give feedback in training?
- give first positive then negative
- if more experienced learner: withhold info so they can critically reflect on their own performance
29
what are smart goals?
specific, measurable, achievable, relevant, time bound
30
what are some goal setting tips?
- set them specific & difficult (not for complex, not well learned tasks)
- make the training objectives clear at start
- set challenging but not too goals
- supplement the end goal w subgoals
-
31
what is behaviour modelling?
an approach that
- demonstrates desired behaviour
- gives trainees chance to practice and role play those behaviours and recieve feedback
- been shown to be effective for both procedural & declarative knowledge
32
what are the basic components of behaviour modelling?
- Learning points: written descriptions of key behaviours.
- Modeling (show positive behaviour for reproduction; positive & negative examples for generalization of rules & concepts)
- Practice & role-playing
- Feedback & social reinforcement
- Transfer of training (need encouragement, feedback & support to use newly acquired skills on the job, otherwise no transfer)
33
what should the technique/delivery of the training do?
- Motivate employees
- Clearly illustrate desired skills
- encourage participation & practice
- Provide feedback
- Be structured from simple to complex tasks
- Be adaptable to specific problems
- Enable transfer of what is learned to other situations
34
what are different training delivery methods?
1. info based training (lectures, online courses, readings)
2. tech based training (e learning, webinars, simulations, VR trianing)
3. on the job training (inernships, mentoring, job rotation etc)
4. simulation based training (orientation training, internship, job rotating, executive coaching)
5. group building methods
35
what are the downsides of info based training? how can u combat this?
its one way! so passive learning so should give opportunity to practice
36
what are the pros & cons of tech based training?
pros: self paced, customizable, interactive
cons: can be ineffective for low ability learners if not designed well
37
how do u optimize tech based training?
- adaptive guidance
- learner control (balance)
- meaningful organisation of material
- provide opporutniesi for practice & constructive feedback
38
what is adaptive guidance?
provide trainees with info that helps them interpret their past performance & what they should be studying/practicing to improve future performance
39
what is on the job trainign best for?
practical skill development
40
what is simulation based training effective for?
decision making & teamwork training
41
how do u optimize simulation games training?
- promoting active learning is crucial (practice opporuntiies)
42
what are the key considerations in delivering a trainign?
- training should fit the learning goals
- active learning more effective than passive learning
- feedback & reinforcement critical for learning retention
43
what are the 2 types of group building training methods?
- adventure learning: experiential learning method focusing on teamwork & leadership skills via structured activities (like wilderness training, cooking class etc)
- action learning: teams work on actual business problems, commit to an action plan & carry out that plan
44
why is evaluating your training important?
- it can enhance the perceived benefits of training from the perspective of trainees, instructors, organisations
- which in turns affects any subsequent training (motivation)
45
what is kirkpatrick 4 levels evaluation model?
- reaction: how did the trainees feel afterwards
- learning: how much did the knowledge or intellectual capability increase from before to after the training
- behaviour: transfer of training/ effective application of learned matter
- results: effect on the business or environment resulting from the improved perofrmance of the trainee
46
how can u assess reaction after training?
- What were your learning goals? - Did you achieve them?
̈ Did you like this program?
̈ Should the organization continue to offer it?
̈ Suggestions for improving the program?
47
how can u assess learning after training?
achievement tests: comparison to pre training or control group baseline
48
how can u assess behaviour after training?
- Observation, interviews, surveys, criticall incidents...
- want to see if there is on-the-job behavior change
- Note for behavior change, allow at least 3 months after training (especially for attitude change, decision making skills & change to leadership styles)
49
how can u assess results after training?
- like absenteeism, turnover
- return on investment (ROI) -> extent to which training provides knowledge & skills that create a competitive advantage & a culture ready for continuous change
50
what are 2 designs for evaluating trainings?
- experimental: random assignment of ppl & treatment to groups
- quasi-experimental: in field settings it is difficult to achieve a true experimental design (ie random assignment)
goal: u want to be able to make meaningful inferences & rule out alternative explanations for the outcomes -> yes it was the intervention (both practicial & statistical significance)
51
define transfer of training
the extent to which new knowledge & skills learned during training are applied on the job
52
why is transfer of training important?
training efforts not useful if KSAs acquired in training are not appropriately transferred to job-related activities
53
what are important moderators between training & transfer of training back to the work environment?
supervisor & peer support
54
how can u maximize transfer of training?
- positive tranfser climate (reinforcement on job (support from leader) & reward (punishment not effective))
- preparing transfer of training: increase confidence in using newly learned skills, highlight situations where they can use skills (adequate resources), employees see how KSAs learned in one context can be applied to another (good link between training content & work content), increase perception that job & org performance will benefit from new skills, feedback)
